LEARNING ACTIVITY SHEET
Electromagnetism
Name: Christian B. Albos Grade Level /Section: Grade 10-Archimedes
Teacher: Mrs. Irene Baylon Date of Submission: 04/12/20
OBJECTIVES:
1. Discuss the properties of magnets.
2. Describe the shape of magnetic field around a magnet and between two
magnets.
3. Explain why a current-carrying wire experiences a force in a magnetic field
and calculate the size of this force.
BACKGROUND:
This learning activity sheet was developed by the subject teacher in Basic
Electronics based on the lessons from the third Self-Learning Material (Module 3) for
the first quarter which contains two lessons on electromagnetism. Grade 10 under STE
Curriculum shall use and answer this LAS individually along with the SLM as guide.
Further investigation of the nature of electrical energy and its relationship to
matter leads to the work of Hans Christian Oersted (1777-1851) on his demonstration
that electric current generates magnetic field. His counterpart Michael Faraday (1791-
1867) showed that moving magnets or magnetic fields can set electric charges in
motion and thus generate current. The discovery of electromagnetism introduced three
major contributions to change in human life and society. They were the generator, the
motor, and radio communication. The generator supplies amount of electrical energy
needed by growing industrial society. The motor provided the means of putting that
energy to work. The discovery of electromagnetic waves opened up the era of radio and
television that give us practical instant communication with any part of the earth.
This learning activity sheet will enable the students describe the basic methods
of using electricity to operate a motor and how mechanical motion causes a generator
to produce electric current. Activities found here will enable them to engage with and
develop skills, knowledge and understandings in different ways. If encountered with
difficulties on some part of the LAS fell free to ask your facilitator teacher.
Day 1, 2 & 3
Activity 1 - Magnetic Field Mapping
Procedure:
1. Sketch the magnetic field patterns in the following figures. Use broken
lines as representations of magnetic field lines/of force/flux or magnetic
lines of induction and describe each.
Fig. A Magnetic field around a bar Fig. B Magnetic Field around a
magnet horse shoe magnet
Fig. C Magnetic field around two Fig. D Magnetic field around two
magnets (unlike poles) magnets (like poles)
Fig. E Draw an arrow inside the circles to represent the direction of magnetic
field around a bar magnet
2. Describe the magnetic fields of different magnets and combination of
magnets.
Figure A.
A closed loop between the N-pole and the S-pole was created by the magnetic field
lines.
Figure B.
The horse shoe magnet as well created a closed loop in between two poles,
such as in the bar magnet.
Figure C.
Both magnets are attracted to each other by a magnetic field.
Figure D.
The magnetic fields that the two magnets produce appear to repel each other.
Figure E.
It illustrates the direction of the magnetic fields and shows that the lines
return to the S-pole from the N-pole loop.
Answer the following questions:
1. How would you define magnetic lines of force?
These are imaginary lines that illustrate the magnetic forces' directions towards
where they are moving to.
2. Do magnetic lines of force ever intersect? ( Look at the sketches)
No because they repel each other, they are not capable of intersecting.
3. Do the magnetic lines of force ever end or are they continuous?
They are continuous, these lines always form closed loops around the magnet.
4. Which region around the magnet the magnetic field the greatest? Why
did you say so?
The region with the largest magnetic field is closest to the poles, because in
areas with many magnetic lines, the magnetic force is stronger and that area is
near the poles.
5. What is the direction of the magnetic lines of force?
They flow from the N-pole to the S-pole.
Day 4 & 5
Activity 1 - Magnetic Force
Procedure:
Complete the table below:
F B I L
2F B I 2L
F ½B I 2L
6F 3B 2I L
3F 3B I L
¼F 1 ½I 3L
B
6
Day 6, 7 & 8
Procedure:
Answer the following questions:
1. Suppose two wires, X and Y, carrying equal currents but in opposite
directions, are placed in a magnetic field B. Wire X is twice as long as
wire Y and the wires lie perpendicular to B. Draw an illustration and
compare the magnitudes of the forces exerted on both wires by B.
2. If the two wires are suspended so that they are free to move, will they
meet or will they fly apart? Draw the directions of forces acting on the
wires. Assume a direction for B. (Apply Fleming’s Left-Hand Rule)
3. A short copper rod (S) is free to move along two copper rods, (A) and (B),
S conducts electricity between A and B. The rods are placed between the
poles of a U-magnet, as shown in figure 1.
Figure 1
a) When the current is turned on, S moves toward right. What is the
current’s direction through S? The direction of the current is
moving towards copper rod A.
- The current's direction moves toward copper rod A.
b) If the magnet is reversed, will everything else the same, where will
S go? The S rod will go the opposite way
- The S rod goes the opposite way.
Day 9 & 10
Convergence
