EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/ DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 10 2ND QUARTER / FORCE, MOTION & ENERGY WEEK 10 DAY 3 1

I. OBJECTIVES
The learners demonstrate an understanding of the relationship between electricity
A. Content Standards
and magnetism in electric motors and generators.
B. Performance The learners shall be able to assemble a simple electric motor using appropriate
Standards materials.
The learners should be able to explain the operation of a simple electric motor and
C. Learning generator. (S10FE-IIj-54)
Competencies/
Objectives
Write the LC code for Specifically , at the end of the session, 80% of the learners should be able to:
each a. assemble a simple electric DC motor using available materials; and
b. practice laboratory safety
II. CONTENT Electromagnetic Effects – Making an Improvised DC Motor
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 99-110
2. Learner’s Materials
pp. 115-128
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
Hewitt, Paul G., Conceptual Physics
B. Other Learning
Practical Work in High School Physics: Sourcebook for Teachers
Resources
http://web.mit.edu/cmse/educational/motor_lp_kristy.pdf
IV. PROCEDURES
Have the learners recall Oersted’s discovery and the Lorentz Law.

 Oersted’s Discovery tells that a current carrying wire produces a magnetic

field around the wire.

A. Reviewing previous
lesson or presenting
the new lesson

 Lorentz’ Force Law is the force exerted on a charged particle moving with
an electric and magnetic field. The entire electromagnetic force on the
charged particle is called the Lorentz force.
B. Establishing a purpose Tell the class that they will apply Oersted’s discovery and the Lorentz’ law to build
for the lesson their own improvised DC motor using readily available materials.
C. Presenting
Show to the class a working improvised model (if available) so as to guide them on
examples/instances of
the new lesson
how their final product should look like.
D. Discussing new Group the learners (depending on the class size) and distribute the Learner
concepts and Handouts / Activity Sheet on how to make an Improvised Electric DC Motor. Let
practicing new skills the learners read and understand the material carefully
#1
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GRADE 10 2ND QUARTER / FORCE, MOTION & ENERGY WEEK 10 DAY 3 2

Remind the learners of the safety guidelines to be observed while building their
improvised DC motor.
Allow the learners ample time to make their improvised DC motor. If time is an
issue, the project making can be done at home while accomplishing the guide
questions can be done during Science period.
Observe-Predict-Explain
Ask the learners the following questions:
Q1: Based on the motor that you have built, what factors do you think would affect
the speed while the motor rotates?
Q2: In what ways can we reverse the direction while the motor spins? Write your
E. Discussing new
thoughts down.
concepts and
practicing new skills
#2 After this, encourage the learners to implement their predictions one at a time and
record their observations in a data sheet.

Lastly have the learners investigate on at least two other aspects that they wanted
to explore (if any). Have them write down what it is that they are investigating,
their predictions, observations and conclusion.
Ask the learners the following questions:
Q1: What will happen to the direction while the motor spins if the polarity of the
F. Developing mastery magnet is reversed which reverses the direction of the magnetic field?
(leads to Formative Q2: What will happen to the direction while the motor spins if the battery is
Assessment 3) reversed, which in turn reverses the direction of the current?
Q3: What will happen to the direction while the motor spins if both the magnet
and the battery are reversed?
In designing motors, engineers play with many variables that would make the
motor function based on a desired outcome. Sometimes increasing the variable
may initially be beneficial, however there is a limit to this and if done in excess may
actually be more counterproductive to the final design. The number of coils or
G. Finding practical loops in a motor is an example of such a variable.
applications of
concepts and skills in Ask the learners the following questions:
daily living Q1: How does increasing the number of loops in a DC motor such as the one that
you have made initially beneficial?
Q2: Is there a limit to the number of loops that can be made? Explain why is it that
at some point, increasing the number of loops will not increase the speed in which
the motor spins?
H. Making Have the learners complete the following graphic organizer.
generalizations and
abstractions about the
lesson
 EXEMPLAR SCIENCE LESSON PLAN
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GRADE 10 2ND QUARTER / FORCE, MOTION & ENERGY WEEK 10 DAY 3 3

Complete the following sentences by choosing the correct word from the word
pool.

1. Motors are devices that convert _________ energy into _________ energy.
2. The basic principle behind the simple DC motor is that wires that carry
_________ experience _________ when placed in regions of space that have
_________.
3. Only sections of wire that carry current in a direction _________ to a magnetic
I. Evaluating learning field experience forces.
4. The speed at which the rotor of a motor spins depends on three important
factors: _________, _________, and _________.
5. The direction that the rotor of a motor spins depends on the _________ rule

Parallel Electrical Perpendicular Magnetic Force

Current Generator Number of Loops Left-Hand
Magnetic Field
Right-Hand Magnetic Field Mechanical
Strength

J. Additional activities
Ask the learners to investigate if increasing/decreasing the size of the armature’s
for application or
remediation
diameter will have any effect on the motor’s operation.

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
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GRADE LEVEL QUARTER/ DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 10 2ND QUARTER / FORCE, MOTION & ENERGY WEEK 10 DAY 3 4

supervisor can help me solve?

G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Emmanuel L. Estrellado
Writer/s: Muntinlupa Science High School
Division of Muntinlupa

Erwin B. Berry Vanessa Kate R. Cristo

BagbaguinNational High School San Bartolome High School
Valenzuela Quezon City

Team Members:
Maria Allen B. Secretario Emmanuel L. Estrellado
Pasig City Science High School Muntinlupa Science High School
Pasig Muntinlupa
 EXEMPLAR SCIENCE LESSON PLAN
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GRADE 10 2ND QUARTER / FORCE, MOTION & ENERGY WEEK 10 DAY 3 5

TEACHER HANDOUT

Have the learners recall Oersted’s discovery and the Lorentz Law.

 Oersted’s Discovery tells that a current carrying wire produces a magnetic field around the wire.

 Lorentz’ Force Law is the force exerted on a charged particle moving with an electric and magnetic field. The
entire electromagnetic force on the charged particle is called the Lorentz force.

Answers to Discussion Questions:

Q1: Based on the motor that you have built, what factors do you think would affect the speed in which the motor
rotates?
The speed at which the motor spins depends on the size of the force experienced by the wires that make up
the coil or armature. The force experienced by each individual loop is determined by the amount of current in
the wire, the length of the wire, and the magnitude of the magnetic field. Thus, it is possible to increase the
size of the force and thus the speed at which the motor turns by:
• Increasing the number of current carrying wires (number of loops in the coil/armature).
• Increasing the current in the coil/armature by using a more batteries (higher supply voltage).
• Increasing the current in the coil/armature by using wire with less resistance.
• Increasing the magnitude of the magnetic field by using additional and/or stronger ceramic magnets.

Q2: In what ways can we reverse the direction in which the motor spins? Write your thoughts down.
The direction that the motor spins can be controlled by varying the direction that the current runs through
the coil/armature (by switching the battery’s polarity) and varying the direction of the magnetic field (by
flipping the magnet from one side to the other).

Answers to Formative Assessment

Q1: What will happen to the direction in which the motor spins if the polarity of the magnet is reversed which
reverses the direction of the magnetic field?
The direction in which the motor spins reverses if the polarity of the magnet is reversed.

Q2: What will happen to the direction in which the motor spins if the battery is reversed, which in turn reverses the
direction of the current?
The direction in which the motor spins reverses if the battery is reversed since the direction of the current
reverses.

Q3: What will happen to the direction in which the motor spins if both the magnet and the battery are reversed?
The motor will continue spinning in the same direction after reversing both the battery and the orientation of
the magnets.
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Answers to Finding Practical Applications

In designing motors, engineers play with many variables that would make the motor function based on a
desired outcome. Sometimes increasing the variable may initially be beneficial, however there is a limit to this and if
done in excess may actually be more counterproductive to the final design. The number of coils or loops in a motor is
an example of such a variable.

Q1: How does increasing the number of loops in a DC motor such as the one that you have made initially beneficial?
Increasing the number of loops is initially beneficial because it increases the speed in which the motor spins.

Q2: Is there a limit to the number of loops that can be made? Explain why is it that at some point, increasing the
number of loops will not increase the speed in which the motor spins?
Yes, there is. Adding to many loops would eventually weigh down the armature, making it difficult for the
motor to operate.

Answer to Generalization / Abstraction

Answers to Evaluation

Complete the following sentences by choosing the correct word from the word pool.

6. Motors are devices that convert _electrical_ energy into mechanical energy.
7. The basic principle behind the simple DC motor is that wires that carry current experience magnetic force when
placed in regions of space that have magnetic field.
8. Only sections of wire that carry current in a direction perpendicular to a magnetic field experience forces.
9. The speed at which the rotor of a motor spins depends on three important factors: current, magnetic field, and
number of loops.
10. The direction that the rotor of a motor spins depends on the right-hand rule
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Parallel Electrical Perpendicular Magnetic Force

Current Generator Number of Loops Left-Hand
Right-Hand Magnetic Field Mechanical Magnetic Field Strength

ACTIVITY SHEET
IMPROVISED D.C. MOTOR

Materials
 8-10m #22 (or finer) magnetic wire
 15-cm #18 magnetic wire
 2.5-cm thick copper wire (size used for house wiring-single wire)
 wooden board (10 cm x 20 cm x 1 cm)
 2 paper clips
 4-8 thumbtacks

Procedure
1. Coil 8-10m #22 (or finer) magnetic wire around a rolled
cardboard 3 cm in diameter. Leave about 2 cm at each end of the
coil (Fig. a). Remove the coil from the rolled cardboard and tape
the loops together.
2. Tape the wires together. Elongate the coil (Fig. b). Remove the
insulation of the free ends (2 cm) of the magnetic wire.
3. Wind each uninsulated part of the coil to one end of each thick
copper wire (2.5 cm). Solder them together (Fig. c). The thick
copper wire will be the commutator of your motor.
4. Insert a 10-cm GI wire into the coil (Fig. d). Balance the coil at the
GI wire when this is held horizontally. Tape them together.
5. Wind 3-cm of masking tape around the GI wire where the thick
copper wires are (Fig. e).
6. Fix the commutators at the opposite sides of the GI wire covered
with masking tape (Fig. f).
7. Place the coil horizontally between the two paper clips on a
wooden base (Fig. g). Test and adjust for balance. The coil must be
free to rotate about the paper clips.
8. Remove the insulation 2 cm on both ends of the 15-cm #18
magnetic wire. Wind tightly (pull the other end of the wire while
winding it) and closely the insulated center of the wire around a
ballpoint pen (Fig. h).
9. Position each coiled wire such that one of its uninsulated ends is
vertical and is touching the commutator of the motor when the
coil (armature is horizontal) as in Fig. i. The vertical wires become
the brushes of the motor (Fig. i). When the armature is vertical,
there is no contact between the commutator and the vertical wires.

Taken from Practical Work in high School Physics: Sourcebook for teachers
OBSERVE & EXPLORE
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GRADE 10 2ND QUARTER / FORCE, MOTION & ENERGY WEEK 10 DAY 3 8

1. Based on the motor that you have built, what factors do you think would affect the speed in which the
motor rotates? (Use a separate sheet if necessary)

Factor Changed Prediction Actual Result

2. In what ways can we reverse the direction in which the motor would spin? Write your thoughts down
below.

Factor Changed Prediction Actual Result

3. Implement your predictions one at a time and record your observations on the data sheet. (Use a separate
sheet if necessary)

4. Are there other aspects you would like to explore? Feel free to do so. Write down what is you are
investigating, what your predictions are, and finally, what you observed and concluded.

Motor Aspect Being Investigated Prediction Actual Result

CONCLUSIONS:

ACTIVITY SHEET
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