6.LESSONPLAN - Electric-Motor For Obseravation

WHOLE-BRAIN LESSON PLAN
2ND QUARTER
SUBJECT: Physics GRADE: 9
UNIT TITLE: Electromagnetism WEEK: 2
LESSON TITLE: Electric Motor NO. OF SESSIONS: 2
I. A. LEARNING ENDSTATES
1. LEARNING TO THINK: Understands the importance of concepts on electric motor in addressing daily life problems.(S10FE-IIj-54)
2. LEARNING TO DO: Applies scientific principles involving electric motor in promoting health and safety.
3. LEARNING TO FEEL: Upholds knowledge of electric motors to improve life and the environment.
4. LEARNING TO COMMUNICATE: Advocates innovations and sound practices in the use of appliances at home with motors to promote healthy
lifestyle.
5. LEARNING TO INTUIT: Reflects on the safety precautions in dealing different appliances run by an electric motor to be able to conserve
energy.
6. LEARNING TO LEAD: Encourages others to use appropriate technology in using appliances with motors to reduce hazards.
7. LEARNING TO BE: Ethical environmentalist.
B. HOW WILL THE LEARNING PROMOTE

1. ETHICAL FORMATION: Upholds ethical standards of science and technology in harnessing energy to protect and preserve lives.
2. SOCIAL RESPONSIVENESS: Values the importance of maintaining environmental safety and balance in the invention of new products.
II. ESSENTIAL QUESTIONS
1. What are the essential parts of an electric motor?
2. How to build a simple electric motor?
3. How motor works?
4. How to conserve electrical energy using appliances with motors at home, school and community?
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III.MATERIALS, METHODS AND ACTIVITES
Materials Methods Activities

Pictures Collaborative Classifying
Worksheets Language Strategy Framing
Laboratory Materials Collaborative Experiment
IV. INSTRUCTIONAL PHASES LEARNING ACTIVITIES
1) ACTIVATE (Creating Focus and Purpose) Activity 1:

Classify the given appliances into two groups: Group A (Appliances with
motors) and Group B (Appliances without motors).
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2) ACQUIRE Framing
Activity 2:
Do you have home appliances run by motors? If yes, list down all the name
of the appliances and identify the functions.
Appliances Uses
152
Discuss Faraday’s experiment and Oersted’s experiment. Let the students
compare the two experiments. Let the students differentiate the two
experiments using Venn Diagram.
3) APPLY, PRACTICE, FORMATIVE ASSESSMENT

Activity 3: Performance Task: Making Your Own DC Motor
Refer to LM pp 115-117.
Assemble your own Electric Motor Model following the procedure in the
attached activity sheet. If materials indicated not available, use similar
materials as substitute to the materials mentioned in the activity sheet.
Safety precautions:
1. Always keep your work area clean and well lit.
2. Extra careful when using sharp edged objects (such knife or scissors)
Activity Extensions (www.teachengineering.org)

1. Let the students heve experiment with coils of various shapes (but with the
same number of wire wraps): oval, rectangular and square. Which shape
spins the fastest?
2. Let the students vary the number of wire wraps in the coil. Try a number
less than seven. How about more than seven? Does the number of wraps
affect the motor's speed?
3. Have the students investigate how the thickness of the wire affects the
motor? (If the wire is too thin, it might not be able to pick up paper clips
153
without bending. If it is too thick, it might be too rigid and not get good
contact with the cradles.
4. Have the students use a ring-shaped magnet instead of a rectangular-
shaped magnet. Does the shape of the magnet matter? Have the students
change one or more variables from the suggested changes in the extension
activities and suggest a design for the best motor possible.
Activity 5:How a simple DC motor work?
Watch a Video about how DC motor works.

https://www.youtube.com/watch?v=yJyVTd_O-vw
Perform the simulation on www.boardworks.com

Click the START button to begin the simulation. The questions below will
serve as your guide. Answer the questions based on your observations.
1. What are the essential parts of a DC motor

2. What will happen to the coil when the circuit is complete?
3. How can the strength of the motor be increased?
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4) SUMMATIVE ASSESSMENT, CLOSURE AND REFLECTION Differentiated assessment.
A. Choose from the following: (Academic)
1. What energy transfer happens in electric motors?
a. Electrical energy to mechanical energy
b. Mechanical energy to electrical energy
c. Kinetic energy to mechanical energy
d. Electrical energy to heat energy
2. A stationary charge produces an electric field, a moving charge

produces a _________field.
a. Electric c. Gravitational
b. Magnetic d. Null
3. Which of the following statements describes how an electric

motor works?
a. Electricity creates a magnetic field through which a current passes
through a loop of wire. Each side of the loop feels a force, causing it
to turn.
b. A current flows through a solenoid, causing the solenoid to move.
c. The rotation of a turbine is used to create electricity.
d. Electricity is connected to an axle, which spontaneously turns.
4. What is the role of split ring commutator in an electric motor?

a. It reduces friction.
b. It enables the coil to rotate in the same direction using DC
c. It enables the coil to change direction of rotation.
d. It produces magnetic field.
5. Which of these will result in electromagnetic induction?
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a. A magnet stationary in a coil of wire
b. A wire moving in the direction as a magnetic field.
c. A wire moving outside a magnetic field a magnetic field.
d. A wire cutting through
B. Group Activity. Describe the concept of a magnetic field,

electromagnetic induction, as well as the utilization of the
magnetic field in the movement/navigation animals for feeding
and migration.(Ethical)
C.
D. If given the chance to become an inventor, what appliance or
electric device you will invent? Why? (Think of a device/appliance
that benefits the community/society) -Social Responsiveness
Prepared by:
CATHLENE T. BATUYONG
Master Teacher I
Ilocos Norte Agricultural College
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WHOLE-BRAIN LESSON PLAN

B. HOW WILL THE LEARNING PROMOTE

Materials Methods Activities

IV. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating Focus and Purpose) Activity 1:

3) APPLY, PRACTICE, FORMATIVE ASSESSMENT

Activity Extensions (www.teachengineering.org)

Activity 5:How a simple DC motor work?

Watch a Video about how DC motor works.

Perform the simulation on www.boardworks.com

1. What are the essential parts of a DC motor

2. A stationary charge produces an electric field, a moving charge

3. Which of the following statements describes how an electric

4. What is the role of split ring commutator in an electric motor?

5. Which of these will result in electromagnetic induction?

B. Group Activity. Describe the concept of a magnetic field,

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