LEARNING ACTIVITY SHEET

QUARTER: 2nd / WEEK: 9

Name: _______________________________________________Score: ________

Grade & Section: __________________________________ Subject: SCIENCE 10

Name of Teacher: ____________________________________ Date: __________

I. Title: Electric Motor and Generator

II. Type of Activity // Concept notes with formative activities

/ LAS for summative assessment ( / Written Work / Performance Task)

MELC: Explain the operation of a simple electric motor and generator (S10FE-IIj-54)

III. Learning Objectives:

1. Explain how a simple electric motor and generator operates.
2. Explain the process of electromagnetic induction and how it affects the
operation of electric motor and generator.
3. Identify and determine the functions of each part of an electric motor and
generator.
4. Enumerate applications of an electric motor and generator.

IV. References:
Print Materials:

Acosta, H., et al., Science Learner’s Material 10, pp. 168-219

Acosta, H., et al., Science Teacher’s Guide 10, pp.30-50
Nueva España, R., et al., Science and Technology 10, pp. 146-158
Online Resources:
Electric generator. Retrieved from https://www.adeltd.co.uk/blog/how-does-
an-electric-generator-work.php on November 30, 2020

Electric motor. Retrieved from https://study.com/academy/lesson/electric-

motors-generators-converting-between-electrical-and-chemical-
energy.html on November 15, 2020
 Electric motor. Retrieved from https://www.khanacademy.org/science/in-in-
class10th-physics/in-in-magnetic-effects-of-electric-current/electric-
motor-dc/v/electric-motor on November 30, 2020.

Electric motor. Retrieved from https://byjus.com/physics/the-electric-motor/ on

January 26, 2021

Electricity and Magnetism. Retrieved from

https://www.open.edu/openlearn/science-maths-technology/science/p
hysics-and-astronomy/physics/diy-generate-your-own-electricity on
January 26, 2021

Generator. Retrieved from https://www.wpowerproducts.com/different-

generator-parts/ on January 6, 2021

Generator. Retrieved from

https://www.generatorsource.com/How_Generators_Work.aspx on
January
25, 2021

Magnetic induction. Retrieved fromhttps://byjus.com/magnetic-induction-

formula/ on January 25, 2021

V. Concept notes

We've all been there - one moment you're watching your favorite program on
TV and the next you're in the dark because the power's gone out. At such a time,
you may wish you had a candle or a flashlight so that you could see in your dark
house. But what would be useful is a generator because this converts mechanical
energy into electrical energy. If the generator were powerful enough, you could use it
to restore electricity to your house, at least for a little while. A simple electric
generator is made when a coil or any closed loop of conductor moves through or
cuts across magnetic field lines. The coil will experience an induced voltage or an
electromotive force that will cause a pulsating direct current (DC) to be generated.
The pulsating direct current fluctuates in value but does not change direction.

Figure 1. DC Electric Generator

(https://www.stirlingkit.com/products/diy-hand-electricity-generator-model-ac-dc-electric-generator-
physical-experiment- education-toys)

It is so hot, so you decided to

plug in your electric fan. You
pressed a button and its blades started to spin. Inside your fan is an electrical
motor, which converts electrical energy into mechanical energy. A simple DC motor
can be assembled using a single coil that rotates in a magnetic field. The direct
current in the coil is supplied via two brushes. The forces exerted on the current-
carrying wire creates a rotation-causing force on the coil.

Figure 2. Simple electric motor

(http://electricmotorgerubana.blogspot.com/2017/08/youtube-simple-electric-motor.html)

While the generator and the electric fan (or any other device powered by a
motor) may serve different functions, they are two sides of the same coin. In fact,
they are the same device! In an electrical motor, the input is electricity, and the
output is mechanical power. Contrary to this, a generator takes mechanical power
and outputs electricity. In both cases, electricity is flowing - just in a different
direction!
Both motors and generators run because of something
called electromagnetic induction. Discovered by Michael Faraday, this is when a
voltage is induced by a changing magnetic field. With electromagnetic induction, an
electric current can be produced in a coil of wire by moving a magnet in or out of that
coil, or by moving the coil through the magnetic field. Either way, voltage is created
through motion.

Figure 3. Electromagnetic induction

(http://spmphysics.onlinetuition.com.my/2008/06/electromagnetic-induction.html)

Law of Electromagnetic Induction

Magnetic induction was discovered by Michael Faraday in 1831. Later
Maxwell described it mathematically and it came to be known as Faraday’s law of
induction. Faraday had performed three experiments to understand electromagnetic
induction. Then Faraday’s law became crucial to understand induction which now
has several practical applications like in generators, transformers, etc.
Magnetic induction, also called electromagnetic induction refers to the
production of voltage (or EMF) across an electrical conductor placed inside a varying
magnetic field. According to Faraday’s law, for a closed circuit, the induced
electromotive force is equal to the rate of change of the magnetic flux enclosed by
the circuit.

Mathematically, electromagnetic induction is expressed as: EMF=BLv,

where B is magnetic field, L is the length of the wire in the magnetic field, and
v is the velocity of the wire with respect to the field.
The amount of voltage induced depends on the number of loops in the coil of
wire, as well as the speed at which the magnet is moved through the coil. A greater
number of coils means a greater amount of voltage is induced. Similarly, the faster
the magnet is moved through the coil, the more voltage you get.
What does this have to do with motors and generators? Well, a generator
produces electricity by rotating a coil in a stationary magnetic field, and in a motor, a
current is passed through a coil, which forces it to spin. In both cases, Faraday's law
of electromagnetic induction is employed, allowing you to produce electricity in your
house and then use it to vacuum your floor, wash your clothes in the washing
machine, keep food fresh in your refrigerator and so much more.
Remember before how we said that a motor and a generator are the same
device, but producing opposite results? What we mean here is that the flow of
electricity is reversed, not that the machine itself operates in reverse. So, you can't
just take a generator and turn it into a motor by 'reversing' the components of the
machine. Likewise, with an electric motor you can't just flip a switch that makes the
components operate in reverse to produce electricity. Instead, what you have to
change is the direction the electricity flows: inward for a motor and outward for a
generator.
Figure 4a. Electrical energy production in
a generator.
(https://byjus.com/questions/state-the-
principle-of-an-electric-generator/)

Figure 4b. Mechanical energy

production in a motor.
(https://www.explainthatstuff.com/
electricmotors.html)

Parts of a generator
1. Armature- made up of coils of wire wrapped around an iron core which rotates
when the generator is on.
 2. Brushes- spring-loaded contacts that transfer current from the armature to the
electrical systems.
3. Commutator- a segmented ring at one end of the armature.
4. Field coils- copper wire wrapped around the field poles.
5. Magnet- produces the magnetic field that rotates the field coils.
Parts of a simple electric motor
1. Battery/Power source- it supplies power to the motor armature or field coils.
2. Commutator- it is the rotating interface of the armature coil with a stationary
circuit.
3. Brushes- it is a device that conducts current between stationary wires and
moving parts, most commonly the rotating shaft.
4. Armature coil- it helps the motor to run by rotating
5. Armature core- it holds the armature coil in place and provides mechanical
support.
6. Field magnet- its magnetic field helps to produce a torque on the rotating
armature coil.

YOU CAN DO THIS!

Task 1. Fill me Out. Supply the paragraph with the correct words from the box to
complete the idea. Write only the answers.

direct current (DC) alternating current (AC) single coil

mechanical energy electrical energy magnetic field
current-carrying wire rotation-causing force double coil

An electric motor is a device that converts (1) ____________________ into

rotational (2) ____________________. A simple (3) ______________________
motor can be assembled using a (4) ______________________ that rotates in a (5)
________________. The direct current in the coil is supplied via two brushes. The
forces exerted on the (6) ______________________ creates a (7)
____________________ on the coil.

Task 2. Compare and Contrast. Differentiate electric motor and electric generator
by placing the sentences in their proper column.

Electric motor Electric generator

1. Converts electrical to mechanical energy.

2. Converts mechanical to electrical energy.
3. Pulsating direct current is generated.
4. Uses a battery as a power source.
5. Used to restore electricity when power suppliers or grids shut down.
Task 3. Check your Knowledge. Match the part of an electric motor or generator in
Column A to its function in Column B. Write only the letter of your answer in a
separate sheet of paper.

A B
1. Battery a. rotates because of the torque produced in the magnetic field
2. Magnet b. supplies energy for the motor to run
3. Commutator c. conducts current between stationary wires and the rotating
4. Brushes shaft
5. Armature coil d. is the rotating part of the armature coil with stationary circuit
e. produces a torque that rotates the coil.

YOU CAN DO MORE!

Task 4. Check your Understanding. Write T if the concept about motor and
generator is true. If it is false, write the word that makes the statement incorrect and
write beside it the correct word. Answer in a separate sheet of paper.

1. The amount of voltage induced depends on the number of loops in the coil of
wire, as well as the speed at which the magnet is moved through the coil.
2. Electromagnetic induction refers to the production of voltage (or EMF) across
an electrical conductor placed inside a static magnetic field.
3. Your fans at home display the concept of how a generator works as it
generates wind because of the rotation of its blades.
4. A generator produces electricity by rotating a coil in a changing magnetic field,
and in a motor, a current is passed through a coil, which forces it to spin.
5. An electric current can be produced in a coil of wire by moving a magnet in or
out of that coil, or by moving the coil through the magnetic field. Either way,
voltage is created through motion. This process is called electromagnetic
induction.
Task 5. Analysis. Analyze each question and choose the correct answer.
1. It is an important part of a motor or generator because it creates a torque that
rotates the coil.
a. battery b. commutator c. magnet d.
brushes
2. The amount of voltage induced depends on the number of loops in the coil of
wire, as well as the speed at which the magnet is moved through the coil. A
greater number of coils means a greater amount of voltage is induced.
Similarly, the faster the magnet is moved through the coil, the more voltage
you get. What can you infer from this statement?
a. The voltage and the number of loops in a coil of wire are directly related.
b. The voltage and the speed of magnet’s movement through a wire are
directly related.
c. The voltage is inversely related to the number of loops in a coil and speed
of the magnet’s movement through the coil.
d. Both a and b
 3. It is said that the motor and generator are the same device, but why do they
differ in function?
a. They differ in speed at which the coil rotates.
b. They differ in the direction of electricity, inward for motor, outward for
generator.
c. They have reversed components.
d. They differ in the number of loops in the wire.
4. This happens when electric current is produced in a coil of wire by moving a
magnet in or out of that coil, or by moving the coil through the magnetic field.
a. Electromagnetic induction c. Induction
b. Magnetism d. Electromagnetism
5. What basic principle enables ALL electric generators to operate?
a. Iron is the only element that is magnetic.
b. Opposite electric charges attract and like charges repel.
c. A closed-loop conductor within a changing magnetic field will have an
induced electromotive force
d. A current-carrying conductor placed within a magnetic field will experience
a magnetic force.
Task 6. Identification. List 10 words that are related to motor and generator and
discuss how they affect their operation. Basic parts of motor and generator should
not be included.

Word related to motor Role, function, definition or effect to

and generator motor and/or generator operation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Challenge yourself! CHALLENGE YOURSELF!

Task 7. Let’s Differentiate. Make a Venn diagram that will compare the concepts
you learned about motor and generator. Make use of some indicators given below as
your bases.

Indicators/Bases:
 Energy conversion
 Direction of electricity
 Power source
 Driven element
 Example

MOTOR GENERATOR
Task 8. Application. Explain the illustrations below in 3 to 5 sentences.

Task 9. Critical Thinking. Answer the following questions below in three to five
sentences. Refer to the rubrics on how you will be scored.

1. Explain the operation of an electric motor.

2. Explain the operation of an electric generator.

3. How does electromagnetic induction affect the operation of motor and

generator?

4. Why is a magnet so important as part of a motor and generator?

5. How are motors and generators used in our modern-day world? Cite
examples.

LEVEL UP!

Task 10. Directions: Make a 16-stanza poem explaining the concept of motor and
generator and relate how electromagnetic induction affects them. Refer to the rubrics
on how you will be scored.

Task 11. Direction: Reflect on the importance of electric motors and generators, and
how it affects our everyday living. Write a reflection paper explaining your answer.
Refer to the rubrics on how you will be scored.
Task 12. Perform the activity below in groups of five and answer the questions that
follow.

Principles of Electromagnetic Induction

(Adapted from the DepEd-NSTIC Activity on Faraday’s Law of Induction)
Objectives:
 Observe the deflection of a galvanometer needle when a magnet moves
inside a current-carrying coil.
 Identify and explain the factors that affect the induced current through a
conductor.
Materials:
 3.6 meters/connecting wires (about 20 fine strands along the length of
insulated magnet wire)
 tape measure
 size D dry cell
 sticky tape and pair of scissors
 galvanometer or improvised galvanometer (made by looping enough length of
wire around a compass fitted into a used rubber mat)
 two wooden blocks
 two wires of alligator clips
 pair of bar magnets
 paper and pen
Safety precautions:
 A galvanometer is a very low resistance instrument used to measure very
small currents in microamperes. It must be connected in series in a circuit with
the pointer at the zero point mark. Use the galvanometer with care so as not
to drop it.
Procedure:
1. Using a size D dry cell as guide, wind a 5-turn, 10-turn, and a 15-turn coil out
of a 60-cm, 120-cm, and a 180-cm connecting wire respectively. Use small
pieces of tape to hold the coil together on two or three areas. Remove the
insulation from each end of the coil and strand the fine wires together for easy
connection.
2. Set up the galvanometer, wooden blocks and bar magnets as shown in figure
8.

Figure 8. A simple electromagnetic induction activity set up.

Part A. Inducing voltage and current in a coil
3. As shown in figure 9, lay the 5-turn coil above the two wooden blocks and
connect its ends to the galvanometer via wires of alligator clips. At this point,
observe what happens to the galvanometer pointer.

Figure 9. Move the north pole of a bar magnet into a 5-turn coil
4. Hold a bar magnet above the coil as shown in Figure 9. Move the north pole
of the magnet into the coil. Observe the galvanometer pointer as you do this.
On your paper, make a table similar to table 1 and record your observations.

Table 1. Inducing current in a coil

Condition Coil without Magnet is Magnet is at Magnet is
a magnet moving into rest inside moving out
the coil the coil of the coil
Galvanometer
pointer’s
deflection or
non-deflection
Galvanometer - -
pointer’s
direction of
deflection

5. Hold the magnet inside the coil without moving it for a few seconds Observe
what happens.

6. Pull the magnet out of the coil. Observe the galvanometer pointer as you do
this.

Q1. How will you explain the deflection or non-deflection of the galvanometer
pointer as observed in the activity?

Q2. How will you compare the directions of deflection? Why do you think this
is so?
Part B. Amount of induced voltage and current vs number of turns

7. Use the set up to explore the relative magnitudes of the galvanometer

pointer’s deflection for the 5-turn, 10-turn and 15-turn coils. Record your
observations on your paper.

Q3. For approximately the same speed of moving the magnet into or out of
each coil, what happens to the magnitude of the pointer’s deflection as the
number of turns in the coil increase?
Part C. Amount of induced voltage and current vs strength of magnetic field

8. Use the 15-turn coil and the set up to explore the relationship between the
magnitude of the galvanometer pointer’s deflection and the magnetic field
strength using (a) one bar magnet, and (b) two bar magnets with like poles
held together in parallel. Record your observations on your paper.

Figure 10. Move the north poles of two parallel bar magnets into a 15-turn coil
Q4. For approximately the same speed of moving the magnet into or out of
the 15-turn coil, what happens to the deflection of the galvanometer pointer as
the number of bar magnets (strength of magnetic field) increase?
Part D. Amount of induced current vs rate of magnetic field change

9. Use the 15-turn coil and a bar magnet to explore the relationship between the
magnitude of the galvanometer pointer’s deflection and the speed of the
movement of the magnet into or out of the coil. Record your observations on
your paper.

Q5. What happens to the deflection of the galvanometer pointer as the bar
magnet is moved into or out of the 15-turn coil at different speeds (rate of
magnetic field change)?
Part E. Coil orientation and direction of magnetic field change
 10. As shown in figure 11, move (a) a bar magnet along one of the coils
(preferably the 15-turn) and observe the magnitude of the galvanometer
pointer’s deflection. Compare this deflection to that when (b) the bar magnet
moves across (into or out) the coil at approximately the same speed. Record

your observations on your paper.

Figure 11. The bar magnet is moved (a) along or parallel to the coil
orientation, and (b) across or perpendicular to the coil orientation.

Q6. How would you compare behavior of the galvanometer pointer when the
magnet moves along the coil and when the magnet moves across the coil?

Q7. In your own words, what are the factors that affect the amount of current
and hence voltage (EMF) induced in a conductor by a changing magnetic
field?

Q8. An equation for the electromagnetic force (EMF) induced in a wire by a

magnetic field is EMF=BLv, where B is magnetic field, L is the length of the
wire in the magnetic field, and v is the velocity of the wire with respect to the
field. How do the results in this activity support this equation?

VII. Notes to teachers:

In scoring your students’ outputs, make use of the following rubrics.

Rubrics for essays in Task 9

 FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS
The single The presence of The order The choice, use and Grammar,
POINTS controlling point ideas developed developed and arrangement of mechanics,
made with an through facts, sustained within words and sentence spelling, usage
awareness of examples and and across structures that and sentence
task about a explanations. paragraphs using create tone and construction.
specific topic. traditional devices voice.
and including
introduction and
conclusion.
Outstanding Sharp, distinct, Substantial, specific Sophisticated Precise, illustrative Evident control of
(5) controlling and/or illustrative arrangement of use of a variety of grammar,
point made content content with evident words and sentence mechanics,
about a single demonstrating and/or subtle structures to create spelling, usage
topic with strong development transitions. consistent writer’s and sentence
evident and sophisticated voice and tone. formation.
awareness of ideas.
task.
Very Apparent point Sufficiently Functional Generic use of a Sufficient control of
Satisfactory made about a developed content arrangement of variety of words and grammar,
(4) single topic with adequate content that sentence structures mechanics,
with sufficient elaboration or sustains a logical to create consistent spelling, usage
awareness of explanation. order with some writer’s voice and and sentence
task. evidence of tone. formation.
transitions.
Satisfactory No apparent Limited content with Confused or Limited use of a Limited control of
(3) point but inadequate inconsistent variety of words and grammar,
evidence of a elaboration and arrangement of sentence structures mechanics,
specific topic. explanation. content with or to create consistent spelling, usage
without attempts at writer’s voice and and sentence
transitions. tone. formation.
Fair Minimal Superficial and/or Minimal control of Minimal variety in Minimal control of
(2) evidence of a have few relative content word choice and grammar,
topic. content. arrangement. minimal control of mechanics,
sentence structures. spelling, usage
and sentence
formation.
Needs No evidence of No content related No control of No variety in word No control of
Improvemen a topic. to the topic. content choice and no grammar,
t arrangement. control of sentence mechanics,
(1) structures. spelling, usage
and sentence
formation

Rubrics for poem in Task 10

CATEGORY Outstanding Very Satisfactory Satisfactory Fair Needs
(4) Improvement(1)
(5) (3) (2)

TITLE & The title is The title is The title is present. No title is present. No title is present.
catchy. The somewhat catchy. The content is The content clearly The content does
CONTENT
content is The content is crafted and clearly relates to the theme. not relate to the
creatively crafted somewhat creatively relates to the theme. theme.
and clearly crafted and clearly
relates to the relates to the theme.
theme.
COHESIVE- The poem is The poem is The poem is The poem is a little The poem is not
well-organized organized, and each somewhat organized, and organized well and
NESS
and each line line goes well organized, and each some lines sway the lines sway
flows perfectly. together. However, line connects to away from each away from each
its cohesiveness can each other. other. Its other.
still be improved. However, its cohesiveness badly
cohesiveness needs needs improvement.
more improvement.
USE OF POETIC The student The student made The student made The student made The student did
made use of at use of at least 3 use of at least 2 use of at least 1 not use of
ELEMENTS
least 4 poetic poetic elements that poetic element that poetic element that appropriate poem
elements that touches the emotion touches the emotion touches the emotion elements.
touches the of the reader. of the reader. of the reader.
emotion of the
reader.
IMPACT The poem The poem catches The poem The poem catches The poem does
catches the the attention of the somewhat catches the attention of the not have an
attention of the audience and is the attention of the audience but not impact at all.
audience and is effective enough in audience and is effective in
very effective in conveying the slightly effective conveying the
conveying the theme. enough in conveying theme.
theme. the theme.

Rubrics for reflection paper on Task 11

Category Outstanding Very Satisfactory Fair Needs

Satisfactory Improvement
(5) (3) (2)
(4) (1)

Title and Focus The reflection The reflection The title is The title is The title is
paper has a paper has a irrelevant to the irrelevant to irrelevant and there
catchy and relevant title, but reflection paper. the reflection is no focus at all.
relevant title that it is not strong to Nonetheless, the paper. The
draws the draw attention. focus is clearly focus is not
attention of the The focus is stated. clear.
readers. The clearly stated.
focus is clearly
stated.
Content The paper The paper The paper The paper The paper does not
provides a provides a provides a provides a provide a
thorough and careful discussion of the discussion of discussion of the
complete discussion of the topic presenting the topic but topic.
discussion of the topic presenting few examples lacks
topic presenting some examples that support the arguments to
sufficient that support the arguments. support it.
examples that arguments.
strongly support
the arguments.
Impact The reflection The reflection The reflection The reflection The reflection paper
paper greatly paper somewhat paper appeals to paper has a has no impact to
appeals to the appeals to the the society a minimal the society nor
society and society and little and impact to the recommend
recommends recommends recommends society nor answers to
viable solutions some possible few solutions to recommend problems.
to problems. solutions to problems. answers to
problems. problems.
Audience The reflection The reflection The reflection The reflection The reflection paper
paper clearly paper targets an paper’s target paper seems does not target any
targets a audience but audience is not to not target audience.
specific/appropri few statements clearly implied. any audience.
ate group of veer away from
people. the target
audience.
Technical Aspect The reflection The reflection The reflection The reflection The reflection paper
paper is free of paper has only paper has 3-4 paper has 5-6 has 7 or more
(Spelling, grammar,
spelling and 1-2 spelling and spelling and spelling and spelling and
and word count) grammar errors. grammar errors. grammar errors. grammar grammar errors.
errors.

VIII. Answer Key to the Tasks:

Task 1
1. Electrical energy
 2. Mechanical energy
3. Direct current (DC)
4. Single coil
5. Current-carrying wire
6. Rotation-causing force
7. Magnetic field
Task 2
Electric motor Electric generator
Converts electrical to mechanical Converts mechanical to electrical
energy energy
Uses a battery as a power source. Pulsating direct current is generated
Used to restore electricity when power
suppliers or grids shut down

Task 3
1. B
2. E
3. D
4. C
5. A
Task 4
1. T
2. Static-varying
3. Generator-motor
4. Changing-stationary
5. T
Task 5
1. C
2. D
3. B
4. A
5. C
Task 6
Answers may vary but words should be related to motor and generator such
as, but not limited to their, operation, or application. Answers in column 2 should
clearly establish the relationship between the word given to motor and/or generator.

Task 7
MOTOR GENERATOR
 Electrical to  Mechanical to
mechanical energy electrical energy
 Inward direction of  EMI  Outward direction of
electricity  Can be Electricity
 Uses battery as a AC/DC  Does not have a battery
power source  Uses  Driven by mechanical force
 Driven by magnetic magnet  Example: power stations
Task 8
Answers may vary but should revolve on the idea of the flow of electricity in
motors. Also, students should be able to discuss how motor works or operates.

Task 9
1. Answers may vary but should rotate on the idea that a motor works by using
electrical energy to do rotational mechanical work. The direct current in the
coil is supplied by the brushes that make a moving contact with a split ring.
The coil lies in a steady magnetic field provided by the magnets. The
electromagnetic forces exerted on the current-carrying wire creates a torque
(rotation-causing force) on the coil (rotor).
2. Answers may vary but should rotate on the idea that a generator works by
converting rotational mechanical work into electrical energy. The coil will
experience an induced voltage or an electromotive force that will cause
pulsating direct current (DC) to be generated.
3. Electromagnetic induction affects the operation of motors and generators
because it is in this process where electric current is generated in a conductor
by a moving or changing magnetic field.
4. A magnet is an important part or motors and generators because it has a
magnetic field that exerts a force on a current-carrying wire causing it to
rotate, and affecting the whole process of either converting mechanical
energy to electrical energy or vice versa. Without a magnet, a motor or
generator will not work.
5. Answers may vary. Motors are widely used in our everyday living. From our
homes to large-scale industries such as factories, motors play a very big role
in easing work for the people. Trains, cars and other transport vehicles use
the concept of how motor works in order for them to run. On the other hand,
generators also play a big part in our lives most especially when electric grids
or power suppliers have a shutdown. We can use a generator to supply us
electricity even for a while.

Task 10
Answers may vary but the poem must be able to explain the basic operations
of a motor and generator, and how electromagnetic induction affects them.
Task 11
Answers should focus on how important motor is in various technologies such
as in transportation, machine operation and other industries. On the importance of
generators, answers should focus on its ability to convert mechanical energy to
electrical energy which is very useful in agriculture and home use whenever there is
a power shortage from electric companies or grids.

Task 12

Condition Coil without Magnet is Magnet is at Magnet is

a magnet moving into rest inside moving out
the coil the coil of the coil
Galvanometer No deflection Deflection is No deflection Deflection is
pointer’s observed observed
deflection or
non-deflection
Galvanometer - Sideward - To the
pointer’s from the zero opposite side
direction of point of the of the scale
deflection scale at the
center

Q1. The pointer deflects when current is induced in a closed-circuit conductor within
a changing magnetic field. A changing magnetic field is produced when there is
relative motion between a source of a magnetic field and a conductor; it does not
matter which moves. This change in the magnetic field strength in the coil region
occurs as the magnet is moved towards to away from the coil. The absence of a
changing magnetic field or absence of the field’s motion relative to the conductor
results to non-deflection of the galvanometer’s pointer. The mere presence of a
magnetic field that is at rest will not induce current.

Q2. The galvanometer pointer at the center of the scale deflects in one direction
when the magnet was moved into the coil and in the opposite direction when the
magnet was pulled out.
As the north pole of the magnet is moved downwards (approaching the top end
of the coil), the top end behaves like a south pole, and then reverses when the
magnet is pulled out. An induced current in the conductor behaves in such a
direction that its magnetic properties oppose the magnetic field change that induces
the current.

Q3. For approximately the same speed of moving the magnet either into or out of the
coil, the galvanometer pointer deflect more with greater number of turns in the coil.

Q4. For approximately the same speed of moving the magnet into or out of the 15-
turn coil, the galvanometer pointer deflect more with the use of two magnets
compared to a single source of magnetic field.
Q5. The galvanometer’s pointer deflects more when the magnet is moved into or out
of the 15-turn coil at a faster speed causing a greater rate of change in magnetic
field strength.

Q6. When the magnet was moved parallel or along the coil, the galvanometer pointer
barely deflected if it would deflect at all as compared to the galvanometer pointer’s
clear deflection when the magnet was moved perpendicular or across the coil. No
current will flow when there is no magnetic field line that cuts through the wire.

Q7. The magnitude of induced current and voltage (electromotive force) vary
depending on the number of turns or length of conductor, the strength and
orientation of the magnetic field, and the speed at which the flux lines cut across the
wire or the rate at which the magnetic field moves relative to the conductor.

Q8. From Ohm’s Law, if resistance is constant, the current is proportional to the
voltage (EMF). Thus, activity showed that the induced is greater with a greater
number of turns (longer length L), with more magnets (stronger magnetic field B),
and with greater rate of movement (greater velocity of the magnet with respect to the
coil v). Thus, the induced voltage or electromotive force is also greater, supporting
the equation EMF=BLv.