MINDANAO STATE UNIVERSITY AT NAAWAN

COLLEGE OF EDUCATION AND SOCIAL SCIENCES

DEPARTMENT OF SECONDARY AND ELEMENTARY EDUCATION

Module in Physics 102

ELECTRICITY AND MAGNETISM FOR TEACHERS- lecture

COURSE OVERVIEW : This course covers electricity and magnetism from a

variety of perspectives . This course will also include
traditional and advanced electricity and magnetism
concepts, history of electricity and magnetism,
electrostatics, electric potential energy , Ohm’s law,
Lenz’s law, Faraday’s law. It will also discuss magnetism
as an electrical phenomena, electromagnetic waves ,
electromagnetic spectrum and applications of
electromagnetic interactions in communication
devices and medical equipment.

LIST OF CONTENTS
Unit 1: Electricity
Lesson 1 : History of electricity, , early electricity, electrical forces , electric
charges , conservation of charges
Lesson 2 : Mathematical explanation of electromagnetism , electronic age,
recent development in electricity and magnetism
Unit 2: Static electricity and charging objects
Lesson 1 : Charging by friction and by contact, charging by induction,
Electric field , Coulomb’s law
Lesson 2: Conductors, insulators, semiconductors, superconductors
Unit 3: Electric current and Ohm’s law
Lesson 1 ; Flow of charge, electric current, voltage sources, electrical

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 resistance, Ohm’s law
Lesson 2 : Direct current ( DC) and alternating current ( AC), Electric power
Unit 4 ; Electric circuits
Lesson 1 : Electric circuits, series circuits, parallel circuits, circuit overloading ,
safety fuses

Unit 5: Magnetism
Lesson 1 : History of magnetism , magnetic forces , magnetic poles,
magnetic fields, magnetic domains
Lesson 2 : Electric currents and magnetic fields, electromagnets
Unit 6 : Magnetism as an electrical phenomenon
Lesson 1 : Magnetic forces on moving charged particles, magnetic forces on
current carrying wires, electric meters
Lesson 2 ; Electric motors, earth ‘s magnetic field , biomagnetism
Unit 7 : Electromagnetic induction
Lesson 1 ; Electromagnetic induction, Lenz’s law , Faraday’s law, generators
and alternating current
Lesson 2: Power production, Turbogenerator power , Transformers , power
transmission
Unit 8 : Electromagnetism and applications of electromagnetic interactions
Lesson 1; Electromagnetic waves , Hertz’s experiment , electromagnetic
spectrum
Lesson 2; Applications of electromagnetic interactions : Communication
devices , and medical equipment

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 COURSE GUIDE
Course Details
Course Number : Phy 102
Course Name : Electricity and Magnetism
Course Description : This course covers electricity and magnetism from a
variety of perspectives . This course will also include
traditional and advanced electricity and magnetism
concepts, history of electricity and magnetism,
electrostatics, electric potential energy , Ohm’s law,
Lenz’s law, Faraday’s law. It will also discuss magnetism
as an electrical phenomena, electromagnetic waves ,
electromagnetic spectrum and applications of
electromagnetic interactions in communication
devices and medical equipment.

Number of Units : 3 units lecture

Pre- requisite: Physics 101 / Physics . 101.1
Co – requisite : Physics 103

Course Outcomes
At the end of the course , the students can :
A. Competencies
1. Discuss the history of electricity and magnetism
2. Describe and explain static electricity.
3. Analyze the electric circuits used in homes and offices.
4. Discuss electromagnetic waves
5. Plan and conduct a simple experiment about series circuit and parallel circuit.
B. Skills
1. Analyze and solve problems pertaining to Ohm’s law and Coulomb’s law.
2. Perform a demo teaching activity about topics related to electricity and
magnetism.
C. Values
1. Realize the effects of voltage, current and resistance in human and in buildings.

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 2. Appreciate the advantages of using the principle of electromagnetism.
3. Realize the importance of conserving electrical energy in homes and offices.

Course Outline

Module 1: Electricity
Unit 1 : History of electricity, early electricity, electrical forces , electric
charges , conservation of charges
Unit 2 : Mathematical explanation of electromagnetism , electronic age,
recent development in electricity and magnetism
Module 2: Static electricity and charging objects
Unit 1 : Charging by friction and by friction, charging by induction,
Electric field, Coulomb’s law
Unit 2: Conductors, insulators, semiconductors, superconductors
Module 3: Electric current and Ohm’s law
Unit 1: Flow of charge, electric current, voltage sources, electrical
resistance, Ohm’s law
Unit 2 : Direct current ( DC) and alternating current ( AC), Electric power
Module 4 : Electric circuits
Unit 1 : Electric circuits, series circuits, parallel circuits, circuit overloading ,
safety fuses
Module 5: Magnetism
Unit 1 : History of magnetism , magnetic forces , magnetic poles,
magnetic fields, magnetic domains
Unit 2 : Electric currents and magnetic fields, electromagnets
Module 6 : Magnetism as an electrical phenomenon
Unit 1 : Magnetic forces on moving charged particles, magnetic forces on
current carrying wires, electric meters
Unit 2: Electric motors, earth ‘s magnetic field , biomagnetism
Module 7 : Electromagnetic induction
Unit 1 : Electromagnetic induction, Lenz’s law , Faraday’s law, generators
and alternating current

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 Unit 2: Power production, Turbogenerator power , Transformers ,
power transmission
Module 8 : Electromagnetism and application of electromagnetic interactions
Unit 1 : Electromagnetic waves , Hertz’s experiment ,
electromagnetic spectrum,
Unit 2 : Application of electromagnetic interactions : Communication
devices , medical equipment

LEARNER’ S GUIDE :

Study Schedule

WEEK TOPIC/ LEARNING OUTCOMES

1 Module 1: Electricity

1 Unit 1 : History of electricity , early electricity, electrical forces ,

electric charges , conservation of charges

Learning Outcomes:
1. Explain the history of electricity.
2. Illustrate and discuss the electrical forces .
3. Describe the different electric charges .
4. Explain the conservation of charges.
1 Unit 2: Mathematical explanation of electromagnetism , electronic age,
recent development in electricity and magnetism

Learning Outcomes :
1. Illustrate and discuss the mathematical explanation of
electromagnetism.
2. Discuss the modern period called electronic age.
3. Illustrate and explain the recent developments in electricity and
magnetism.
2 Module 2: Static electricity and charging on objects
2 Unit 1 :Charging by friction and by contact , charging by induction, electric
field, Coulomb’s law

Learning Outcomes :
1. Compare and contrast charging by friction and charging by contact.
2. Illustrate and explain charging by induction .and electric field.
3. Explain the mathematical formula of Coulomb’s law.
4. Solve problems involving Coulomb’s law.
2 Unit 2 : Conductors, insulators, semiconductors,
superconductors

Learning Outcomes:

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 1. Differentiate conductors from insulators.
2. Give examples of conductors and insulators.
3. Define semiconductors.
4. Give examples of semiconductor material.
5. Describe superconductor and give example .

3 Module 3 : Electric current and Ohm’s law

3 Unit 1 : Flow of charge, electric current, voltage sources, electrical
resistance, Ohm’s law

Learning Outcomes :
1. Illustrate and explain the flow of charge.
2. Define electric current.
3. Define voltage sources.
4. Define electrical resistance.
5. Explain the unit of current, voltage and resistance .
6. Explain the mathematical formula
of ohm’s law.
7. Solve problems related to Ohm’s law.

4 Unit 2 : Direct current ( DC) and alternating current ( AC), Electric power
Learning Outcomes :
1. Illustrate and explain direct current
( DC).
2. Explain alternating current ( AC).
3. Discuss electric power .
4. Solve problems related to electric power.

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5 Module 4 : Electric circuits

5 Unit 1 : Electric circuits, series circuits, parallel circuits, circuit

overloading , safety fuses
Learning Outcomes:
1. Illustrate and explain electric circuit.
2. Compare and contrast series circuit and parallel circuit.
3. Solve problems about series and parallel circuit.
4. Define circuit overloading .
5. Explain the importance of safety fuses.

7 Module 5 : Magnetism
7 Unit 1 : History of magnetism , magnetic forces ,
magnetic poles, magnetic fields, magnetic domains
Learning Outcomes :
1. Discuss the history of magnetism.
2. Define magnetic poles.
3. Define magnetic forces.
4. Illustrate and explain magnetic field.
5. Define magnetic domains.
7 Unit 2 : Electric currents and magnetic fields, electromagnets

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 Learning Outcomes:
1. Relate electric current and magnetic fields.
2. Define electromagnets.
8 Module 6 : Magnetism as an electrical phenomenon
8 Unit 1 : Magnetic forces on moving charged particles, magnetic forces
on current carrying wires, electric meters

Learning Outcomes:
1. Illustrate and explain magnetic forces on moving charted particles.
2. Illustrate and explain magnetic forces on current carrying wires.
3. Define electric meters.
8 Unit 2: Electric motors, earth ‘s magnetic field , biomagnetism

Learning Outcomes:
1. Define electric motors.
2. Illustrate and explain the earth’ s magnetic field.
3. Define biomagnetism.

10 Module 7 : Electromagnetism

10 Unit 1 :Electromagnetic induction, Lenz’s law , Faraday’s law, generators and

alternating current
Learning Outcomes:
1. Illustrate and explain electromagnetic induction.
2. Discuss Lenz’s law and Faraday’s law.
3. Relate generators and alternating current.
11 Unit 2:Power production, Turbogenerator power , Transformers , power
transmission

Learning Outcomes:
1. Explain power production.
2. Define Turbogenerator power
3. Define transformer.
4. Illustrate power transmission.
12 Module 8 : Electromagnetism and application of
electromagnetic interactions

12 Unit 1 Electromagnetic waves , Hertz’s experiment , electromagnetic

spectrum, application of electromagnetic interactions
Learning Outcomes:
1. Illustrate and explain electromagnetic waves.
2. Illustrate and explain Hertz’s experiment.
3. Describe electromagnetic spectrum.

4. Explain the communication devices using the principle on

electromagnetic interactions .
5. Explain the medical equipment using the principle of electromagnetic
interactions.

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 12 Unit 2 : , Application of electromagnetic interactions
1. Explain the communication devices using the principle on
electromagnetic interactions .
2. Explain the medical equipment using the principle of electromagnetic
interactions.

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Grading System : : Major Examination ( first prelim, midterm, final exam) – 30%

Performance ( class participation, ) – 50%

Written output ( quizzes, assignment) -- 20%
100%

Formative Assessment : Quizzes, peer assessment during demo teaching, lesson exit ticket
( 3 things I learned today, 2 things I found interesting, one question about the topic),
assignment, project, concept map , question and answer , demo teaching

Summative Assessment : major examinations ( first prelim, midterm, final exam)

REFERENCES : 1. Arciaga, M.E. and Rara, B.A.H. ( 2008) : Exploring
Science and Technology IV ( Physics)
2. Hewitt, Paul G. ( 1998 ) : Conceptual Physics 8th edition
3. Malenab, R.G. et al., (2003) : Simplified Physics (
Worktext)
4. Pabellon, J. et al., ( 1992) : Science and Technology IV (
Physics)
5. Portugal, H.L. et al; ( 1995) : Laboratory Manual and
Workbook in Physics

6. Rebollos, F.et al., ( 1986): College Physics

7. Santos, G.N.C. and Ocampo, J. ( 2003): Physics : The

Next Generation

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 8. ______( 1979): Fundamentals of Physics , Science
Education Center, UP Diliman

9. Kuhn,K. and Noschese, F. ( 2020). . Basic Physics : A Self Teaching

Guide . 3rd edition
10. Luders ,K. and Pohl, R. ( 2017 ). Pohl’s Introduction to Physics ,
Mechanics , Acoustics and Thermodynamics , Vol. 1
11. Alexander, S. ( 2016 ). The Jazz of Physics : The Secret Link Bet. Music
and the Structure of the Universe.
12. Holzner , S. and Wohms,D . ( 2019 ) . Physics Essentials for
Dummies, 1st edition,

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Module 1 : Electricity
Unit 1 : History of electricity: Greeks , Chinese , early electricity, electrical forces ,
electric charges , conservation of charges
Learning Outcomes:
1. Explain the history of electricity.
2. Illustrate and discuss the electrical forces .
3. Describe the different electric charges .
4. Explain conservation of charges.
ENGAGE : . 1. Picture analysis . Analyze the picture ( fig. 1) and write 5 observations that
will relate to the topic about electricity.

Figure 1. Picture of a lightning discharge .

2. List down ten words that come to your mind associated with electricity . Define
electricity using all the words you have listed.

EXPLORE: On the mountainsides as we travel, we see large steel towers with cable
which transmit electrical energy. We can follow these cables and wires for hundreds of
kilometers down into the valley to highways and many of the wires end up in our homes
where electrical energy is used in various purposes. Indeed , at the flip of a switch, we seem
to have a slave in electricity.

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How did man learn to manipulate electricity in these many wonderful and fascinating ways?
How did it all began?

1. Which is stronger, the electrical force between an electron and a proton or the
gravitational force between these particles?
Is the difference between these forces large or small?
2.How do the numbers of protons in the atomic nucleus normally compare to the number of
electrons that orbit the nucleus?

EXPLAIN:
History of electricity
Electricity began with man’s curiosity about the peculiar properties of amber and
lodestone ( fig 2).
Amber is a translucent solid that ranges in color from yellow to brown. It is made from the
sap of an ancient tree that hardened over many centuries. Lodestone is what we call today
magnetized iron ore. The Greeks were aware about amber that when it is rubbed vigorously,
it attracts small nearby objects such as grain seeds. The properties of lodestone were well
known in ancient China where it was known to attract iron. When suspended or floated,
lodestone always points to a particular direction.

Figure 2. Picture of Amber and lodestone .

The first systematic study of lodestone and amber was done in the 17th century by
William Gilbert . in 1600, he published De Magnete , in this book, he reported his finding and
conclusions.
His studies of the properties of amber led him to introduce the word electric to designate
substances which behaved like amber .The Greek word for amber is elektron.

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In 1551, the Italian mathematician, Girolamo Cardano ( Jerome Cardan ) realized that the
attracting effects of amber and magnetite must be different. Cardano was the first to note
that electricity and magnetism are different.
In 1600, English physician William Gilbert reported that such materials as glass, sulfur and
wax, behaved like amber. When rubbed with cloth, they too attracted light objects. Gilbert
call these materials as electrics and believe that these materials contained fluids . today ,
what Gilbert called electrics are good insulators.
In 1730’s, French scientist Charles Dufay found that charged pieces of glass attracted
amber-like substances but repelled other glass-like substances. Dufay decided that there
must be 2 kinds of electricity , vitreous ( glass-like ) and resinous ( amberlike) . Dufay had
found negative and positive electric charge though he thought of them as two kinds of fluid .
American scientist and statesman, Benjamen Franklin began to experiment with electricity
in 1746. Franklin thought that there was only one kind of electric fluid . He theorized that
objects with too much fluid would repel each other , but they would attract objects with too
little fluid. Franklin used the word positive for what he thought was an excess of electric fluid
and negative for a deficiency of fluid.. in 1752, Franklin performed his famous experiment of
flying a kite
( fig. 3 ) during a thunderstorm. When the kite and string became electrically charged.
Franklin concluded that the storm clouds were themselves charged. He became convinced
that lightning was a huge electrical spark.

Figure 3. Kite experiment of Benjamin Franklin.

In 1767, English scientist Joseph Priestly, described the mathematical law that shows how
attraction weakens as the distance between oppositely charged objects increases.
In 1785, French scientist Charles Augustin de Coulomb confirmed Priestly’s law. Coulomb
showed that the law also held true for the repulsive force between objects with the same
charge which he called Coulomb’s law.
In 1771, an Italian anatomy professor Luigi Galvani, found that the leg of a frog would
twitched when touched with two different metals
In the 1790’s, an Italian physicist Alessandro Volta offered an explanation to Galvani’s
experiment. Volta showed that chemical action occurs in a moist material in contact with two
different metals. The chemical action results in an electric current. The flow of current made
Galvani’s frog twitched.

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Volta gathered pairs of disks , consisting of one silver and one zinc disk. He separated the
pairs with paper of cloth moistened with salt water. By piling up a stack of such disk, Volta
constructed the first battery called Voltaic pile.

In 1827, Georg Simon Ohm, German physicist devised a mathematical law to describe the
relationship between current, voltage and resistance for certain materials known as Ohm’s
law.
Electricity is the flow of charges, the positive and negative charges.

Electrical forces
Consider a universal force, which like gravity , varies inversely as the square of
distance but which is billions of times stronger than gravity. If there were such a force and if
it were everywhere attractive like gravity, the universe would be pulled together into a tight
ball with all the matter pulled as close together as it could get. But suppose this force was a
repelling force, with every bit of matter repelling every other bit of matter. The universe would
be an ever-expanding gaseous cloud. Suppose that the universe is composed of two kinds
of particles, positives and negatives. Positive repelled positive but attracts negative. Like
kinds repel and unlike kinds attract. And suppose there were equal number of each and
some neutrals are unaffected by this force. What would the universe be like ? -------- it would
be like the one we are living in. For there are such particles and there is such a force called “
electrical force”.

Electrical charges

Figure 4 . Diagram of electric charges .

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 The term negative and positive refer to electric charge, ( fig. 4) the fundamental
quantity that underlies all electrical phenomena. Protons are positively charged and
electrons are negatively charged. The attractive charge between proton and electron hold
atoms together. All the chemical bonding forces that hold atoms together to form molecules
are electrical forces acting in small regions where the balance of attractive and repelling
forces is not perfect.

Conservation of charges
An object having unequal numbers of electrons and protons is electrically charged. If
it has more electrons than protons, it is negatively charged . if it has fewer electrons than
protons it is positively charged. When we charge something, no electrons are created or
destroyed. Electrons are simply transferred from one material to another . Charged is
conserved. . whether large scale or atomic level and nuclear level, the principle of
conservation of charge applies. The conservation of charge is a cornerstone in physics with
the same principle as conservation of energy and momentum.
Charge is grainy or made up of elementary units called quanta . we say that charge
is quantized with the smallest quantum of charge being that of the electron or proton. No
smaller unit of charge have been ever found.
ELABORATE: Make a concept map of at least 10 concepts about electricity then elaborate
your concept map .
EVALUATE: Quiz

Module 1 Electricity
Unit 2: Mathematical explanation of electromagnetism , electronic age, recent
development in electricity and magnetism
Learning Outcomes :
1. Illustrate and discuss the mathematical explanation of electromagnetism.
2. Discuss the modern period called electronic age.
3. Illustrate and explain the recent developments in electricity and magnetism.

ENGAGE : 1. List down ten words that come to your mind associated with
electromagnetism. Define electromagnetism using all the words you have listed.

EXPLAIN :
Mathematical explanation of electromagnetism

In 1820, Danish physicist Hans Christian Oersted found that an electric current
flowing near a compass needle would cause the needle to move. Oersted was the first to
show a definite connection between electricity and magnetism.

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During the 1820’s. Andre Marie Ampere discovered the mathematical relationship between
currents and magnetic fields. That relationship called Ampere’s law is one of the basic laws
of electromagnetism.
In the early 1830’s, English scientist Michael Faraday and American physicist Joseph Henry
independently discovered that moving a magnet near a coil of wire produced an electric
current in the wire. Audio and videotape recording , computer disks and electric generators
are based on this principle.
The Scottish physicist James Clerk Maxwell combined all the known laws covering electricity
and magnetism into a single set of 4 equations . Maxwell’s equations published in 1865,
describe completely how electric and magnetic fields arise and interact. Maxwell made a
new prediction that a changing electric field would produce a magnetic field. That prediction
led him to propose the existence of electromagnetic waves , which we now include light,
radio waves, and x-rays.
In 1880’s , the German physicist Heinrich Hertz showed how to generate and detect radio
waves proving Maxwell correct.
In 1901, Italian inventor, Guglielmo Marconi transmitted electromagnetic waves across the
Atlantic ocean , setting the stage for radio, TV, satellite communications and cellular
telephones.

Electronic age
The Irish physicist , G Johnstone Stoney believed that electric current ws actually the
movement of extremely small , electrically charged particles . in 1891, he suggested that
these particles be called electrons.
In 1897, English physicist Joseph John Thomson provided the existence of electrons and
showed that all atoms contain electrons.
In 1913, Robert Millikan , American physicist , accurately measured the electron’s charge.
In the late 1800’s scientists discovered that electrons can be dislodged from a metal surface
in a vacuum tube, completely without air. The tube contains electrodes with wires that
extend through the glass. Linking batteries to the electrodes causes a current of electrons to
flow within the tube . Vacuum tubes can amplify , combine and separate weak electric
currents . The inventions help make radio, TV and other technology.
In 1947, American physicist John Bardeen, Walter Brattain and William Shockley invented
the transistor which do the same job as the vacuum tubes but they are smaller and more
durable and use less energy.

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Figure 5. Images of integrated circuits ( IC ) .
By 1960’s , transistors had replaced the vacuum tubes in most electronic equipment . Since
then, companies have developed even smaller transistors . Today millions of interconnected
transistors fit on a single chip called an integrated circuit ( IC) ( fig. 5 ) .
Recent developments in electromagnetism

Every year, the worldwide demand for electric energy increases. Most of the electric
energy we use comes from power plants that burn fossil fuels , such as coal, oil or natural
gas. Some
electric energy comes from nuclear, hydroelectric, solar cells, windmills and other sources.
Scientists, engineers and power companies are trying to develop alternative sources
of electric energy. Such source may include solar, geothermal , wind and tidal energy.
Many scientists hope that new electric devices will help curb the growing demand for
electric energy. Computers can control the lights, air conditioning and heating in buildings to
reduce energy use. Compact fluorescent lamps using miniature electronic circuits provide
the same light as ordinary light bulbs but only 1/5 as much electric energy . Computers and
modern communication systems enable people to work at home and save energy they would
have used for transportation.
ELABORATE: Make a concept map of at least 10 concepts about the electronic age then
elaborate your concept map
EVALUATE: Quiz
Module 2 : Static electricity and charging on objects
Unit 1 : Charging by friction and by contact, charging by induction, electric field ,
Coulomb’s law
Learning Outcomes :
1. Compare and contrast charging by friction and charging by contact.
2. Illustrate and explain charging by induction and electric field .
3. Explain the mathematical formula of Coulomb’s law.
4. Solve problems involving Coulomb’s law.

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ENGAGE : 1. List down ten words that come to your mind associated with static
electricity . Define static electricity using all the words you have listed.
EXPLORE: prepare a plastic comb and small bits of paper. Rub a plastic comb on your hair
then
Lift up the small bits of paper with the plastic comb. Why?
EXPLAIN:
Charging by friction and by contact

We are all familiar with the electrical effects produced by friction ( fig. 6) . We can
stroke a cat’s fur and hear the crackle of sparks that are produced , or comb our hair in front
of a mirror in a dark room and see as well hear the spark. We can scuff our shoes across a
rug and feel a tingle as we reach for the doorknob , or feel a surprising shock after sliding
across a plastic seat cover while parked in an automobile . In all these cases, electrons are
being transferred by friction when one material rubs against another .

Figure 6. Diagram of charging an object by friction.

Electrons can be transferred from one material to another by simply touching . For
example , when a negatively charged rod is placed in contact with a neutral object . This
method of charging is called “ charging by contact” ( fig. 7 ) . If the object is a good
conductor, electrons will spread to all parts of its surface because the transferred electrons
repel one another. If it is a poor conductor , it maybe necessary to touch the rod at several
places on the object in order to get a more or less uniform distribution of charge.

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Figure 7. Diagram of charging an object by contact.

Charging by induction

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 If you bring a charged object near a conducting surface , you will induce electrons to
move in the material even though there is no physical contact.

Figure 8. Diagram of charging by induction

Consider the two insulated metal spheres , A and B in figure 4 , they touch each
other , so in effect they form a single non-charged conductor . When a negatively charged
ball is brought near A, electron in the metal , being free to move , are repelled as far as
possible until their mutual repulsion is big enough to balance the influence of the ball.
Charged is redistributed . If A and B are separated while the ball is still present, they will
each be equally and oppositely charged. This is charging by induction ( fig. 8 ) . The
charged ball has never touched them , and it retains the same charge it had initially. A
practical application of charging by induction is the cloud and the ground. The negative
charge at the bottom of the cloud induces a positive charge at the surface of the ground
below.
Electric field
Electrical forces , like gravitational forces , act between things that are not in contact
with each other. For both electricity and gravitation, a force field exists that influences
charged and massive bodies respectively. The properties of space surrounding any massive
body can be considered to be so altered that another massive body introduced to this region
will experience a force. The alteration in space caused by a massive body is called its
gravitational field. The space around a planet and every other massive body is field with a
gravitational field. , the space around every electrically charged body is filled with an electric
field- a kind of aura that extends through space.
An electric field has both magnitude and direction . the magnitude of the field at any
point is simply the force per unit charge. If a body with charge ( q ) experience a force ( F) at
some point in space , then the electric field ( E) at that point is E = F/q.
A more useful way to describe an electric field is with electric lines of force
( fig. 9 ) . The lines of force shown in the figure represent a small number of the infinitely
numerous possible lines that indicate the direction of the field. Where the lines are farther
apart, the field is weaker. For an isolated charge, the lines extend to infinity for two or more

19
opposite charges , we represent the lines as emanating from the positive charge and
terminating at the negative charge.

Figure 9. Diagram of an electric field .

Coulomb’s law
It is evident that charges exert forces on each other. These electric forces are either
attractive or repulsive ( fig. 10 ) . We need to describe the force in quantitative terms. How
large is this force? On what factor does it depend ? How does it vary with distance between
the charges?
Is there a law which governs forces between electric charges?

Figure 10. Diagram on Coulomb’s law of attraction and law of repulsion.

A French physicist , Charles Coulomb made the first quantitative investigation of
electric forces. To measure the force between charged objects, Coulomb used a torsion
balance
( fig . 11 ) which he invented. The experiment was very similar to the Cavendish
experiment with gravitational forces.
Coulomb’s experimental set up is shown in fig. 10 . Two spheres a and c , are connected to
an insulated rod.

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This rod is suspended by a thin silver wire which twists in proportion to the magnitude of the
force between the two charged spheres A and B.
Coulomb’s law states that “ the electric force between charged objects is directly
proportional to the product of the two charged bodies and inversely proportional to the
square of the separation distance .”

Figure 11. Diagram of a torsion balance .

Mathematical formula of Coulomb’s law : Fe α q1 q2 and Fe α 1/d2
Fe = k q1q2/ d2 where Fe is the electric force expressed in Newtons ( N)
K is a constant = 9 x 10 9 Nm2/Coulomb ( C)2
q1q2 = two charged objects expressed in Coulomb ( C)
d2 = square of the distance separation expressed in meter ( m)
Example problem: 1. Calculate the electric force between two 1 kg balls each charged with
1.0 C and separated by 1 m.
Given : q1 = 1 C q2 = 1 C K= 9 x 10 9 Nm2/ C2 d=1m
Solution : Fe = k q1q2 /d2 = (9 x10 9Nm2/ C2 ) ( 1C) ( 1C) / ( 1m )2 = 9 x 10 9 N
Example 2. Two charges repel each other with a force of 1 x 10 -5 N when they are 10 cm
apart . When they are brought closer together until they are 2 cm apart, the force between
them becomes : A . 4 x 10 – 8 N B. 5 x 10 – 6 N c. 8 x 10 – 6 N D.
2 x 10 6 N
–

ELABORATE: Make a concept map of at least 10 concepts about Coulomb’s law then
elaborate your concept map .
EVALUATE: Quiz
Assignment :Problem solving . 1. Two pellets each with a charge of 1 x 10 -6 C are located
3 cm apart. What is the electric force between them?

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Module 2
Unit 2 : Conductors, insulators, semiconductors, superconductors
Learning Outcomes:
1. Differentiate conductors from insulators.
2. Give examples of conductors and insulators.
3. Define semiconductors.
4. Give examples of semiconductor material.
5. Describe superconductor and give example .

ENGAGE : 1. List down ten words that come to your mind associated with conductors. .
Define conductor using all the words you have listed.
EXPLORE:
1. Why are metals good conductors of both heat and electricity?
2.What is a transistor and what are some of its functions?
EXPLAIN :

Conductors
It is easy to establish an electric current in metals because one or more of the
electrons in the outer shell of the atoms in a metal are not anchored to the nuclei of
particular atoms, but are free to wander in the material. Such materials are called good
conductors . Metals are good conductors of electric current because they are also good
heat conductors. Electrons in their atomic shell are loose.
Insulators
The electrons in other materials , rubber and glass for example , are tightly bound
and belong to particular atoms. They are not free to wander about among other atoms in the
material. It isn’t easy to make them flow. These materials are poor conductors of electricity
and also poor heat conductors. Such materials are called good insulators.

Semiconductors

Whether a substance is classified as a conductor or an insulator depends on how

tightly the atom of the substance hold their electrons . Some materials such as Germanium
and Silicon are neither conductor nor insulator , and fall in the middle of the range of
electrical resistivity. These materials are fair insulators in their pure crystalline form but
increase tremendously in conductivity when even one atom in 10 million is replaced with an
impurity that adds or removes an electron from the crystal structure. These materials can be
made to behave sometimes as insulators and sometimes as conductors and they called
semiconductors ( fig. 12).

22
 Figure 12. Pictures of semiconductors.

Superconductors
At temperatures near absolute zero , certain materials acquire infinite conductivity
( zero resistance to the flow of charge). These are called superconductors ( fig. 13 ). In
1987, superconductivity at high temperature ( above 100 K) was discovered in a non –
metallic compound. Once the current is established in a superconductor, the electrons flow
indefinitely . With no electrical resistance, current passes through in a superconductor
without losing energy, no heat loss occurs when charges flow. Potential applications include
long distance transmission of power without loss and high speed magnetically levitated
vehicles to replace trains.

Figure 13 . Picture of a superconductor .

EVALUATE : Quiz

23
Module 3 : Electric current and Ohm’s law
Unit 1 : Flow of charge, electric current, voltage sources, electrical resistance, Ohm’s
law
Learning Outcomes :
1. Illustrate and explain the flow of charge.
2. Define electric current.
3. Define voltage sources.
4. Define electrical resistance.
5. Explain the unit of current, voltage and resistance .

6. Explain the mathematical formula

for ohm’s law.
7. Solve problems related to Ohm’s law.

ENGAGE : 1. List down ten words that come to your mind associated with Ohm’s law.
Define Ohm’s law using all the words you have listed.
EXPLORE :
1.Why are electrons rather than protons are the principal charge carriers in metal
wires?
2.Why do we usually think of voltage as a cause while current as an effect?
3. Will current flow more easily through a thick wire or a thin wire ?
EXPLAIN:
Flow of charge

When the ends of an electrical conductor are at different electrical potentials – when
there is potential difference or voltage – charge flows from one end to the other. The flow of
Charge persists for as long as there is a potential difference. Without a potential difference ,
no charge flows. To attain a sustained flow of charge in a conductor, some arrangement
must be provided to maintain a difference in potential while charge flows from one end to the
other. The situation is analogous to the flow of water from a higher reservoir to a lower one.
The standard unit of charge is coulomb
( C ). One coulomb is the electric charge of 6.25 billion electrons.
Electric current

Just as water current is the flow of water molecules, electric current is simply the
flow of electric charge. In circuits of metal wires, electrons make up the flow of charge. This
is because one or more electrons from each metal atom are free to move throughout the
atomic lattice. These charge carriers are called conduction of electrons . Protons do not
move because they are bound inside the nuclei of atoms that are more or less locked in
fixed position.

24
The electrical flow is measured in amperes ( A) in honor of Andre Marie Ampere . One
ampere is a flow equal to 1 coulomb of charge per second. In a wire that carries 5 amperes
, 5 coulombs of charge pass any cross section in the wire each second. The conventional
current flow ( fig. 14) is from positive terminal to negative terminal while electron current flow
is opposite the conventional current flow.

Figure 14 . Diagram of conventional flow of current.

Voltage sources

Charges flow only when they are pushed or driven. A sustained current requires a
suitable pumping device to provide a difference in electric potential – a voltage . An electrical
pump is some sort of voltage source. If we charge one metal sphere positively and other
negatively , we can develop a large voltage between the spheres. This voltage source is not
a good electrical pump because when the spheres are connected by a conductor, the
potentials equalize in a single brief surge of moving charges. Generators or chemical
batteries are source of energy in electric circuits and are capable of maintaining a steady
flow.

Figure 15. Diagram of a dry cell or battery .

The work done by opposite charges is available at the terminals of the battery ( fig. 15 ) or
generator. These different values of energy per charge create a difference in potential
( voltage). This voltage provide the electrical pressure to move electron through a circuit
joined to these terminals.
Charges flow through a circuit because of an applied voltage across the circuit.

25
The unit of voltage is volts ( V) in honor of Alessandro Volta. Example, a 12 volt
automobile battery will provide an electrical pressure of 12 volts to a circuit connected across
its terminals. Then 12 joules of energy is supplied to each coulomb of charge that is made to
flow in a circuit.
Electrical Resistance
A battery or generator of some kind is the prime mover and source of voltage in an
electric circuit. How much current is present depends on the voltage but also on electrical
resistance the conductor offers to the flow of charge. This is similar to the rate of water
flow in a pipe , which depends on the pressure difference between the ends of the pipe but
also on the resistance offered by the pipe itself. The resistance of the wire depends on the
conductivity of the material and also on its thickness and length. Thick wires have less
resistance than thin wires. Longer wires have more resistance than short wires. Resistance
also depends on temperature. For most conductors, increased temperatures mean
increased resistance.
Electrical resistance is expressed in ohms ( Ω) represented by Greek letter omega . the unit
was given in honor of George S. Ohm a German physicist who experimented on the
relationship between current, voltage and resistance in 1826.
Ohm’s law
The relationship between current ( I) , voltage ( v) and resistance ( R) was
summarized in Ohm’s law ( fig. 16 ) . Ohm discovered that the current in a circuit is directly
proportional to the voltage in a circuit and inversely proportional to the resistance of the
circuit. We get twice the current for twice the voltage , but if the resistance is doubled for a
circuit, the current will be half the value. The greater the resistance, the smaller the current.
Inside electrical devices, such as radio and TV, current is regulated by the resistors whose
resistance will be few ohms or millions of ohms.

Figure 16 . Graphical analysis of Ohm’s law.

What causes electric shock in the human body, Current or voltage ? . The damaging effects
of shock are the result of current passing through the body based on Ohm’s law.

26
Mathematical formula : current ( I) = voltage ( v) / resistance ( R) I=V/R
V=IR and R = V/I
Or in units form : ampere ( A) = volts ( v) / ohms ( Ω)

Example problem: 1. How much current will flow through a lamp that has a resistance of 60
ohms when 12 volts are impressed across it. ?
Given : R= 60 ohms V= 12 volts unknown : current ( I)
Solution: I = V/R = 12 volts/ 60 ohms = 0.2 Amperes

Ex.2 . What is the resistance of an electric frying pan that draws 12 A when
connected to
120 volts circuit?
Given : current = 12 A voltage = 120 volts find : R = ?
Solution : R = V / I = 120 v / 12 A = 10 ohms
ELABORATE: Make a concept map of at least 10 concepts about Ohm’s law then
elaborate your concept map.
EVALUATE: Quiz

Module 3
Unit 2 : Direct current ( DC) and alternating current ( AC), Electric power
Learning Outcomes :
1. Illustrate and explain direct current
( DC).
2. Explain alternating current ( AC).
3. Discuss electric power .
4. Solve problems related to electric power.

ENGAGE : 1. List down ten words that come to your mind associated with electric power.
Define electric power using all the words you have listed.
EXPLORE : 1. Distinguish between dc and ac ?
2.What is the relationship among electric power, current and voltage ?
3. Distinguish between a kilowatt ( kw) and a kilowatt hour ( kwh)

EXPLAIN:
Direct current ( DC)

27
 Electric current may be direct current ( dc) . DC refers to the flowing of charges in
one direction ( fig. 17 ) . A battery produces direct current in a circuit because the terminals
of the battery always have the same sign. Electrons move from the repelling negative
terminal toward the attracting positive terminal always moving through the circuit in the
same direction.

Figure 17. Diagram of Alternating current ( ac) and Direct current ( dc).

Alternating current ( AC)

AC refers to when the electrons in the circuit are moved first in one direction and then in the
opposite direction , alternating to and fro about relatively fixed positions ( fig 17 ) . This is
accomplished by alternating the polarity of voltage at the generator or other voltage source.
Throughout the world, most residential and commercial circuits are AC because electric
energy in the form of AC can easily be stepped up to high voltage for long distance
transmission with small heat losses, then stepped down to convenient voltages where the
energy is used.
Electric power

Unless it is in a superconductor , a charge moving in a circuit expends energy. This

may result in heating the circuit or in turning a motor. The rate at which electric energy is
converted into another form such as mechanical energy, heat or light is called electric
power. Electric power is equal to the product of current and voltage. Power is expressed in
watts ( w) .
Electric power ( P ) = current x voltage 1 watt = 1 ampere x 1 volt
P=(I)(V) I= P/V V= P/I
Example problem : 1. If a lamp rated at 120 watts operates on a 220 volt line , what amount
of current is present?

28
Given : P = 120 w V= 220 v find : I = ?
Solution : I = P/V = 120 w / 220 v = ?
Ex. 2. The power and voltage on the light bulb reads 100 watts on 120 volt line. How
many amperes will flow through the bulb?
I = P/V = 100 w / 120 v = ?
ELABORATE: Make a concept map of at least 10 concepts about direct current and
alternating current then elaborate your concept map.
EVALUATE: Quiz
Review and Conduct of the First Preliminary Examination

Module 4 : Electric circuits

Unit 1 : Electric circuits, series circuits, parallel circuits, circuit overloading , safety
fuses
Learning Outcomes:
1. Illustrate and explain electric circuit.
2. Compare and contrast series circuit and parallel circuit.
3. Define circuit overloading .
4. Explain the importance of safety fuses.

ENGAGE : 1. List down ten words that come to your mind associated with electric circuit .
Define electric circuit using all the words you have listed.
EXPLORE: 1. In a circuit of two lamps in series, if the current through one lamp is 1 A , what
is the current through the other lamp?
2. In a circuit of two lamps in parallel, if there are 6V across one lamp, what is the voltage
across the other lamp?
3. Are household circuits normally wired in series or parallel connection?
What happens to current in other lamps if one lamp in a series circuit burns out?
Answer: if one of the lamp filaments burns out, the path connecting the terminals of the
voltage source will break and current will stop. All lamps will go out.
What happens to the light intensity of each lamp in a series circuit when more lamps are
added to the circuit ?
Answer : the addition of more lamps in a series circuit results in a greater circuit resistance .
this decreases the current in the circuit and in each lamp , which causes dimming of the
lamps. Energy is divided among more lamps, so the voltage drop across each lamp will be
less.

EXPLAIN:

29
Electric circuit
Any path along which electrons can flow is a circuit. For a continuous flow of
electrons, there must be a complete circuit with no gaps. A gap is provided by the switch that
can be opened or closed to either cut off or allow energy flow. Most circuits have more than
one device that receives electric energy. These devices are commonly connected in a circuit
in one or two ways , series or parallel. When connected in series, they form a single
pathway for electron flow between the terminals of the battery , generator or wall socket .
When connected in parallel, they form branches, each of which is a separate path for the
flow of electrons. Both series and parallel connections have their own distinctive
characteristics. It can be represented using a circuit diagram.
Series circuit

Figure 18. Diagram of a series circuit

Two lamps are connected in series with a battery ( fig. 18 ). The same current occurs
almost immediately in all lamps when the switch is closed. The charge does not pile up in
any lamp but flows through each lamp. Electrons in all parts of the circuit begin to move at
once. Some electrons move away from the negative terminal of the battery , some moves
toward the positive terminal, some move through the filament of each lamp. A break
anywhere in the path results in an open circuit and the flow of electrons stops. Burning out
one of the lamp filaments could cause such a break.
Important characteristics of the series connection :
1. Electric current has a single pathway through the circuit. This means that the current
passing through each electrical device is the same. Current = I1 = I2= I3 = I4….
2. Total resistance is equal to the sum of individual resistances .
Total resistance ( R T ) = R 1 + R2 + R3 + …..
3. Total current = Voltage / Total resistance
4. The total voltage is equal to the sum of all the separate drops of potential in the
circuit.
Total Voltage = V1 + V2 + V3 + …..

30
Example problem ; Five appliances are connected in series. Refrigerator with
resistance of 20 ohms, TV set with resistance of 10 ohms, radio with R= 5 ohms, flat
iron with R = 75 ohms and electric stove with R = 55 ohms. If the circuit is connected
in series, of 220 volt line find :
a. Total resistance
b. Total current
c. Voltage drop in each appliance

Solution :

a. Rt = R1 + R2 + R 3+ R 4+ R 5
= 20 Ω + 10Ω + 5 Ω+ 75Ω + 55 Ω = 165 Ω

b. I t = V / R = 220 V / 165 Ω = 1.33 A

c. Voltage drop in each appliance : V = IR Ohm’s law

Ref : V = I R = ( 1.33 A ) ( 20 Ω) = 26.6 v

TV set : V = I R = ( 1.33 A ) ( 10 Ω ) = 13.3 v
Radio; V = I R = ( 1.33 A ) ( 5 Ω ) = 6.65 v
Flatiron: V = I R = ( 1.33 A ) ( 75 Ω) = 99. 75
Stove : V = I R = ( 1.33 A ) ( 55 Ω ) = 73.15 v
220 .00 v

Disadvantages of series connection

1. If any one of the appliances fails to function, the circuit remains open and
none of the other appliances can be used.
2. Total resistance of the circuit with the addition of more resistances. This
reduces the current flowing through the entire line.
3. One bulb burst out , all the lights in a series connection go out.

Parallel Connection

31
Figure 19. Diagram of a parallel circuit .

A simple parallel circuit is shown in the diagram ( fig. 19). Two lamps are connected
to the same two points A and B . Electrical devices connected to the same to points of an
electrical circuit are said to be connected in parallel. The pathways for current from one
terminal of the battery to the other is completed if only one lamp is lit. in this illustration, the
circuit branches into two separate pathways from A to B. A break in any one path does not
interrupt the flow of charge in the other paths. Each device operates independently of the
other devices.

Characteristics of a parallel circuit :

1. Each device connects the same two points A and B. The voltage is the same across
each device. Voltage = V 1= V2 = V3 …
2. The total current in a parallel circuit is equal to the sum of the current in each
branch .
It =I1+I2+I3+…
3. The voltage across all the branches in a parallel circuit is the same for each branch.
V T = V 1 = V 2 = V 3 = ….
4. The reciprocal the total resistance is equal to the sum of the reciprocals of separate
resistances. 1/ R T = 1/R 1 + 1 / R 2 + 1/ R 3…..

Example problem : Five appliances are connected in parallel , refrigerator with R= 20 Ω; TV

set with R = 10 Ω; radio with R = 5 Ω; flat iron with R = 75 Ω; electric stove with R = 55 Ω. If
the circuit is connected in parallel to a direct current of 220 volts, find :

32
 a. Total resistance in the circuit
b. Voltage drop in each appliance
c. Total current in the circuit
Solution:
a.) 1/RT = 1/R 1 + 1/R 2 + 1/ R 3 + 1/ R 4 + 1/ R 5 = 1/20 Ω + 1/10 Ω + 1/5 Ω + 1/ 75 Ω +
1/55 Ω
1/RT = 1/ 0.381 RT = 2.62 Ω

B ) voltage is the same V= 220 v

c.) I 1 = V/ R1 = 220 v/ 20 Ω = 11 A I 4 = V / R 4 = 220 v / 75 Ω

= 2.9 A
I 2 = V / R 2 = 220 v / 10 Ω= 22 A I 5 = V / R 5 = 220 v / 55 Ω
= 4.0 A
I 3 = V / R 3 = 220 v / 5 Ω = 44 A
I T = 11 A + 22 A + 44 A + 2.9 A + 4.0 A = 83.9 A
I T = V / R T = 220 v / 2.62 Ω = 84 A

Parallel circuits and overloading

Electricity is usually fed into a home by way of two wires called lines. These lines are
very low in resistance and are connected to wall outlets in each room- sometimes through
two or more separate circuits. About 110- 120 volts are impressed on these lines by a
transformer in the neighborhood that steps down the higher voltage supply by generators at
the power utility. This voltage is applied in appliances and other devices that are connected
in parallel by plugs to the house circuits. As more devices are connected to the circuits, more
pathways for current result in lowering of the combined resistance of each circuit. Therefore
a greater amount of current occurs in the circuits . Circuits that carry more than a safe
amount of current are said to be overloaded.

Safety fuses
To prevent overloading , fuses are connected in series along the supply line. In this
way the entire line current must pass through the fuse. The fuse is constructed with a wire
ribbon that will heat up and melt at a given current. If the fuse is rated at 20 A, it will pass 20
A , but no more. A current above 20 A will melt the fuse , which blows out and breaks the
circuit. Before blown circuit is replaced, the cause of overloading should be determined and
remedied. Often, insulation that separates the wires in a circuit wears away and allows the
wires to touch . this greatly reduces the resistance in the circuit , effectively shortening the
circuit path, and is called short circuit. In modern buildings, fuses had been replaced by
circuit breakers ( fig. 20 ) , which uses magnets or bimetallic strips to open a switch when the
current is too great.

33
Figure 20. Images of safety fuse and circuit breakers.
ELABORATE: Make a concept map of at least 10 concepts about electric circuit then
elaborate your concept map.
EVALUATE: Quiz

Module 5 : Magnetism

Unit 1 : History of magnetism , magnetic forces , magnetic poles, magnetic fields,

magnetic domains
Learning Outcomes :
1. Discuss the history of magnetism.
2. Define magnetic poles.
3. Define magnetic forces.
4. Illustrate and explain magnetic field.

5. Define magnetic domains.

ENGAGE : 1. List down ten words that come to your mind associated with magnetism.
Define magnetism using all the words you have listed.
EXPLORE :
1. In what way is the rule for interaction between magnetic poles similar to the rule for the
interaction between electrically charged particle?
2. Why is iron a magnetic substance while wood is not ?
3. In what way are magnetic poles different from electric charges?

34
EXPLAIN:
Youngsters are fascinated with magnets, largely because they act at a distance. One can
move a nail from a nearby magnet even when a piece of wood is in between . A
neurosurgeon can guide a pellet through brain tissue to inoperable tumors, pull a catheter
into position or implant electrodes while doing little harm to brain tissue.

History of magnetism
The term magnetism comes from the word Magnesia , a province of Greece , where
the Greeks found certain stones more than 2000 years ago. These stones called
lodestones can attract pieces of iron and steel . Magnets were first fashioned into
compasses and used for navigation by the Chinese in the 12th century . In the 16th century ,
William Gilbert , physician of Queen Elizabeth
made artificial magnets by rubbing pieces of iron against lodestone. He also suggested that
a compass always points north and south because the earth itself has a magnetic properties.
Later , in 1750 , John Michell in England found that magnetic poles obey the inverse square
law and his results were confirmed by Charles Coulomb . Knowledge in magnetism and
electricity developed almost independently of each other. In 1820, Hans Christian Oersted,
Danish professor discovered in a classroom demonstration that an electric current affects a
magnetic compass. He saw confirming evidence that magnetism was related to electricity.
Then Andre Marie Ampere proposed that electric currents are the source of all magnetic
phenomena.
Magnetic forces
We have discussed the forces that electrically charged particles exert on one another
: The force between any two charged particles depends on the magnitude of the charge on
each and their distance of separation as specified in Coulomb’s law. But Coulomb’s law is
not precisely true when the charged particles are moving with respect to each other. In
addition to the electrical force , there is a force due to the motion of the charged particles
called magnetic force ( fig . 21 ) . Both electrical and magnetic forces are different aspects
of the same phenomenon of electromagnetism.

Figure 21. Images of magnetic forces.

Magnetic poles

35
 Magnetic poles ( fig. 22 ) give rise to magnetic forces. A bar magnet that is
suspended from its center by a piece of string will act as a compass. One end called the
north-seeking pole , points northward and the opposite , called the south-seeking pole ,
points southward, more simply these are called the north ( N ) and south ( S ) poles. All
magnets have N and S poles. In a simple bar magnet, these are located at the two ends.
When the north pole of a magnet is brought near the north pole of another magnet , they
repel. If opposite poles are brought together , attraction occurs. “ Like poles repel while
opposite poles attract”. A north magnetic pole never exists without the presence of a south
pole and vice versa. If you break a bar magnet in half, each half behave as a complete
magnet or even when your piece of magnet is one atom thick, there are two poles. These
suggests that atoms themselves are magnets.

Figure 22 . Diagram of the magnetic poles of a bar magnet .

Magnetic fields
Recall that the space which surrounds a massive body is a gravitational field, and the
space that surrounds an electrically charged object is an electric field . If the electrically
charged body is moving, the region of space surrounding it is further altered. This alteration
due to the motion of a charge is the magnetic field ( fig. 23 ) . A charged body in motion is
surrounded by both electric field and magnetic field. Like electric field, the magnetic field is a
storehouse of energy . The greater the speed of the charged body, the greater the
magnitude of the surrounding magnetic field. A magnetic field is produced by a charge in
motion.

36
Figure 23 . Diagram of magnetic field using the right hand rule.
If the motion of electric charge produces magnetism, where is this motion in a
common bar magnet? Answer: it is in the electrons in the atom. Although the magnet is
stationary, the magnet is composed of atoms whose electrons are in constant motion.. two
kinds of electron motion contributes to magnetism: their spinning motion and their orbital
motion. The spinning motion predominates in most materials. Every electron is a tiny
electromagnet.
What is the effect of the electrons spinning in the same direction ? opposite direction?
Answer: a pair of electrons spinning in the same direction makes up a strong electromagnet.
Electrons spinning in opposite direction work against each other , so magnetic fields cancel.
This is why most materials are not magnets.
In materials like iron, cobalt and nickel, fields do not cancel each other . Each iron atom has
4 electrons whose spin magnetism is uncanceled. Each iron atom therefore is a tiny
magnet..
Most iron object around you are magnetized to some degree. A filing cabinet , a refrigerator,
cans of food have north and south poles induced by the earth’s magnetic field.

Magnetic domains

37
Figure 24. Diagram of magnetic domains.

Magnetic fields pass undiminished through most materials , including metals but not
iron. The magnetic field of individual iron atoms is so strong that interaction among adjacent
atoms causes large clusters of them to line up with each other. These clusters of aligned
atoms are called magnetic domains ( fig. 24 ). Each domain is perfectly magnetized and is
made up of billions of aligned atoms. The domains are microscopic in a crystal of iron.
Permanent magnets are made by placing pieces of iron or certain iron alloys in strong
magnetic fields. Soft iron is easier to magnetize than steel. Another way is to stroke a piece
of iron with a magnet. The stroking motion aligns the domains in the iron. If a permanent
magnet is dropped or heated, it becomes weaker because some of the domains are jostled
out of alignment.
ELABORATE: Make a concept map of at least 10 concepts about magnetism then elaborate
your concept map
EVALUATE: QUIZ

Module 5
Unit 2 : Electric currents and magnetic fields, electromagnets
Learning Outcomes:
1. Relate electric current and magnetic fields.
2. Define electromagnets.
ENGAGE : 1. List down ten words that come to your mind associated with magnetic field.
Define magnetic field using all the words you have listed.

38
EXPLORE: 1. How do the directions of magnetic field lines about a current-carrying wire
differ from the direction of electric field lines about a charge?
2.What happens to the direction of the magnetic field about an electric current when the
direction of the current is reversed?
EXPLAIN:
Electric currents and magnetic fields
A moving charge produces a magnetic field ( fig. 25 ) . A current of charges also
produces a magnetic field. The magnetic field that surrounds a current carrying conductor
can be demonstrated by arranging an assortment of compasses around a wire and passing
a current through it. If the wire is bent into a loop, the magnetic lines become bunched up
inside the loop. If the wire is bent into another loop, overlapping the first , the concentration
of magnetic field lines inside the double loop is twice as much as in the single loop. It follows
that the magnetic field intensity in this region is increased as the number of loops is
increased .

Figure 25 . Diagram of magnetic field about a current carrying wire .

Electromagnets
If a piece of iron is placed in a current-carrying coil of wire , the magnetic domains in
the iron are induced into alignment. This further increases the magnetic field intensity , and
we have an electromagnet. A simple electromagnet ( fig. 26 ) can be made using iron nail ,
coil of wire and 9 volts battery, and is a temporary magnet. Strong electromagnets are used
to control charged particle beams in high –energy accelerators. They also levitate and propel
prototypes of high speed trains.

39
Figure 26. Image of a simple electromagnet .

Electromagnets which lift automobiles are a common sight in junkyards ( fig. 27 ) .

The strength of these electromagnets is limited by overheating of the current –carrying coils
and saturation of magnetic domain alignment in the iron core.

Figure 27. Image of a strong electromagnet.

ELABORATE: Make a concept map of at least 10 concepts about electromagnets then

elaborate your concept map
EVALUATE: Quiz

Module 6 : Magnetism as an electrical phenomenon

Unit 1 : Magnetic forces on moving charged particles, magnetic forces on current
carrying wires, electric meters, electric motors.

Learning Outcomes:
1. Illustrate and explain magnetic forces on moving charted particles.
2. Illustrate and explain magnetic forces on current carrying wires.
3. Define electric meters.
ENGAGE : 1. List down ten words that come to your mind associated with magnetic
forces. Define magnetic forces using all the words you have listed.
EXPLORE: 1. What is the function of a galvanometer? What is the galvanometer called
when calibrated to read current ? Voltage ?
EXPLAIN:
Magnetic forces on moving charged particles
A charged particle at rest will not interact with a static magnetic field , but if the
charged particle is moving in a magnetic field, the magnetic character of a charge in motion
becomes evident. It experiences a deflecting force ( fig . 28 ). The force is greater when the
particle moves in a direction perpendicular to the magnetic field lines. At other angles, the
force is less and becomes zero when the particles move parallel to the field lines. In any

40
case, the direction of the force is always perpendicular both to the magnetic field lines and
to the velocity of the charged particle.
A moving charge is deflected when it crosses through a magnetic field , but when it travels
parallel to the field no deflection occurs.
We are fortunate that charged particles are deflected by magnetic fields. This fact is
employed to guide electrons into the inner surface of the TV tube and provide a picture .
Charged particles from outer space are deflected by the earth’s magnetic field. The intensity
of harmful cosmic rays striking the earth’s surface would be more intense otherwise.

Figure 28. Diagram of a beam of electrons deflected by a magnetic field.

Magnetic forces on current carrying wires

If a charged particle moving through a magnetic field experiences a deflecting force,

then a current of charged particles moving through a magnetic field experiences a deflecting
force also. It the particles are trapped inside a wire when they respond to the deflecting
force, the wire will also be pushed.
If we reverse the direction of current, the deflecting force acts in the opposite direction. The
force is strongest when the current is perpendicular to the magnetic field lines. The direction
is force is not along the magnetic field lines or along the direction of current. The force is
perpendicular to both field lines and current. It is a sideways force. A current carrying wire
will deflect a magnet such as compass needle as discovered by Oersted in 1820, a magnet
will deflect a current- carrying wire ( fig. 29 ) . Application using this principle is the electric
motor and electric meter.

41
Figure 29 . Diagram of a magnetic force on current carrying wires.

Electric meters
The simplest meter ( fig. 30 ) used to detect electric current is simply a magnet that
is free to turn – a compass. The next most simple meter is a compass in a coil of wires .
When an electric current passes through the coil, each loop produces its own effect on the
needle, so a very small current can be detected. A sensitive current indicating instruments is
called a galvanometer.
A galvanometer maybe calibrated to measure current ( amperes ) in which case it is called
an ammeter , or it may be calibrated to measure electric potential ( volts ) in which case it is
called a voltmeter.

Figure 30 . Picture of an electric meter .

42
ELABORATE: Make a concept map of at least 10 concepts about magnetic forces on
current carrying wires then elaborate your concept map.

EVALUATE: Quiz
Module 6
Unit 2: Electric motors, earth ‘s magnetic field , biomagnetism
Learning Outcomes:
1. Define electric motors.
2. Illustrate and explain the earth’ s magnetic field.
3. Define biomagnetism.

ENGAGE : 1. List down ten words that come to your mind associated with biomagnetism .
Define biomagnetism using all the words you have listed.
EXPLORE: 1. Why does a compass point northward? Why will the needle point in the same
direction when in the southern hemisphere?
3. Name at least four creatures that are known to harbor tiny magnets within their
bodies?

EXPLAIN:
Electric motors

If we modify the design of a galvanometer slightly, we have an electric motor

( fig. 31 ). The principal difference is that the current is made to change direction every time
the coil makes a half rotation. After being forced to turn one half rotation , it overshoots just
in time for the current to reverse , whereupon it is forced to continue another half rotation ,
and so on in cyclic fashion to produce continuous rotation.
In the diagram of an electric motor, a permanent magnet produces a magnetic field in
a region where a rectangular loop of wire is mounted to turn about the axis shown. When a
current passes through a loop , it flows in opposite direction in the upper and lower sides of
the loop because if charge flows into one end of the loop, it must flow out the other end. If
the upper portion of the loop is forced to the left, then the lower portion is forced to the right
as if it were a galvanometer.
Unlike the galvanometer , the current is reversed during each half revolution by
means of stationary contact on the shaft through the brush. In this way, the current in the
loop alternates so that the forces in the upper and lower regions do not change directions as
the loop rotates. The rotation is continued as long as the current is supplied. In
electromagnets, many loops of wire are wound about an iron cylinder called an armature
which rotates when the wires carry current.

43
Figure 31. Diagram of an electric motor.
Earth’s magnetic field
A suspended magnet or compass point northward because the earth itself is a huge
magnet.
The compass aligns with the magnetic field of the earth. The magnetic poles of the
earth , do not coincide with the geographic poles – magnetic and geographical poles are
widely separated. The magnetic pole in the northern hemisphere , is now located nearly
1800 km from the geographic poles, somewhere in the Hudson Bay region in north Canada.
The other pole is located
south of Australia. This means that compasses do not generally point to the true north. The
discrepancy between the orientation of a compass and true north is known as the magnetic
declination.
Why the earth is a huge magnet? The explanation must lie with electric currents deep
in the earth . About 2000 km below, the outer rocky mantle, ( which itself is almost 3000 km
thick) lies the molten region that surrounds the solid center. Most earth scientists think that
moving charges looping around within the molten part of the earth creates a magnetic field
( fig. 32). Some earth scientists speculate that electric currents are the result of the
convection currents – from heat rising from the central core. , and such current combined
with the rotational effects of the earth produce the magnetic field.

44
Figure 32. Diagram of Earth’s magnetic field .
The universe is a gallery of charged particles . They are called cosmic rays and
consists of protons and other atomic nuclei. The protons maybe left over from the big bang ;
the big nuclei probably boiled off from exploding stars. In any event they travel through
space at fantastic speeds and make up the cosmic radiation that is hazardous to astronauts.
Fortunately for those of us on the earth’s surface , most of these charged particles are
deflected away by the magnetic field of the earth. Some of them are trapped in the outer
reaches of the earth’s magnetic field and make up the Van Allen radiation belts ( fig. 33). It
was named after James Belts who suggested their existence from data gathered by US
satellite explorer I in 1958.

45
Figure 33 . Diagram of Van Allen radiation belts .
Astronauts orbit at safe distances well below these belts of radiation. Most of the
charged particles –protons and electrons – trapped in the outer belts probably comes from
the sun. storms on the sun hurl charged particles out in great fountains , many of which pass
near the earth and are trapped by its magnetic field. The trapped particles follow corkscrew
paths around the magnetic field lines of the earth and bounce between the earth’s magnetic
poles high above the atmosphere.
Disturbances in the earth’s field often allow the ions to dip into the atmosphere ,
causing it to glow like a fluorescent lamp. This is the beautiful aurora borealis or northern
lights ( fig. 34) , in the southern hemisphere it is known as aurora australis.
( fig.35).

Figure 34. Picture of Aurora borealis in Norway.

Figure 35. Picture of Aurora australis in New Zealand.

Biomagnetism

Certain bacteria ( fig. 36 ) biologically produce single -domain grains of magnetite

that they string together to form internal compasses. They then use these compasses to

46
detect the dip of the earth’s magnetic field. Equipped with a sense of direction, the
organisms are able to locate food supplies. These bacteria south of the equator build the
same single-domain magnets as their counterparts north of the equator, but then align them
in opposite directions to coincide with the

Figure 36. Image of bacteria based on biomagnetism.

Oppositely directed magnetic field in the southern hemisphere. Pigeons have been
found to have multiple- domain magnetite magnets within their skulls that are connected with
a large number of nerves to the pigeon’s brain . Magnetic material has also been found in
the abdomen of bees , whose behavior is affected by small magnetic fields. In 1992,
researchers discovered tiny magnetite crystals in the human brains like the magnetite in
bacteria.
ELABORATE: Make a concept map of at least 10 concepts about earth’s magnetic field
then elaborate your concept map.
EVALUATE: Quiz
Review and Conduct of the Midterm Examination
Module 7 : Electromagnetism
Unit 1 : Electromagnetic induction, Lenz’s law, Faraday’s law, generators and
alternating current
Learning Outcomes:
1. Illustrate and explain electromagnetic induction.
2. Discuss Lenz’s law and Faraday’s law.
3. Relate generators and alternating current

ENGAGE : 1. List down ten words that come to your mind associated with electromagnetic
induction. Define electromagnetic induction using all the words you have listed.

EXPLORE : 1. Who discovered electromagnetic induction and who put it to practical use?

2. Why is power transmitted at high voltages over long distances?

47
EXPLAIN:

Electromagnetic induction
Faraday and Henry both discovered that electric current can be produced in a wire by
coiling the wire and simply moving a magnet in or out of it. No battery or voltage source is
needed – only the motion of a magnet in the wire loop. They discovered that voltage is
caused or induced by the relative motion between a wire and a magnetic field. Voltage is
induced whether the magnetic field of a magnet moves near a stationary conductor or the
conductor moves in a stationary field. The results are the same for the same relative motion.
The greater the number of loops of wire that move in a magnetic field, the greater the
induced voltage. Pushing a magnet into twice as many loops, will induce twice as much
voltage , pushing a magnet into ten times as many loops will induce ten times as much
voltage.
The amount of voltage induced depend on how fast the magnetic field lines are entering or
leaving the coil. Very slow motion produces hardly any voltage at all. Quick motion induces a
greater voltage. This phenomenon of inducing voltage by changing the magnetic field in a
coil of wire is called electromagnetic induction ( fig. 37 ) . It is more difficult to push the
magnet into a coil with more loops if the coil is connected to a resistor . More current flows
and the coil generates a stronger magnetic field that resists the motion of the magnet.

Figure 37 . Diagram of electromagnetic induction .

Lenz’s law
As we have discussed, that the direction of induced current depends on the direction
of motion of a bar magnet. Withdrawing the north pole of the magnet produces a current
opposite in direction to the current produced when inserting the north pole into the coil. The
results above tells us that the direction of the induced current is such as to produce a
magnetic field which opposes the motion of a bar magnet . A sideways force must be

48
exerted to move the bar magnet towards the coil. Since the external force acts through a
certain distance , work is required to produce the current. The direction of the induced
current is consistent with the law of conservation of energy. Let us restate what we have
learned regarding the direction of induced current.

Figure 38 . Diagram of Lenz’s law .

The direction of the current is such that the it sets up a magnetic field of its own
which opposes whatever action is responsible for the production of the current. This
statement is called Lenz’s law ( fig. 38 ) , named after a German Physicist H.F. lenz. Lenz’s
law is also an application on the law of conservation of energy.

Faraday’s law
Electromagnetic induction is summarized by Faraday’s law , which states that “ the
induced voltage in a coil is proportional to the product of the number of loops and the rate at
which the magnetic field changes within those loops”.
The amount of current produced by electromagnetic induction depends on the induced
voltage but also on the resistance of the coil and the circuit to which it is connected. For
example, we can plunge a magnet ( fig. 39) in and out of a closed rubber loop and in and
out of a closed loop of copper. The voltage induces is the same , providing the loops are the
same and the magnet
moves with the same speed . But the current in each is quite different. The electrons in the
rubber sense the same electric field as those in the copper., but their bonding to the fixed
atoms prevents the movement of charge that so freely occurs in the copper.

49
Figure 39. Diagram of Faraday’s law.

Generators and Alternating current

When one end of a magnet is repeatedly plunge into and back out of a coil of wire,
the direction of the induced voltage alternates. As the magnetic field strength inside the coil
is increased ( magnet entering ) , the induced voltage in the coil is directed one way . When
the magnetic field strength diminishes ( magnet leaving ) , the voltage is induced in the
opposite direction. The frequency of the alternating voltage induce is equal to the frequency
of the changing magnetic field within the loop.
It is more practical to induce voltage by moving a coil than by moving a magnet. This
can be done by rotating a coil in a stationary magnetic field. This arrangement is called a
generator ( fig. 40 ). The construction of a generator is in principle identical to that of a
motor. Only the roles of input and output are reversed. In a motor, electric energy is the input
and mechanical energy the output; in a generator, mechanical energy is the input and
electric energy the output. Both devices simply transform
energy from one form to another.

50
Figure 40 . Diagram of a simple generator .

ELABORATE: Make a concept map of at least 10 concepts about Faraday’s law then
elaborate your concept map .
EVALUATE: Quiz

Module 7
Unit 2: Power production, Turbogenerator power , Transformers , power transmission
Learning Outcomes:
1. Explain power production.
2. Define Turbogenerator power
3. Define transformer.

4. Illustrate and explain power transmission. ,

ENGAGE : 1. List down ten words that come to your mind associated with power
production. Define power production using all the words you have listed.
EXPLORE : What is the purpose of a transformer?
EXPLAIN:

51
Power production
Fifty years after Michael faraday and Joseph Henry discovered electromagnetic
induction, Nikola Tesla and George Westinghouse put those findings to practical use and
showed the world that electricity could be generated reliably and in sufficient quantities to
light the entire cities.

Turbogenerator power
Tesla built generators much like those still in use today- but quite a bit more
complicated than the simple model we have discussed. Tesla’s generators and armatures
consisting of bundles of copper wires that were made to spin within strong magnetic fields by
means of a turbine , which in turn was spun within strong magnetic fields by means of a
turbine, which in turn was spun by the energy of the falling water or steam. The rotating loop
of wire in the armature cut through the magnetic field of the surrounding electromagnets ,
thereby inducing alternating voltage and current.

Transformers
It is interesting to see that electric energy can be carried across empty space from
one device to another with the simple arrangement . One coil is connected to a battery and
the other is connected to a galvanometer. It is customary to refer to the coil connected to the
power source as the primary ( input) and to the other as the secondary ( output) . As soon as
the switch is closed
In the primary and current passes through its coil , a current occurs in the secondary
also – even though there is no material connection between the two coils. Only a brief surge
of current occurs in the secondary. When the primary switch is opened, a surge of current
again registers in the secondary but in the opposite direction. Why ? a magnetic field builds
up around the primary when the current begins to flow through the coil . This means that the
magnetic field is growing / changing . but since the coils are near about the primary. But
since the coil are near each other, this changing field extends into the secondary coil ,
thereby inducing voltage in the secondary.

52
 Figure 41. Diagram of a transformer .

Transformer ( fig. 41 ) is an electrical device which increase or decrease voltage .

There are two kinds of transformers: step up transformer – there are more turns of wire in
the primary than in the secondary, therefore increasing the voltage . The step down
transformer – there are more turns of wire in the secondary than in the primary, therefore
decreasing the voltage.

Power transmission
Almost all electric energy sold today is in the form of AC, traditionally because of the
ease with which it can be transformed from one voltage to another. Large currents in wires
produce heat and energy losses , so power is transmitted great distances at high voltages
and correspondingly low currents ( power= voltage x current) . Power is generated at 25
000 volts or less and is stepped up near the power station to as much as 750 000 volts for
long distance transmission , then stepped down in stages at substations and distribution
points to voltage needed in industrial applications ( 440v or more ) and for the home ( 240
and 120 v) .
Energy then is transferred from one system of conducting wires to another by
electromagnetic induction. The same principle accounts for eliminating wires and sending
energy form a radio transmitter antenna to a radio receiver many kilometers away. Extend
this principles just a tiny step further to the transformation of energy of vibrating electrons, in
the sun to life energy on earth. The effects of electromagnetic induction are very far
reaching.

ELABORATE: Make a concept map of at least 10 concepts about the transformer then
elaborate your concept map .

53
EVALUATE: Quiz

Module 8 : Electromagnetism and application of electromagnetism interactions

Unit 1 : Electromagnetic waves , Hertz’s experiment , electromagnetic spectrum
Learning Outcomes:
1. Illustrate and explain electromagnetic waves.
2. Illustrate and explain Hertz’s experiment.

3. Describe the electromagnetic spectrum.

ENGAGE : 1. List down ten words that come to your mind associated with
electromagnetic wave. Define electromagnetic wave using all the words you have listed.
EXPLORE : 1. What are the two components of an electromagnetic wave? what does a
changing magnetic field induce? What does a changing electric field induce?

EXPLAIN:
Electromagnetic waves
The relationship between electricity and magnetism leads us to the study of
electromagnetic waves ( fig. 42 ). These waves play a vital role in the exchange of energy
among the components of our physical world. In Faraday’s discovery : induced current is an
indication that an electric field within the wire is created by a changing magnetic field.
A brilliant scientist , James Clerk Maxwell , proposed the idea that Faraday’s law of
induction holds even when there is no actual conductor present. Suppose there is an
imaginary loop in empty space, Maxwell said that any change in the magnetic field B inside
the loop is accompanied by the production of an electric field E along the loop. Where a bar
magnet approaches an imaginary loop, and results in the production of an electric field E
around the loop.

Maxwell went further and suggested that the symmetrical effect also occurs. Thus, if
the electric field E within the loop changes , then a magnetic field is produced around the
loop. Maxwell was able to show that electric and magnetic fields can propagate together in
space. His findings : 1) an electric field which changes with time in a certain region
produces a magnetic field which changes with time and space. 2. ) this magnetic field
which changes with time in turn produces an electric field which also changes with time and
space. 3.) this time varying electric field then produces a magnetic field which again varies
with time and space and so on.
Maxwell made another important contribution to the science of electromagnetism.
Combining his theory with some experimental results, Maxwell calculated that the speed of
electromagnetic waves is 3.11 x 10 8 m/s and very near the value of speed of light which is

54
 3.15 x 10 8 m/s , from these data, Maxwell concluded that light itself must be a
form of electromagnetic wave. Maxwell’s contribution to electromagnetic field
theory is considered to be as great as Newton’s contribution to mechanics.
Maxwell’s ideas led to a vast area of development such as radio
communication , TV , RADAR and others.

Figure 42. Diagram of an electromagnetic wave .

Hertz’s experiment
Maxwell’s theoretical results were not readily accepted by physicists during his
lifetime. From his theory, Maxwell made the following prediction: Electromagnetic waves of
frequencies other than those of light can exist. All such waves regardless of frequency , will
propagate through space with the speed of light.
To test this prediction, an apparatus is needed to produce and detect
electromagnetic waves . Such apparatus was invented by a German physicist , Heinrich
Hertz ( fig. 43 ).

55
 Figure 43 . Diagram of Hertz’s apparatus .
It consists of a primary coil A and secondary coil B with many turns of wire . the
secondary coil leads to two metal ball separated by an air gap . When the current in A is
alternately started and stopped by means of a vibrating switch, a high voltage is induced in B
and spark is observed between the metal balls. Air does not conduct electricity. But when
there is a large potential difference between two wires at a short distance from each other,
air molecules nearby maybe ionized and a short burst of electric charge may pass through
the air. Sparks are evidence of this quick motion of charges.
Hertz then tried to detect these propagated waves. For a detector, he bent a piece of
wire so that there was a short gap between its ends. Hertz noticed that whenever a spark
jumped across the terminals of the secondary coil ( the metal balls ) , a spark would also
jumped in the detector . This was a clear evidence that waves were being sent by the
induction coil and that they were being detected some distance away.
Hertz was able to measure the speed of these waves and found that the speed was
equal to the speed of visible light as predicted by Maxwell. Hertz’s experiments provided a
very convincing and dramatic confirmation of Maxwell’s electromagnetic theory which led to
the general acceptance of Maxwell’s theory.

Electromagnetic spectrum

All electromagnetic waves travel with the same speed but they vary in frequency and
hence , in wavelength. Experiments have established the existence of a wide and
continuous variation

56
of wavelengths. The entire range is called the electromagnetic spectrum ( fig. 44 ). The
spectrum extends from gamma rays with wavelengths of about 10 – 13 m to radio waves with
wavelengths of about
30 km . In between these two extremes are other regions such as x-ray, ultraviolet, visible
light, and infrared.
Radio waves have frequency range of about 10 4 to 10 10 cycles/s . Some of these waves
are reflected by electrically charged layers in the atmosphere. It is this reflection that makes
it possible for radio waves to be detected at great distances from the source , used in
transmitting messages, radio or TV programs, RADAR , navigation devices, in cooking.
Hertz is used as a unit of frequency .
I Hz = I cycle/s Example, a radio broadcasts at frequency of 1200 kHz = 1.2 x 106
cycles/s
The human eye is sensitive to frequencies ranging from 4 x 10 14 cycles/s to 7 x 10
14 cycles/s . This the region of visible light.
The ultraviolet region of the spectrum includes the radiations emitted by electrons in
an atom . Ultraviolet radiation causes many kinds of photochemical reactions in which
radiant energy is converted directly into chemical energy . This is the source of energy
stored in green plants by the process called photosynthesis.

57
Figure 44. Diagram of electromagnetic spectrum.
The x-ray region is at frequency range of 10 17 to 10 22 cycles/s . This radiation is
produced by the sudden deflection or stopping of high speed electrons when they strike a
metal target. X-rays are absorbed by the Calcium in bones but readily pass through in other
materials such as the flesh which contains hydrogen, carbon and oxygen.
The shortest wavelengths in the electromagnetic spectrum is the gamma ray region.
This type of radiation is emitted by the nuclei of radioactive substances. Radioactive atoms
contain unstable nuclei .
In 1675, a Danish astronomer Olaf Roemer , used astronomical measurements to
find the time it took light to travel a distance equal to the diameter of the earth’s orbit around
the sun, he found out to be 22 minutes . Roemer showed that light travels in a finite speed
of 3 x 10 8 m/s.

Since Roemer’ s time, many experiments were made in order to determine the
speed of light using short distances. Among those were Armand Fizeau and Albert

58
Michelson who devised a clever way of measuring short time intervals using a mirror. Their
findings show that speed of light depends on the medium in which it travels. Its speed in air
is slightly less than its speed in a vacuum. In 1862, French physicist Jean Foucault
measured the speed of light in water and found it to be 2.23 x 10 8 m/s .
ELABORATE: Make a concept map of at least 10 concepts about electromagnetic
interactions then elaborate your concept map .
EVALUATE: Quiz

Module 8
Unit 2: Application of electromagnetic interactions : Communication devices , medical
equipment
Learning Outcomes:
1. Explain the communication devices using the principle on electromagnetism.
2. Explain the medical equipment using the concept about electromagnetism.

ENGAGE : 1. List down ten words that come to your mind associated with communication
devices applying the principle on electromagnetism.
EXPLORE : What is the function of a speaker? What principle does it operate upon ?
EXPLAIN:
Communication devices using the principle on electromagnetism
Almost all electricity operated devices use electromagnets . Let us consider how an
electromagnet is used in a speaker ( fig. 45 ) . Consider a coil which can move freely near
the pole of a fixed permanent magnet. When the current in the coil is clockwise, its end
which is near the south pole of the permanent magnet repels it. When the current in the coil
changes direction , its polarity reverses , hence the magnet attracts it. The movable coil
vibrates as it is attracted and repelled by the permanent magnet. The same principle works
in a telephone receiver.
In audio and video recording, a device called a recording head is used. It is basically
an electromagnet with a gap at the center. At the gap, the magnetic field of the
electromagnet fringes out. In recording , a varying current representing the sound to be
recorded is sent to the coil of the head. This varying current produces a changing magnetic
field at the head gap. As the magnetic tape passes this gap, the magnetic particles are
realigned so that small magnets will be formed on the tape. Information is stored on the track
of a magnetic disk using a write head and information is retrieved using the read head.

59
Figure 45. Diagram of a speaker which uses electromagnet.

Medical equipment using the concept on electromagnetism

Electromagnets are also used in modern medical diagnostic equipment called
Magnetic Resonance Imaging ( MRI ) ( fig. 46 ) . Here the patient is placed in a large
cylindrical electromagnet . The human body is made up of 75 % water and water is
composed of hydrogen and oxygen atoms. In MRI, the external field of the huge
electromagnets interact with the weak magnetic field associated with hydrogen atoms. Once
the strong electromagnet around the body is switched on , hydrogen atoms align and they
emit weak radio signals which are used to determine the density of water in the different
parts of the human body . If the water concentration is more than the normal, in one part of
the body may indicate that there could be fast growing cells like tumor in that part of the
body. MRI is safer than other types of diagnostic procedure.

Figure 46 . Diagram of Magnetic Resonance Imaging ( MRI ) machine .

60
ELABORATE: Make a concept map of at least 10 concepts about MRI using the concept of
electromagnetism then elaborate your concept map.

EVALUATE: 1. Explain the principle of electromagnetism as applied in speakers ?

2.Why is it that an MRI is very effective in diagnostic purposes among patients ?

Review and Conduct of the Final Examination

TEST BANK
Module 1 Unit 1
1. What were the two substances which possess peculiar properties in which electricity
originated ?
I. Amber II. Lodestone III. Gold IV. Silver
A. I and II B. I only C. II and IV D. I and III
2. Who made thorough observations regarding the properties of amber?
A. Babylonians B. Greeks C. Chinese D. English people
3. What was the achievement of William Gilbert during the 17th century regarding
electricity ?
A. Systematic study of amber C. Systematic study of lodestone
B. Systematic study of magnet D. systematic study of gold
4. The French scientist who found out that charged pieces of glass attracted amber-
like substances but repelled glass-like substances?

61
 A. Guglielmo Cardano B. William Gilbert C. Alessandro Volta D. Charles Dufay
5. Italian physicist who showed that chemical action occurs in a solution with two
different metals which resulted to an electric current ?
A. Alessandro Volta B. Joseph Priestly C. Charles de Coulomb D. Isaac
Newton
6. Georg Simon Ohm described the relationship between current, voltage and
resistance and found out that current is directly proportional to :
A. Pressure B. Voltage B. Resistance D. Density
7. What is the fundamental quantity that underlies all electrical phenomena ?
A. Voltage B. Density C. Temperature D..Electric charge
8. When suspended or floated lodestone always points to a particular direction which
is North, this experimentation was made by :
A. Chinese B. William Gilbert C. Greeks D. Coulombs
9. English scientist Joseph Priestly proposed a law which shows how attraction
weakens as the distance between charged objects increased . This law was known
as :
A. Mathematical law B. Ampere’s law C. Law of attraction D. Law of
repulsion
10. It is the standard unit of current ?
A. Volts B. Amperes C. Ohms D. Watt

Module 1 Unit 2
Test 1. Matching type . Match column A with the words placed in the box . Write the
letter of your answer on your paper.
COLUMN A

1. Danish physicist who found out that an electric current flowing near a compass
needle to produce magnetic effect and show a definite connection between
electricity and magnetism.
2. He transmitted electromagnetic waves across the Atlantic Ocean , setting the
stage for radio, TV, satellites and others.
3. She discovered the mathematical relationship between currents and magnetic
fields.
4. German physicist who showed how to generate and detect radio waves.
5. Scottish physicist who described completely how electric and magnetic fields
arise and interact .
6. English scientist who discovered that moving magnet near a conductor produce
current in the wire.
7. Irish physicist who believed that electric current was actually the movement of
electrons.
8. English physicist who made an experiment on the existence of electrons .
9. American physicist who accurately measured the charge of an electron through
the oil-drop experiment.
10. American scientist who invented the transistor to replace the vacuum tubes.

62
 A.Michael Faraday
B. Hans Christian Oersted E. Andre Marie Ampere I. William Gilbert
F. Heinrich Hertz J. John Bardeen
C. James Clerk Maxwell G. Robert Millikan K. J.J . Thomson
D. G. Johnstone Stoney H. Guglielmo Marconi

Module 2 Unit 1
1. Which of the following is/are electrical effect/s caused by friction ?
I. Stroke a cat’s fur and hear the crackle of sparks that are produced.
II. Comb our hair in front of a mirror in a dark room and see as well as hear the
sparks.
III. Scuff our shoes across a rug and feel a tingle as we reach for the doorknob.
IV. Place a metal ball near a charged object.
A. I , II and III B. II and III C. I,II,III and IV D. IV only
2. If the object is a good conductor , electrons will spread to all parts of its surface
because:
A. The protons are easily attracted to the surface.
B. The transferred electrons repel one another.
C. The protons are easily attracted to the surface.
D. The transferred protons are attracted to the conductor.
E. The electrons are repelled by the protons.
3. If you bring a charged object near a conducting surface, you will induce electrons to
move in the material even though there is no physical contact. This statement is :
A. Partially true B. False C. True D. Can’t be determined
4. The negative charge at the bottom of the cloud induces a positive charge at the
surface of the ground below. This statement is :
A. Can’t be determined B. True C.False C. Partially true
5. Charging by induction occurs during thunderstorm . This statement is :
A. True B. False C. Partially true D. Can’t be determined?
6. In Coulomb’s law, what is the relationship between electrical force and distance
squared?
A. Direct B. Inverse C. Direct square D. Inverse square
7. In Coulomb’s law, what is the relationship between electrical force and product of the
charged objects?
A. Direct square B. Inverse C. Direct D. Inverse square
8. Calculate the electrical force between two 0. 6 kg ball each charged with 2.0 C and
separated by 0.5 m . (3 points)
Module 2 Unit 2
1. They are materials which allow electricity to pass through :
A. Superconductors B. Insulators C. Semiconductors D. Conductors
2. They are materials which does not allow electricity to pass through:
A. Conductors B.Superconductors C. Semiconductors D. Insulators
3. Materials which can be made to behave as conductor or as an insulator:
A. Conductors B. Insulators C. Semiconductors D.
Superconductors

63
4. Metals that acquire infinite conductivity ( zero resistance to the flow of charge ) at
temperatures near absolute zero .
A. Conductors B. Insulators C. Semiconductors D. Superconductors
5. Metals are good conductors of electricity because :
A. One or more of the electrons in the outer shell of the atoms are not anchored to the
nuclei of particular atoms.
B. One or more of the protons in the nucleus of the atoms are anchored to the nuclei of
particular atoms.
C. Neither electron or proton are anchored in the orbital of the particular atom.
D. All the electron and proton are anchored to the orbital of the atom.
6. Which of the following is considered as good conductor of heat and electricity?
A. Rubber B. Metals C. Glass D. Wood
7. Which of the following materials are considered good insulators ?
A. Silver B. Gold C. Rubber D. Copper
8. Which of the following materials are considered good semiconductors?
A. Tin and Zinc B. Gold and Copper C. Silver and Tin D. Germanium and Silicon
9. Thin layers of semiconducting materials sandwich together to make up ____which
are used to control the flow of currents in the circuits , to detect and amplify radio
signals.
A. Capacitors B. Transistors C. Motors D. Meters
10. Once electric current is established in a superconductor, the electrons flow
indefinitely. This statement is :
A. False B. True C. Can’t be determined D. Partially true

Module 3 Unit 1
1. The flow of charge persists for as long as there is potential difference or voltage.
This statement is ;
A. Partially True B. False C. Can’t be determined D.True
2. The standard unit of charge in the Metric or SI units is :
A. Ampere B. Meter C. Volts D. Coulomb
3. In circuits of metal wires, electron make up the flow of charge. This statement is :
A. False B. Partially true C. True D. Can’t be determined
4. The standard unit of current in the metric or SI units is :
A. Volts B. Ohms C. Amperes D. Coulombs
5. It is the work done per unit charge :
A. Voltage B. Resistance C. Current D. Charge
6. The resistance of a wire depends on the conductivity of the material , its
thickness and length . This statement is :
A. Partially true B. True C. False D. Can’t be determined
7. Thick wires have less resistance than thin wires, longer wires have more
resistance than shorter wires. This statement is :
A. Can’t be determined B. True C. False D. Partially true
8. It is the standard unit of resistance in the Metric or SI units :
A. Meter B. Volts C. Amperes D. Ohms
9. Based on Ohm’s law, what is the relationship between voltage and current if
resistance is constant ?
A. Direct B. Inverse C. Direct square D. Inverse square
10. How much current will flow through a lamp that has a resistance of 40 ohms
when 220 v are impressed across it ?

Module 3 Unit 2

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 1. It refers to the flow of charges in one direction ?
A. Static B. Alternating current C. Direct current D. Electric Current
2. It refers to a situation in which the electrons in the circuit are moved first in one
direction and then in the opposite direction about relatively fixed positions.
A. Direct current B. Alternating current C. static electricity D. Electric current
3. A battery produces direct current in a circuit because :
A. The terminals of the battery always have different signs .
B. The terminal of a battery has only one terminal with sign.
C. The terminals of the battery always have the same sign.
D. The terminals of the battery do not have sign.
4. Electrons move from the repelling negative terminal toward the attracting positive
terminal, always moving through the circuit in the same direction. This statement
is:
A. False B. Partially true C. Can’t be determined D. True
5. Throughout the world, most residential and commercial circuits are AC because
electric energy in the form of AC can easily be stepped up or stepped down.
A. Partially True B. False C. True D. Can’t be determined
6. What causes electric shock : current or voltage?
A. Electric shock occurs when voltage is produced in the body due to the current.
B. Electric shock occurs when current is produced in the body due to the voltage.
C. Electric shock is occurs when current is produced in the body by the conductor.
D. Electric shock occurs only when there is water in the surroundings.

7. It is the rate at which electric energy is converted into another form such as
mechanical energy , heat or light.
A. Speed of current B. Velocity of current C. Electric power D. Acceleration
8. If a lamp is rated at 120 w operates on a 120 v, what is the current ?
A. 240 amperes B. 100 amperes C. 120 amperes D. one ampere
9. What is the power on a TV set if it consumes 15 amperes when connected to 220
v.
A. 3 300 watts B. 235 watts C. 6.5 watts D. 14. 8 watts
10. What is the unit of electric power in the metric system or SI units?
A. Volts B. Amperes C. Watts D. Coulombs

Module 4 Unit 1
1. What is the term given to the path by which electrons can readily flow ?
A. Negative terminal B. Circuit C. Positive terminal D. Battery
2. For a continuous flow of electrons, there must be a complete circuit with no gaps and
the gap is provided by an electric switch that can be opened or close to either cut off
or allow energy. This statement is :
A. True B. False C. Partially true D. Can’t be determined
3. What happens to current in other lamps if one lamp in a series circuit burns out?
A. The path connecting the terminals of the voltage source will continue to produce
electricity. All lamps will produce light.
B. The path connecting the terminals of the voltage source will cut off but lamps still
give off light .
C. The path connecting the terminals of the voltage source will break and current will
cease . All lamps will go out.
D. There is no more path connecting the terminals of the voltage source.
4. What happens to the light intensity of each lamp in a series circuit when more lamps
are added to the circuit?
A. The addition of more lamps in a series circuit results in a lesser resistance.
B. The addition of more lamps in a series circuit results in a lesser voltage.

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C. The addition of more lamps in a series circuit results in a greater voltage.
D. The addition of more lamps in a series circuit results in a greater circuit resistance and
decreases the current in the circuit which causes dimming of the lamps.
5. What happens to the current in other lamps if one of the lamps in a parallel circuit burns
out?
A. If one lamp burns out , the other lamps will be unaffected, the current in each branch is
equal to voltage.
B. if one lamp burns out, the other lamps will also burn out.
C. If one lamp burns out, some of the lamps will be unaffected.
D. If one lamp burns out, some of the lamps will be affected.
6. What happens to light intensity of each lamp in a parallel circuit when more lamps are
added in parallel to the circuit?
A. The light intensity of each lamp is changed as other lamps are introduced.
B. The light intensity of each lamp is unchanged as other lamps are introduced.
C. The light intensity of each lamp remains the same as other lamps are introduced.
D. The light intensity of each lamp is uncertain as other lamps are introduced.
Problem solving. Three appliances are connected in series, TV set with R= 20 Ohms,
refrigerator with R= 20 ohms, and electric stove with R= 60 ohms , if the circuit is connected
in series of 220 volt line, find:
7. The total resistance of the circuit is :
A.) 40 ohms B.) 60 ohms C.) 100 ohms D.) 220 ohms
8) The total current of the circuit is :
A.) 2.2 A B.) 4.4 A C.) 22.0 A D.) 44.0 A
9. Voltage drop on the TV set ?
A.) 22.0 V B.) 44.0 V C.) 20 V D.) 60 V
10. What is the voltage drop on the electric stove ?
A.) 44.0 V B.) 132.0 V C.) 60 V D.) 40 .0 V

Module 5 Unit 1

1. Magnets were first fashioned into compasses and used for navigation during the 12th
century by the :
A. Chinese B. Greeks C. Babylonians D. Sumerians
th
2. In the 16 century, Queen Elizabeth’s physician _____ made artificial magnets by
rubbing pieces of iron against lodestone.
A. William Gilbert B. Aristotle C. Guglielmo Marconi D. Andre Marie
Ampere
3. In 1820, Danish science professor _______ discovered in a classroom demonstration
that an electric current can affect a magnetic compass and confirmed that magnetism
was related to electricity .
A. Isaac Newton B. John Michell C. Hans Christian Oersted D. William
Gilbert
4. The force between electrically charged particles depends on the motion of the
charged particle which is called:
A. Electrical force B. Gravitational force C. Magnetic force D. Mechanical force
5. Electric charge is central to electrical forces, regions called magnetic poles give rise
to magnetic force. This statement is:
A. True B. False C. Can’t be determined D. Partially true
6. If the electrically charged body is moving, The region of space surrounding it is
further altered. This alteration due to the motion of a charge is known as :
A. Magnetic force B. Magnetic field C. Magnetic poles D. Magnetic lines
7. The magnetic field of individual iron atoms is so strong that interaction among
adjacent atoms causes large clusters of them to line up with each other
to form _____.

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 A. Magnetic fields B. Magnetic poles C. Magnetic domains D. Magnetic
lines
8. Does every magnet necessarily have a north and south pole?
A. Yes, sometimes they have north pole only .
B. No , if broken they only have one pole.
C. No, for some magnets , they have only one pole.
D. Yes, for magnets they have more than 2 poles, their net pole strength is zero.
9. Magnetic fields pass undiminished through most materials , including many metals
but not iron. This statement is :
A. True B. False C. Partially true D. Can’t be determined
10. Whereas electric charges can be isolated, magnetic poles cannot. A north magnetic
pole never exists without the presence of a south pole and vice versa. This statement
is :
A. True B. False C. Partially true D. Can’t be determined

Module 5 Unit 2
1. A moving charge and current of charges produces a ______.
A. Magnetic fields B. Magnetic poles C. Magnetic domains D. Magnetic
lines
2. If a piece of iron is placed in a current –carrying coil of wire, the magnetic domains in
the iron are induced into alignment and increases magnetic field intensity to form:
A. Electromagnet B. Conductor C. Insulator D. Semiconductor
3. The magnetic field of the earth deflects many charged particles that make up cosmic
radiation . This statement is :
A. False B. Can’t be determined C. True D. Partially true
4. If the charged particle is moving in a magnetic field, the magnetic character of a
charge in motion experiences a deflecting force. This statement is :
A. Can’t be determined B. Partially true C. False D. True
5. What law of physics tells you that if a current-carrying wire produces a force on a
magnet , a magnet must produce a force on a current – carrying wire ?
A. Newton’s third law of motion C. Newton’s second law of motion
B. Newton’s first law of motion D. Newton’s law of gravitation
6. A current carrying wire will deflect a magnet and a magnet will deflect a current-
carrying wire , this principle has practical applications as in :
A. Electric motors B. Electric pumps C. Electric stoves D. Flat iron
7. Charged particles are deflected by magnetic fields , its application is shown in:
A. Calculators B. TV tubes C. Microscopes D. Escalators
8. Strong electromagnets are used to control charged particle beams in high- energy
accelerators . This statement is :
A. False B. Can’t be determined . C. Partially true D. True
9. A charged particle at rest will not interact with a static magnetic field . This statement
is:
A. True B. Partially true C. Can’t be determined D. False
10. Who made an experiment about current carrying wire that reverses direction , the
compass needle turns around , showing that the direction of the magnetic field
changes also.
A. William Gilbert B. Hans Christian Oersted C. Isaac Newton D. Michael
Faraday

Module 6 Unit 1

1. The simplest meter used to detect electric current is simply a magnet that is free to
turn a compass. This statement is :
A. True B. Partially true C. False D. Can’t be determined
2. A sensitive current- indicating instrument is known as :

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 A. Photometer B. Galvanometer C. Micrometer D. Megameter
3. How do you describe a simple meter ?
I. It is a compass in a coil of wires.
II. When an electric current passes through the coil, its loop produces its own
effect on the needle.
III. Small current can be detected.
A. I and II B. I, II and III C. I and III D. II and III
4. A galvanometer maybe calibrated to measure current in amperes called ______.
A. Voltmeter B. Ohmmeter C. Photometer D. Ammeter
5. A galvanometer maybe calibrated to measure electric potential in volts called _____.
A. Voltmeter B. Ohmmeter C. Photometer D. Ammeter
6. What is the principal difference between electric meter and electric motor ?
I. The current is made to change direction every time the coil makes a half rotation.
II. It overshoots just in time for the current to reverse.
III. It is forced to continue another half rotation in cyclic fashion to rotate again.
IV. The current is made to keep direction constant every time the coil rotates.
A. I and II B. II and IV C. I, II , III D. II, III , IV
7. When many loops of wire are wound about an iron cylinder , it is known as____
which rotates when the wire carries current :
A. Brushes B. Loop C. Armature D. Cylinder
8. A galvanometer and a motor are similar in that they both employ coils positioned in a
magnetic field. This statement is :
A. Partially true B. False C. Can’t be determined D. True
9. The fundamental difference between a galvanometer and a motor is that the
maximum rotation of the coil in a galvanometer is one half turn , where as in a motor ,
the coil rotates through many complete turns. This statement is :
A. True B. False C. Partially true D. Can’t be determined
10. For electric motor, the current is reversed during its half revolution by means of
stationary contacts on the shaft. The parts of the wire that brush against these
contacts are called :
A. Armature B. Current C. Brushes D. Domains

Module 6 Unit 2
1. The fundamental difference between a galvanometer and a motor is that the
maximum rotation of the coil in a galvanometer is one half turn , where as in a motor ,
the coil rotates through many complete turns. This statement is :
A. True B. False C. Partially true D. Can’t be determined
2. For electric motor, the current is reversed during its half revolution by means of
stationary contacts on the shaft. The parts of the wire that brush against these
contacts are called :
A. Armature B. Brushes C. Current D. Domains
3. A suspended magnet or compass points northward because :
I. The earth itself is a huge magnet.
II. The compass aligns with the magnetic field of the earth.
III. Magnetic poles do not coincide with geographic poles.
IV. The earth is a terrestrial magnet.
A. I and II B. III and IV C. I, II, III D. I, II III and IV
4. The discrepancy between the orientation of a compass and true north is known as :
A. Magnetic domain B. Magnetic field C. Magnetic declination D. Magnetic line
5. Convection currents in the molten parts of the earth’s interior may drive electric
currents to produce the magnetic field of the earth. This statement is :
A. Partially true B. True C. False D. Can’t be determined
6. Most earth scientists think that moving charges looping around within the molten part
of the earth create the magnetic field. This statement is :
A. True B. Partially true C. False D. Can’t be determined

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 7. Because of the earth’s great size, the speed of moving charges need only be about a
thousandth of a meter per second to account for the field . This statement is :
A. Partially True B. False C. True D. Undetermined
8. Disturbances in the earth’s field allow the ions to dip into the atmosphere causing it
to glow like a fluorescent lamp, this is the beautiful ______( northern lights).
A. Aurora australis B. Allen belts C. Fluorescence D. Aurora borealis
9. Certain bacteria biologically produce single-domain grains of magnetite that they string
together to form internal compasses. This statement is :
A. True B. False C. Partially true D. Can’t be determined
10. The pigeon may well sense direction because of a built-in magnetic compass
within its skull. This statement is :

A. False B. True C. Partially true D. Can’t be determined

Module 7 Unit 1
1. Who discovered that electric current can be produced in a wire by coiling the wire
and simply moving a magnet in or out of it ?
A. Gilbert and Volta B. Lenz and Henry
C. Henry and Faraday D. Faraday and Bohr
2. Voltage is induced whether the magnetic field of a magnet moves near a stationary
conductor or the conductor moves in a stationary magnetic field. This statement is :
A. False B. True C. Partially true D. cannot be determined
3. When the magnet is plunged into the coil, voltage is induced in the coil and charges
in the coil are set in motion. This statement is :
A. Partially true B. False C. True D. Can’t be determined
4. The phenomenon of inducing voltage by changing the magnetic field in a coil of wire:
A. Magnetic domain B. Magnetic poles C. Magnetic field D. Magnetic induction
5. The induced voltage in a coil is proportional to the product of the number of loops
and the rate at which the magnetic field changes within those loops, this is :
A. Faraday’s law B. Lenz’s law C. Ohm’s law D. Coulomb’s law
6. The direction of a current is such that it sets up a magnetic field of its own which
opposes whatever action is responsible for the production of the current. This is :
A. Faraday’s law B. Lenz’s law C. Ohm’s law D. Coulomb’s law
7. It is more practical to induce voltage by moving a coil than by moving a magnet which
can be done by rotating the coil in a stationary magnetic field . This arrangement is
called :
A. Transformer B. Electric motor C. Electric meter D. Generator
8. In a motor , mechanical energy is an input and electrical energy the output . This
statement is :
A. True B. Partially true C. Can’t be determined D . False
9. In a generator , electrical energy is the input and mechanical energy the output. This
statement is :
A. Partially true B. True C. False D. Can’t be determined
10. What happens when a magnetically stored bit of information on a computer disc
spins under a reading head that contains a small coil?
A. The changing magnetic field in the coil induces current .
B. The changing magnetic field in the coil induces voltage and the information stored
magnetically on the disc is converted to electric signals.
C. The changing magnetic field in the coil induces resistance.
D. the changing magnetic field in the loop of wire induces voltage.

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Module 7 Unit 2
1. Who invented the turbogenerator power as source of electric power?
A. George Ohm B. Michael Faraday
C. George Westinghouse D. Nikola Tesla
2. It is an electrical device which increases and decreases voltage :
A. Generator B. Transformer C. Electric motor D. electric meter
3. Whenever the primary switch is opened or closed, voltage is induced in the
secondary circuit . This statement is :
A. False B. Partially true C. Can’t be determined D. True
4. In a transformer , it is customary to refer to the coil connected to the power source as
the ____( input).
A. Secondary B. Switch C. Voltage D. Primary
5. A magnetic field builds up around the primary when the current begins to flow
through the coil. This means that the magnetic field is growing about the primary.
This statement is :
A. True B. Partially true C. False D. Can’t be determined
6. If the primary and secondary have equal number of wire loops called turns, then the
input and output alternating voltages will be :
A. Greater B. Equal C. Lesser D. No change
7. In a transformer , if the secondary coil has more turns than the primary , the
alternating voltage produced in the secondary coil will be greater than that produced
in the primary, in this case the voltage is said to be :
A. Stepped down B. Equal C. Stepped up D. No change
8. If the secondary coil has fewer turns than the primary , the alternating voltage
produced in the secondary will be lower than that produced in the primary. The
voltage is said to be :
A. Stepped down B. No change C. Equal D. Stepped up
9. If 100 v of ac are put across a 100 turn transformer primary, what will be the voltage
output if the secondary has 200 turns?
A. 200 V B. 100 V C. 500 V D. 300 V
10. What is the power in the secondary coil?
A. 600 W B. 800 W C. 400 W D. 300 W

Module 8 Unit 1
1. The vibrating electric and magnetic fields regenerate each other to make up an
_____ , which emanates ( moves outward) from the vibrating charge.
A. Electromagnetic wave B. Electric field C. Magnetic field D. Gravitational
field
2. If you shake an electrically charged object to and fro, you produce an
electromagnetic wave. This statements is :
A. Partially true B. Can’t be determined C. False D. True
3. Brilliant scientist who discovered that any change in the magnetic field B inside the
loop is accompanied by the production of an electric field E along the loop.
A. William Gilbert B. Michael Faraday C. James Clerk Maxwell D. Georg S. Ohm
4. From his theory, Maxwell made the following prediction: Electromagnetic waves of
frequencies other than those of light can exist . All such waves regardless of
frequency , will propagate through space with the speed of light. This statement is :
A. False B. Partially true C. Can’t be determined D. True
5. Physicist who made an apparatus to detect electromagnetic waves:
A. Heinrich Hertz B. Michael Faraday C. George S. Ohm D. Charles de
Coulomb
6. What were the findings of Hertz’s experimentation ?
I. Hertz was able to measure the speed of electromagnetic waves.
II. Confirmation of Maxwell’s electromagnetic theory.

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III. Waves were being sent by the induction coil and were detected some distance
away.
IV. Speed of electromagnetic waves is equal to speed of visible light.
A. I and II only B. I, II, III , IV C. II, III, IV D. III and IV only
7. Hertz’s experiment provided a very convincing and dramatic confirmation of
Faraday’s aw . This statement is :
A. True B. Can’t be determined C. False D. Partially true
8. All electromagnetic waves travel with the same speed but they vary in frequency and
wavelength. Experiments have established the existence of a wide and continuous
variation of wavelengths . The entire range is called :
A. Rainbow B. Diffraction C. Frequency D. Electromagnetic spectrum
9. Which part of the spectrum has wavelengths equal to 10 – 13 m ?
A. Gamma rays B. Ultraviolet rays C. Infrared rays D. X- rays
10. Danish astronomer who used astronomical measurements to find the time it took light
to travel a distance equal to the diameter of the earth’s orbit around the sun , he
found out to be equal to 22 minutes.
A. Alessandro Volta B. Joseph Priestly
C. Olaf Roemer D. John Newlands

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