Template for Online Asynchronous Learning (Consolidated)
Subject: Science Grade Level: 10
Unit Topic: Electricity and Magnetism Quarter: 2
UNIT STANDARDS AND COMPETENCIES DIAGRAM
Students on their own
and in the long run will be TRANSFER Prepare any of the
able to recommend ways
following:
on how to use the
concept of electricity and
Animated video
magnetism in improving Journal Article
products for the way we
live. PERFORMANCE PERFORMANCE
TRANSFER GOAL STANDARD TASK
EQ: How does the concept of
The learners should be electricity and magnetism related
able to explain how a to the operation of simple
simple motor and machine and generators?
A1: understand the relationship generator operates. EU: Students will understand that
between electricity and knowing the relationship between
magnetism in electric motors
electricity and magnetism is
and generators. UNIT TOPIC essential in understanding an
operation of a simple electric
Electricity and Magnetism
ACQUISITION
The learners demonstrate motor and generator.
an understanding of the MAKE MEANING
relationship between
electricity and magnetism
in electric motors and
generators.
CONTENT
STANDARD
PEAC2022Page 1
EXPLORE
Provide Hook activity
Introduce the EQ
Elicit prior knowledge through a specific map of conceptual change.
This unit is about ____________________________________________.
(In Paragraph form)
Consider this question ________________________________________
Hook Activity:
Map of Conceptual Change:
LEARNING
COMPETENCY FIRM-UP
Construct a Simple DC Motor
I. Objective: To build your own simple DC motor.
II. Materials: Permanent (ceramic) magnet; D-Battery (1.5V); rubber bands (1-2 pcs per
group); metric ruler; styrofoam cup; masking tape; 9V battery; sand paper; magnet wire,
20-22 gauge (1 m); paper clips (2).
III. Procedure:
A. Base
1. Bend the two paper clips so they will appear like the diagram in Figure 5.9.
2. Secure each paper clip to the positive and negative end of the battery with a rubber
band, as also indicated in the diagram. Reinforce with tape, if necessary.
3. Cut the Styrofoam cup in half and flip it over so the bottom of the cup faces up.
PEAC2022Page 2
4. Place the battery on the cup, and tape it securely to the cup so that it can stay in place.
5. Attach the magnet to the top of the battery-it should stick to the metal casing
B. Coil
1: Cut 1 m of magnet wire. Magnet wire has a thin layer of insulation painted on the
surface so it looks like copper metal, but it provides insulation from the current inside.
2. Hold about 4-5 cm of the wire as your handle and wrap the rest of the wire around the
circular form provided (2 cm diameter). There should be at least 15 to 20 coils, Remember
to stop winding with about 4-5 cm of the wire at the other end so that the two handies
are 180 degrees apart from each other (see Figure 5.10)
3. Carefully remove the coil from the form and wrap the ends of the wire a few turns
around the sides of the coil to keep it together. There should only be about 3 cm of wire
on each side of the coil (see Figure 5.10).
4. Hold the coil so that one of the handles lays flat on the lab bench and the coil is vertical
(straight up and down). Using sandpaper, sand off the top half of the insulating enamel.
Leave the bottom half of the enamel intact. Do the same to the other free end. Make sure
the shiny bare copper side faces up on both ends.
C Making the Motor Work
1. Set the coil into the paper clips so it is free to spin. The coil should be horizontal, so you
may have to adjust your paper clips until they are the same height
2. Adjust the height of the paper clips until the coll rotates just above the magnet. The coll
should be able to spin freely. Your motor should look like the one shown in Figure
[Link] start the DC motor, give the coll armature a slight spin. if it does not begin to spin
continuously, give the motor a spin in the opposite direction.
IV Questions for Analysis:
1 Observe qualitatively. How fast is your motor turning?
[Link] the height of the magnet in relation to the coll. Compare the speed of the motor
when the magnet is placed farther away from the coil to the speed from #1. Is there a
difference? Why?
[Link] the magnet over. How does the polarity (+or-) of the magnet affect the direction the
motor moves?
[Link] your motor with a 9V battery. Qualitatively, compare this speed to the D-Battery of
PEAC2022Page 3
1.5V How does voltage affect the speed of the motor? What makes this motor an example
of a DC electrical circuit?
5. Consider the energy transformations here, then answer the question that follows.
- A motor started with a battery. What kind of energy is used?
-What kind of energy is moving through the wires?
-What kind of energy causes the motor to move?
-Are there any forms of dissipated energy?
a. Were all the energy from the battery used up to make the motor move (spin)? Explain
your answer.
[Link] a circuit diagram of your motor. Include which way current flows on your diagram.
Then, draw a diagram of the magnetic field surrounding the magnet.
a How can you tell if the north or south pole of the magnet is facing up?
V. Conclusion:
Discuss how the activity enhanced your understanding of motors.
LC1 ______________ Activity 1 (Title)
_________________ Instructions: (specific for students to follow even without the teacher)
_________________
Learning Targets: Clickable Links : (website URL)
I can _____________ Screenshot of Online Resource: (to make sure that students are on the right page)
_________________
I can _____________
_________________ Activity 2 (Title)
Instructions: (specific for students to follow even without the teacher)
Clickable Links : (website URL)
PEAC2022Page 4
Screenshot of Online Resource: (to make sure that students are on the right page)
LC2 ______________ Activity 3 (Title)
_________________ Instructions: (specific for students to follow even without the teacher)
_________________
Learning Targets: Clickable Links : (website URL)
I can _____________ Screenshot of Online Resource: (to make sure that students are on the right page)
_________________
I can _____________
_________________ Scaffold for TRANSFER 1
Activity 4 (Title)
(For Scaffold for Instructions: (specific for students to follow even without the teacher)
Transfer Activities: Add
TG Competency and
the Corresponding
Learning Targets)
Clickable Links : (website URL)
Screenshot of Online Resource: (to make sure that students are on the right page)
Activity 5 (Title)
Instructions: (specific for students to follow even without the teacher)
Clickable Links : (website URL)
Screenshot of Online Resource: (to make sure that students are on the right page)
Scaffold for TRANSFER 2
Activity 6 (Title)
Instructions: (specific for students to follow even without the teacher)
Clickable Links : (website URL)
PEAC2022Page 5
Screenshot of Online Resource: (to make sure that students are on the right page)
Self-assessment:
Instructions:
Interactive Quiz1
Instructions:
Link :
Screenshot:
Interactive Quiz2
Instructions:
Link :
Screenshot:
LEARNING DEEPEN
COMPETENCY
1. A wire 135 m long is at right angles to a uniform magnetic field strength of 5 x 10-5 T.
The current through the wire is 400 A. How fast should an electron travel through this
field to maintain the force acting on it?
2. A small generator has a coil with 150 loops each of area 90 cm². The generator is turned
by a gear system attached to the pedals of a stationary bicycle. When one pedals the
bicycle, the generator rotates at a frequency of 20 Hz in a magnetic field of 0.30 T. How
much voltage did the generator produce in half a minute?
LC 3: ________ Instructions:
_____________ GUIDED GENERALIZATION TABLE
Essential Text 1 Text 2 Text 3
Question
Learning Targets:
Answer: Answer: Answer:
I can ___________
I can ___________
Supporting Texts: Supporting Texts: Supporting Texts:
PEAC2022Page 6
Reason: Reason: Reason:
LC 4: ________
_____________
Common Ideas in Reasons:
Learning Targets: Enduring Understanding/Generalization:
I can ____________
I can ____________ C-E-R Questions:
1.
2.
3.
4. EQ:
Prompt for Generalization:
1.
2.
3.
ASYCHRONOUS ONLINE LEARNING MATERIALS
(examples: [Link], insertlearning, kami, [Link])
Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)
Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)
Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)
Instructions:
(For Scaffold for
Transfer Activities: Add
TG Competency and Holistic Rubric for Guided Generalization:
Corresponding
Learning Targets)
PEAC2022Page 7
Scaffold for Transfer 3:
Map of Conceptual Change (same in Explore but with specific instruction)
Learning Competency TRANSFER
Demonstrate knowledge, skills, and understanding in GRASPS task
Provide GRASPS task and integrate 21st century skills
(Show Sample Performance Task Playlist)
(Show Sample Performance Task Self-Assessment)
Revisit map of conceptual change
Reflect and do values integration
Provide closure
Sample Performance Task Self-Assessment
LC 5: Transfer Goal:
___________________ Students on their own and in the long run will be able to recommend ways on how to use
___________________ the concept of electricity and magnetism in improving products for the way we live.
Performance Task
Goal: Your challenge is to discuss how the world would be different if we could
Learning Targets:
discover or enhance other applications of electricity and magnetism.
I can _____________
I can _____________
Role: You are a fresh graduate who majored in Physics in search of a job.
Audience: Your paper or presentation will be submitted for evaluation and facts
validation to the review committee of the HUman Resources Department in a
multinational company.
Situation: You are applying for a job in a multinational company that is conducting
PEAC2022Page 8
experimental research to the other possible applications of fusion in the world
today. As part of the application process, you are requested to present your ideas
on the said topic before they could consider your application (along with your
other credentials). difficult as it may seem, but the HR manager, hinted that if such
output passes the review committee, then you are good as hired!
Products/Performance: you may either write a research paper or create a
Powerpoint Presentation on Our World with electromagnetism.
Blended: Write a research paper evaluating the role of electromagnetism in
today’s world situation.
Product 2: Create a powerpoint presentation on Our World with
Electromagnetism. Your presentation must examine the changes that
electromagnetism could bring to our world. You will look at economic, social,
military, recreational, and environmental issues that could be influenced through
the utilization of electromagnetism-produced outputs.
Product 3: In a four-paged essay, relate the principles of other areas of
electricity and magnetism of electromagnetism such as the uses of
electromagnetics for power, medicine, and industrial appliacatios, etc.
Standards: Outputs will be assessed over the quality of the product in terms of
content accuracy, organization, and idea development.
Use of Web 2.0 App for Output (Ex. InShot, etc)
Analytic Rubric:
Self-Assessment:
Value Integration:
PEAC2022Page 9
CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI
WEEK 2
MON TUE WED THU FRI
WEEK 3
MON TUE WED THU FRI
WEEK 4
MON TUE WED THU FRI
PEAC2022Page 10
PEAC2022Page 11
