GRADE LEVEL
Grade 12-STEM
QUARTER / DOMAIN
QUARTER 4/ ELECTROMAGNETISM
DATE
May 06, 2022
PAGE NO.
1 of 4
I. OBJECTIVES
•
A. Content Standards
B. Performance Standard
C. Learning Competencies
Write the LC code for each
II. CONTENT
Identify the factors that affect the magnitude of the induced emf and the magnitude and direction
of the induced current (Faraday’s law) (STEM_GP12EM-IVa-1)
Define electromagnetic induction and Faraday’s first law of electromagnetic induction from
Faraday’s experiments;
• Identify the factors affecting the magnitude of induced emf by understanding Faraday’s
second law of electromagnetic induction;
• Explain how the factors affect the emf using proportionality relationship;
• Demonstrate the experiment using PhET Simulation.
The learners demonstrate an understanding of electromagnetic induction and Faraday’s laws.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the
content can be tackled in a week or two.
Faraday’s Laws of Electromagnetism
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners Material
3. Textbook pages
4. Additional materials from
Learning Resource (LR)
portal.
B. Other Learning Resource
IV. PROCEDURES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
and learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.
Learning Activity Sheet Week 1
Alternative Delivery Mode Self-Learning Module (SLM) General Physics 2 Q2 M1
https://www.youtube.com/watch?v=t-EhLjdAY0M
Ling, Samuel, et.al. University of Physics: Volume 2. OpenStax, Rice University, 2016.
These steps should be across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusion about what they learned in relation to their
life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson
ELICIT (2 minutes)
1. The teacher will do a simple activity. “No hands strategy” will be used for the student to be
alert in case their name will be chosen.
“Activity 1: Define Me”
GIFs will be shown. The class will unscramble the word/s given. The class will provide the right
word/s and give a brief description of that word.
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
2. A GIF will be shown showing moving electrons producing magnetic field.
Guide Questions:
• Is it possible for the reverse to happen?
• Can electricity be induced with the presence of magnetic field?
• How would it work?
ENGAGE (3 minutes)
1. The teacher will answer the questions. For the 1st one, pictures of applications of the concept
will be shown.
2. The teacher will answer the 2nd question. A picture of a simple dynamo experiment will be
shown. The teacher will discuss the conservation of energy then do a simple experiment without
the battery.
3. The teacher will show what is inside the dynamo to the class. A picture of the diagram
will be presented and discussed.
“Activity 2: What’s inside?”
The teacher will do a simple experiment wherein an LED bulb is attached to a dynamo motor.
D. Discussing the new concepts
and practicing new skills #1
Guide Questions:
• How is energy conserved?
• Why does the bulb light up?
• Where is the magnetism in this experiment?
How current is induced?
EXPLORE (20 minutes)
1. The class will be divided into 3 groups. Each group will be provided with information sheet
and worksheet.
E. Discussing the new concepts
and practicing new skills #2
F. Developing mastery
(Leads to formative assessment
3)
G. Finding practical application of
concepts and skills in daily
living
H. Making generalization and
abstraction about the lesson
2. A video presentation will be shown which demonstrates Faraday’s experiments on
electromagnetic induction and the laws he formulated.
3. The group will be given 8 minutes to complete their given activity. The activity worksheets
are uploaded at the Google drive so the student at home can participate. She/He can answer
which activity she/he prefers.
“(Group 1) Sum It Up”
Based on the video they watched, they would be asked to summarize the findings of Faraday
in his two experiments. They will also answer the questions provided.
“(Group 2) Under the lie”
A paragraph is given wherein they would change the false word with the correct word to
understand Faraday’s 1st law of electromagnetic induction. They will also answer the questions
provided.
“(Group 3) How are they related”
Faraday’s 2nd law will be given. They would translate into a proportionality statement the
relationship between induced emf and the factor quantities as shown in the equation. They will
also answer the questions provided.
EXPLAIN (15 minutes)
1. Each group will present their output in class. They will be given 5 minutes each. After the
presentation, the teacher will correct their answers and rate them according to the rubric given.
ELABORATE (15 minutes)
1. The teacher will summarize 1st and 2nd law.
2. The teacher will elaborate on the 2nd law, wherein the factors affecting magnitude of emf will
be demonstrated, using PhET simulation.
3. The student can browse online at
https://phet.colorado.edu/sims/cheerpj/faraday/latest/faraday.html?simulation=faraday/
“Activity 6: Simulation”
Each group can access the simulation through the online website of PhET Colorado. The
teacher will follow the directions given. In this simulation, the factors affecting induced emf are
demonstrated. There will be 4 set-ups in the simulation and the results will be recorded in the
Table provided. The teacher will do the 1st set-up. Then, one member of each group will be
called to do one of the remaining set-ups.
Guide Questions:
• What is the proportionality relationship between induced current (emf) with magnetic field
strength, with number of loops, with loop area, and with speed?
•
What is the proportionality relationship between induced current (emf) with time of relative
motion between magnet and the coil?
I.
Evaluate Learning
EVALUATE (3 minutes)
1. The students will be evaluated through a 5-item multiple choice test. 30 seconds will be
given each item. They will write their answers in a ¼ sheet of paper.
2. The teacher will use “No hands” strategy when correcting their answers. The student will
correct his/her own paper.
Multiple Choice
1. What will happen to an open circuit if an emf is induced?
A. Do not induced current
B. Induced current
C. Do not induced magnetic flux
D. Induced magnetic flux
2. A coil is attached to a galvanometer. If a bar magnet is moved in and out of the coil, what
will happen to the needle of the galvanometer?
A. Deflects to the right
B. Deflects to the left
C. Deflects from left to right repeatedly
D. Does not deflect
3. What will happen to the induced emf if the number of coils is increased?
A. Reduced by half
B. Increases
J. Evaluating learning
C. Multiplied by two
D. Cannot be determined
4. Which of the following can increase the induced emf?
A. Increasing the time to move the magnet into the coil
B. Decreasing the speed relative to the motion between the magnet and coil
C. Increasing the magnetic field strength
D. Decreasing the loop area
5. Which of the following explains as to why a decrease in the induced current means there
is a decrease in the induced emf?
A. Induced current is directly proportional to the induced emf.
B. Induced current is inversely proportional to the induced emf.
C. Induced current is equal to the induced emf.
D. Induced current is converted to induced emf.
EXTEND (5 minutes)
K. Additional activities for
application or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant question.
VI. REFLECTION
A.
B.
C.
D.
E.
F.
G.
No. of learners who earned 80% in
the evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
Did the remedial lesson worked? No.
of learners who have caught up with
the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter which
my principal or supervisor can help
me solve?
What innovation or localized material
did I use/discover which I wish to
share with other teachers?
Students will be evaluated on their activity using this rubric:
CRITERIA
(Expert) 5
Accuracy
All the answers are correct
Timeliness
Cooperation
Finish ahead of time with complete
answers
All Members have tasks and
responsibilities. Group conflicts are
managed cooperatively at all times.
“Activity 7: How do we use it?”
The students will do the activity individually. Each student will make a 2-minute video discussing
one application of Electromagnetic induction and explaining how the concept was applied. Any
approach on how to make the video is allowed. Inserting copyrighted materials should be done
under “fair use” and proper citing of the author. The video will be uploaded in the classroom
google drive. The same rubric will be used to evaluate the activity.
The class will be streamed through Google Meet to allow their classmate with no vaccine to
attend and participate in the class activities. The class will be reminded to maintain social
distancing, wearing of masks, and proper sanitization.
40/40
None
As the evaluation may be repeated, learners were able to grasp the important ideas of the lesson. Additional activities provided
allowed the learners to fully show what they have learned from the lesson.
None
Using ICT engaged the learners better as most of them have limited attention span. Relating the current lesson with their
previous knowledge and experiences paved the way for better understanding.
Since not all students have gadgets at home, letting them borrow the school laptops may provide them with a deeper
understanding and appreciation for the lesson.
Using online platforms to allow collaborative work and communication among the teacher and the learners are indispensable
throughout the pandemic. Although the school employs printed modular learning delivery mode, the use of Kahoot! and Google
Meet for online classes breaks the monotony of answering modules and creates an individualized experience for the learners,
inspiring them to continue learning.
(Accomplished) 4
Most of the answers are correct
(Capable) 3
Some of the answers are correct
Finish on time with incomplete
answers
Not all members have tasks and
responsibilities. Group conflicts are
managed cooperatively most of the
time.
Do not finish on time with incomplete
data
Members do not know their tasks.
Group conflict is managed by the
teacher.
Student will be evaluated on their individual activity using this rubric:
CRITERIA
Content
Production
Lay-out
Quality
(Expert) 5
The concept was applied accurately
and explained clearly and completely.
The discussions are organized, the
video is easy to understand. The
format is consistent.
Video is focused and steady with clear
audio.
(Accomplished) 4
The concept was applied but
explanations are lacking
The discussions are slightly
organized making the video a bit
difficult to follow. The format is
consistent.
Video has unsteadied part and audio
has slight anomalies.
(Capable) 3
The concept was not accurately
applied but explanation make sense
The discussions are not organized
making the video difficult to follow. The
format could be improved.
Video is unfocused and a bit shaky.
The audio has slight anomalies.
Table of Specifications
SUBJECT:
SCIENCE 12
DATE:
May 06, 2022
SUBJECT AREA:
SCIENCE
SCHOOL YEAR:
2021-2022
SUBJECT COMPONENT:
General Physics
SUBJECT TEACHER:
Learning Competency
No. of
Meetings
Remembering
Understanding
Identify the factors that affect the magnitude
of the induced emf and the magnitude and
direction of the induced current (Faraday’s
law)
1
1
2
TOTAL
1
1
1
Applying
Analyzing
Evaluating
Creating
3,4,5
0
3
No. of Items
5
0
0
5
Remarks