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This work presents the application of design based research (DBR) methodology to conduct a systematic iterative study of the design and implementation of a teaching-learning sequence (TLS) on emf (electromotive force). This work is the final part of a broader study that started with the analysis of students' difficulties with emf in the contexts of transitory current, direct current, and electromagnetic induction. We complete our research by investigating to what extent students see emf as a cross-cutting concept. We establish the design parameters based on an epistemological analysis and the empirical data, and describe how we devised and implemented the first version of the TLS that takes 4.5 h of classroom time. It is important to note that the implementation of the TLS's was carried out in introductory physics classroom environments where students work in learning groups within a transformed physics course. We analyze the data obtained in the first implementation and describe the redesign process that resulted in a second version of the TLS that takes 1.5 h of classroom time. We conclude that both versions of the TLS effect a similar boost in student attainment of learning objectives compared to the control group.