Download Essential Questions

Unit Lesson Plan – Electric Potential
Teacher:
<Teacher>
Time Frame:
Grade:
10, 11, 12
School:
Subject:
11 days
<School>
PSI AP Physics 1

HS-PS2-4. Use mathematical representations of Newton’s Law of
Gravitation and Coulomb’s Law to describe and predict the
gravitational and electrostatic forces between objects.

Essential Knowledge 2.A.2: A scalar field gives, as a function of
position (and perhaps time), the value of a physical quantity that is
described by a scalar. In Physics 2, this should include electric
potential.
a. Scalar fields are represented by field values.
b. When more than one source object with mass or charge is
present, the scalar field value can be determined by scalar
addition.
c. Conversely, a known scalar field can be used to make inferences
about the number, relative size, and location of sources.
Learning Objective 2.C.5.2: The student is able to calculate the
magnitude and determine the direction of the electric field between
two electrically charged parallel plates, given the charge of each
plate, or the electric potential difference and plate separation.
Essential Knowledge 2.E.1: Isolines on a topographic (elevation)
map describe lines of approximately equal gravitational potential
energy per unit mass (gravitational equipotential). As the distance
between two different isolines decreases, the steepness of the
surface increases. [Contour lines on topographic maps are useful
teaching tools for introducing the concept of equipotential lines.
Students are encouraged to use the analogy in their answers when
explaining gravitational and electrical potential and potential
differences.]
Learning Objective 2.E.1.1: The student is able to construct or
interpret visual representations of the isolines of equal gravitational
potential energy per unit mass and refer to each line as a
gravitational equipotential.
Essential Knowledge 2.E.2: Isolines in a region where an electric
field exists represent lines of equal electric potential referred to as
equipotential lines.
a. An isoline map of electric potential can be constructed from an
electric field vector map, using the fact that the isolines are
perpendicular to the electric field vectors.
b. Since the electric potential has the same value along an isoline,
there can be no component of the electric field along the isoline.
Learning Objective 2.E.2.1: The student is able to determine the
structure of isolines of electric potential by constructing them in a
given electric field.
Learning Objective 2.E.2.2: The student is able to predict the
structure of isolines of electric potential by constructing them in a
NGSS DCI:


AP Physics 1 and 2 Standards:




Note that this exact Smart Notebook presentation has not been used in the classroom, although all of the
material has. The pacing below is approximate based on a 40-45 minute class period. Feel free to adjust as
necessary and please provide your feedback!
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
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given electric field and make connections between these isolines and
those found in a gravitational field.
Learning Objective 2.E.2.3: The student is able to qualitatively use
the concept of isolines to construct isolines of electric potential in an
electric field and determine the effect of that field on electrically
charged objects.
Essential Knowledge 2.E.3: The average value of the electric field
in a region equals the change in electric potential across that region
divided by the change in position (displacement) in the relevant
direction.
Learning Objective 2.E.3.1: The student is able to apply
mathematical routines to calculate the average value of the
magnitude of the electric field in a region from a description of the
electric potential in that region using the displacement along the line
on which the difference in potential is evaluated.
Learning Objective 2.E.3.2: The student is able to apply the concept
of the isoline representation of electric potential for a given electric
charge distribution to predict the average value of the electric field in
the region.
Essential Questions
(What questions will the student be able to answer as a result of the instruction?)
1.
2.
3.
4.
5.
What is the definition of the Electric Field and what equation was used to derive this concept?
Why can Electric Field lines never cross or touch each other? Do Electric Field lines exist?
What is the significance of the density of the electric field lines about a charge?
How is the Electric Potential derived from the Electric Potential Energy?
What is an equipotential line? How does it relate to an Electric Field line?
Knowledge & Skills
(What skills are needed to achieve the desired results?)
By the end of this unit, students will know:
 How to define electric fields and how they relate
to electric force.
 The relationship between electric potential,
voltage and potential energy.
 How charged objects respond to electric fields
and potential differences.
By the end of this unit, students will be able to:
 Use Coulomb’s Law to solve problems
 Make predictions about charges
 Use the following equations to solve problems:
𝐸=
𝑘𝑄
𝑟2
𝐹 = 𝑞𝐸 𝑉 =
𝐸=
𝑘𝑄
𝑟
𝑈𝐸 = 𝑞𝑉
∆𝑉
𝑥
Assessment
(What is acceptable evidence to show desired results (rubrics, exam, etc.)? Attach Copy
During the Smart Notebook lesson designed to introduce concepts, students will be continually questioned on these
concepts using a combination of class work/homework questions and the SMART Response system. Classwork and
Homework questions will be discussed as a class and misconceptions will be addressed by the teacher prior to the
formal evaluations listed below.

Uniform Electric Field Quiz
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
Electric Potential Quiz
Electric Potential Energy Quiz
Capacitance Quiz
Electric Potential and Capacitance Test
Other assessments on the NJCTL website are optional and can be used as needed.
(What is the sequence of activities, learning experiences, etc, that will lead to desired results (the plan)?
Topic
Classwork
Homework**
1
Electric Potential Energy
Presentation Slides 1-26
Questions 1-2
Problems 1-8
2
Electric Potential
Presentation Slides 27-51
Questions 3-7
Problems 9-23
3
Electric Potential Energy
Quiz
Quiz
General Problems 1, 5
4
Electric Potential Due to a
Uniform Electric Field
Presentation Slide 52-76
Question 8
Problems 24-31
General Problems 2, 6
5
Uniform Electric Field and
Voltage
Presentation Slide 77-99
Questions 9-15
Problems 32-39
General Problem 7
6
Capacitance and
Capacitors
Presentation Slides 100135
Problems 40-57
7
Electric Potential Energy
Quiz
Quiz
General Problems 3, 4
8
Potential and Capacitance
Lab
Lab
9
Energy Stored in a
Capacitor
Presentation Slides 136154
General Problems 8
10
Review
Review MC
Study for test
11
Electric Potential and
Capacitance Test
Test
Review next unit
Day
Finish Lab
Note that this exact Smart Notebook presentation has not been used in the classroom, although all of the
material has. The pacing below is approximate based on a 40-45 minute class period. Feel free to adjust as
necessary and please provide your feedback!
* It may not be possible to complete labs in the order stated due to lab schedules. Other labs on the
NJCTL website are option and can be used as needed.
**HW Problems are currently not scaffolded from least to most difficult, but are instead listed in order of
topic. Teacher should pay special attention at the end of each class period when assigning HW so that
only problems related to the topic that was taught are being assigned.