SEMI DETAILED LESSON PLAN IN GENERAL PHYSICS 2

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGES NO.
Eleven Fourth W1, Day 3 4
I. OBJECTIVES
The learners demonstrate an understanding of Magnetic induction and
A. Content Standards
Faraday’s Law.
The learners are able to:
1. Use theoretical and, when feasible, experimental approaches to solve
B. Performance Standards
multiconcept, rich-context problems using concepts from electromagnetic
waves, optics, relativity, and atomic and nuclear theory.
C. Learning Competency 1. Calculate the induced emf in a closed loop due to a time-varying magnetic
(write the code) flux using Faraday’s Law (STEM_GP12EM-IVa-4)
1. State Faraday’s law of electromagnetic induction.
D. Unpacked Competencies / 2. Calculate the induced emf in a closed loop due to a time-varying magnetic
Objectives flux using Faraday’s Law.
3. Relate the concept of Faraday’s law in real-life applications.
E. Topic Faraday’s Law
F. Materials Powerpoint presentation, Manila paper, Marker, LED TV, Calculator
G. Process Skills Calculating, Analyzing, Relating
H. Subject Integration Mathematics
II. CONTENT Faraday’s Law
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
Giordano, Nicholas J. General Physics 2. Rex Book Store, Inc.,2018, pp. 169-
3. Textbook pages
28
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
ELICIT (3 minutes)
A. Presenting the new lesson – Decode Me!
Decode the words based on the given definition. Use the given code to help
you out. Each number corresponds to a letter.
Code:
A B C D E F G H I J K L M
6 20 17 14 1 19 15 13 21 3

N O P Q R S T U V W X Y Z
22 8 25 11 16 4 24 10 9

A. Reviewing previous lesson or 1. Very similar to the concept of electric flux

presenting the new lesson
3 6 15 22 1 4 13 17

19 21 24 9
2. Potential difference

1 21 1 17 4 11 8 3 8 4 13 10 1

19 8 11 17 1

1
 3. Current produced by induction

13 22 14 24 17 1 14

17 24 11 11 1 22 4

B. Establishing a purpose for the ENGAGE (5 minutes)

lesson A. Presentation of Objectives
1. A student will be called to read all of the lesson objectives.
2. The teacher will explain the learning objectives.
B. Definition of Terms:
1. Magnetic Flux – a measurement of the total magnetic field which
passes through a given area. The equation for magnetic flux is given
below. The SI unit for magnetic flux is Weber (Wb). (1 Wb = 1T-m 2)
A. Φ B=BA cos Θ (when ⃗ B makes an angle Θ relative to the
normal to a surface)
B. Φ B=BA (when ⃗ B is perpendicular to the surface)
C. Φ B=0 (when B is parallel to the surface)
⃗

C. Presenting examples/instances
of the new lesson
2. Electromotive force – is the potential difference in charge between
two points in a circuit. It is also known as voltage, and it is measured
in volts.
3. Induced Current – a current brought about by changing magnetic
field.
4. Faraday’s Law of Electromagnetic Induction – due to 19ᵗʰ century
physicist Michael Faraday. It is a very important law linking electricity
with magnetism. It states that a voltage (current) is induced in a
circuit whenever relative motion exists between a conductor and a
magnetic field. This relates the rate of change of magnetic flux
through a loop to the magnitude of the electro-motive force (emf)
induced in the loop. The emf induced in a coil of N loops is:

ε =−N ( ΔΦΔ t )
B

D. Discussing new concepts and EXPLORE (15 minutes)

practicing new skills #1 Group Activity
E. Discussing new concepts and 1. Students will proceed to their assigned area with their groupmates.
practicing new skills #2 2. Recall the standards to follow when doing an activity.
3. Pre-activity:
3.1 Present the activity, and discuss the instructions for the activity.
With their group, they will calculate the induced emf in a
closed loop due to time-varying magnetic flux using Faraday’s
Law.
Group 1 and 3 – A square coil (20 cm x 20 cm) of wire consists
of 50 loops. The magnetic field makes an angle θ=30° relative to
the normal of its surface. The magnetic field increases from -3T
to 5T in 0.10 seconds. (a) Calculate the induced emf in the coil
for this angle. (b) If the magnetic field is perpendicular to the
surface of the coil, calculate the induced emf.
Group 2 and 4 – A coil of wire has 20 turns. Each coil has an
area of 2x10-3 m2. The surface of each loop is perpendicular to

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 the magnetic field at all times. At time t 0=0, the magnitude of B is
0.05 T. At a later time t=0.2s, the magnitude of the field is 0.06 T.
(a) Find the emf induced in the coil during this time? (b) What
would be the value of the induced emf if the magnitude of the
magnetic field decreased from 0.06 T to 0.05 T in 0.2s?
Group 5 – Consider a wire loop of area A = 1cm 2 initially far from
any sources of magnetic field. A strong bar magnet with B = 1T
near its poles is suddenly inserted into the loop, filling the loop
completely. If the time required to insert the magnet is ∆t=0.1 s,
what is the approximate value of the induced emf in the loop?
3.2 Ask for clarifications and questions regarding the activity.
4. Present the rubrics for the activity group performance and inquire for
suggestions from the learners.
CRITERIA EXCELLENT GOOD AVERAGE POOR
10 pts. 9- 8 pts. 7-6 pts. 5 & below
Performed the activity
in collaborative way.
The problem is
answered correctly.
Practiced timeliness
in doing the activity.
EXPLAIN (15 minutes)
1. Reporting of group outputs
2. Analysis and discussions of students’ outputs.
3. The teacher asks questions to develop critical thinking.
Group 1 and 3 – What happened to the induced emf when there is an
angle between the magnetic field line and the surface, as
compared to the induced emf when the magnetic field is
perpendicular to the surface?
Group 2 and 4 – What happened to the induced emf when the magnetic
field was decreased? What will happen to the induced emf if the
magnetic field is increased?
Group 5 – What does a small emf implies?
4. The teacher will give feedback on their group activity performance.
5. The teacher will give additional concepts about Faraday’s law.
5.1 Meaning of the terms in Faraday’s law:
ΔΦ B
F. Developing mastery (leads to
• ε =−N ( )Δt
Formative Assessment 3) • ε on the left-hand side is the induced emf that appears in the wire
loop. Its units is in Volts (V).
ΔΦ B
• The right-hand side of Faraday’s law contains the ratio , which
Δt
is just the rate of change of the magnetic flux with time. In words,
Faraday’s law says that an emf is produced in a circuit by changes in
the magnetic flux through the circuit.
5.2 Key features of Faraday’s law:
 Only changes in Φ B matter.
 Rapid changes in magnetic flux produce larger values of ε than do
slow changes.
 The magnitude of ε is proportional to the rate of change of the flux
ΔΦ B
. If this rate of change is constant, then ε is constant.
Δt
 The induced emf is present even if there is no current in the path
enclosing an area of changing magnetic flux.
G. Finding practical applications of ELABORATE (7 minutes)
concepts and skills in daily living A. Practical Applications of Concepts
H. Making generalizations and 1. Electricity and magnetism were considered separate and unrelated

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 phenomena for a long time. With Faraday’s Law of Electromagnetic
Induction, he linked electricity with magnetism, and thus, we now know
that there is a relationship between the two. He proved that if electric
currents produce a magnetic field, then a magnetic field can also produce
electric current. Can you give a real-life scenario/situation that uses the
abstractions about the lesson
concept of Faraday’s Law?
B. Generalizations
1. What is Faraday’s law of electromagnetic induction?
2. How do we calculate the induced emf in a closed loop due to a time-
varying magnetic flux?
EVALUATE (5 minutes)
Choose only the letter of your answer.
1. Which of the following is a measurement of the total magnetic field which
passes through a given area?
a. electromotive force c. magnetic flux
b. induced current d. electric flux
2. What is the magnetic flux when the magnetic field is parallel to the surface?
a. The magnetic flux is greater than zero.
b. The magnetic flux is less than zero.
c. The magnetic flux is zero.
d. The magnetic flux can’t be determined.
I. In Evaluating learning
3. Which principle relates the rate of change of magnetic flux through a loop to
the magnitude of the electromotive force (emf) induced in the loop?
a. Faraday’s Law c. Gauss’ Law
b. Coulomb’s Law d. Ampere’s Law
4. A square loop of side 10 cm is placed vertically in the east-west plane. A
uniform magnetic field of 0.10 T is set up across the plane and it is directed
to the east. The magnetic field is decreased to zero in 0.70 s at a steady
rate. What is the magnitude of the induced emf?
a. 1.40x10-3 V c. 1.41x10-3 V
-3
b. 1.42x10 V d. 1.43x10-3 V
5. From problem #4, what happens to the induced emf if the magnetic field is
increased?
a. The induced emf will increase.
b. The induced emf will decrease.
c. The induced emf will remain constant.
d. None of these
EXTEND (5 minutes)
A circular coil of radius 10 cm, 500 turns and resistance 2 Ω is placed
J. Additional activities for with its plane perpendicular to the horizontal component of the earth’s magnetic
application or remediation field. It is rotated about its vertical diameter through 180° in 0.25 s. Estimate
the magnitudes of the emf and current induced in the coil. Horizontal
component of the earth’s magnetic field at the place is 3.0 × 10 –5 T.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?

Prepared by:

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 APRIL JOY L. CAILO
Teacher II
Kapalong National High School

Electromagnetic Induction was first discovered way back in the 1830’s by Michael Faraday. Faraday
noticed that when he moved a permanent magnet in and out of a coil or a single loop of wire it induced an
ElectroMotive Force or emf, in other words a Voltage, and therefore a current was produced.
So what Michael Faraday discovered was a way of producing an electrical current in a circuit by using
only the force of a magnetic field and not batteries. This then lead to a very important law linking electricity with
magnetism, Faraday’s Law of Electromagnetic Induction. So how does this work?.
When the magnet shown below is moved “towards” the coil, the pointer or needle of the Galvanometer,
which is basically a very sensitive centre zero’ed moving-coil ammeter, will deflect away from its centre position
in one direction only. When the magnet stops moving and is held stationary with regards to the coil the needle of
the galvanometer returns back to zero as there is no physical movement of the magnetic field.
Likewise, when the magnet is moved “away” from the coil in the other direction, the needle of the
galvanometer deflects in the opposite direction with regards to the first indicating a change in polarity. Then by
moving the magnet back and forth towards the coil the needle of the galvanometer will deflect left or right,
positive or negative, relative to the directional motion of the magnet.
Likewise, if the magnet is now held stationary and ONLY the coil is moved towards or away from the
magnet the needle of the galvanometer will also deflect in either direction. Then the action of moving a coil or
loop of wire through a magnetic field induces a voltage in the coil with the magnitude of this induced voltage
being proportional to the speed or velocity of the movement.
Then we can see that the faster the movement of the magnetic field the greater will be the induced emf
or voltage in the coil, so for Faraday’s law to hold true there must be “relative motion” or movement between the
coil and the magnetic field and either the magnetic field, the coil or both can move.
From the above description we can say that a relationship exists between an electrical voltage and a
changing magnetic field to which Michael Faraday’s famous law of electromagnetic induction states: “that a
voltage is induced in a circuit whenever relative motion exists between a conductor and a magnetic field and that
the magnitude of this voltage is proportional to the rate of change of the flux”.

In other words, Electromagnetic Induction is the process of using magnetic fields to produce voltage,
and in a closed circuit, a current.
So how much voltage (emf) can be induced into the coil using just magnetism. Well this is determined
by the following 3 different factors.
1). Increasing the number of turns of wire in the coil – By increasing the amount of individual conductors cutting
through the magnetic field, the amount of induced emf produced will be the sum of all the individual loops of the
coil, so if there are 20 turns in the coil there will be 20 times more induced emf than in one piece of wire.
2). Increasing the speed of the relative motion between the coil and the magnet – If the same coil of wire passed
through the same magnetic field but its speed or velocity is increased, the wire will cut the lines of flux at a faster
rate so more induced emf would be produced.
3). Increasing the strength of the magnetic field – If the same coil of wire is moved at the same speed through a
stronger magnetic field, there will be more emf produced because there are more lines of force to cut.