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Campus: Princeton High School
Author(s): Naureen Fielding
Date Created / Revised: 25 January 2014
Six Weeks Period: 4th (5th Next Year)
Grade Level & Course: 11th/Physics
Timeline: 8 Days
Unit Title: Electrostatics: Forces, Fields and Energy
Stated
Objectives:
TEK # and SE
Lesson # 01
The student knows the nature of forces in the physical world The student is expected to:
P.5A Research and describe the historical development of the concept of electromagnetic force.
P.5C Describe and calculate how the magnitude of the electrical force between two objects
depends on their charges and the distance between their centers.
P.5E Characterize materials as conductors or insulators based on their electrical properties.
The student knows that changes occur within a physical system and applies the laws of
conservation of energy and momentum. The student is expected to:
P.6B Investigate examples of kinetic and potential energy and their transformations.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
Electrical properties of matter include insulation and conduction
The development of electrostatic theory and the atomic model of matter are closely
related.
The concepts from “mechanics” of forces, fields, and energy also describe the electrical
interactions of charges.
The concept of electrostatics was developed through the contributions of a number of
people.
Misconceptions
Students may think an electric field and force are the same thing.
Students may think a charged body has only one type of charge.
Key Vocabulary
Suggested Day
5E Model
Instructional Procedures
Day 1
Engage/Ensure
Engage:
Set up and guide students through a series of magnetic
and electrostatic explorations demonstrating like charges
repelling, unlike charges attracting, differing magnitudes of
charges and magnetism, magnetic and electrostatic attraction
to certain materials. Can use Charge Magnet Attract lab from
CSCOPE but it is very juvenile. Use balloons instead of the
rods for electrostatics. Demo the rotating fork at the
beginning, solicit explanations, confer with students upon
completion.
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)

Exploration Lab guide; redo- too open-ended
Ensure:
Ensure that students have identified and modeled rules
that apply to both magnetism and electrostatics and
differentiated those that do not.
APPLY:
1. Opposites/Unlike charges attract
2. Same/Like charges repel.
3. Magnitude can vary.
4. Charges are generally stationary-permanent magnetic
ends are stationary unless cut. Will fade into
equilibrium.
5. Proximity matters.
DO NOT APPLY:
1. Magnets attract each other and iron and steel.
2. Electrostatic charges can affect metals but do not
always attract.
3. Charges are stored or built up on insulators,
transferred by conductors. Magnetism is built up in
metals/metallic ceramics (conductors) and can be
transferred by metal conductors.
4. Electrostatic charges must be created through friction
to transfer electrons that usually exist in equilibrium
with protons at the atomic level.
Day 2 Explain
Explain:
“There is NOTHING NEW UNDER THE SUN!” Refresh
students with the analogous relationships between magnetic
force and electrostatic force of yesterday. Then refresh their
memories of the structure of an atom. Solicit students to draw
an atom (Oxygen #8) on their paper, then label the particles
and together review the Bohr Model, charges of particles,
sizes of particles, movement and locations of particles. (10
minutes) Tell students that electrostatics begins at the atomic
level and ask them to search for evidence to support this
statement. Ask if this model indicates that most atoms are
charged or neutral? Ask why they believe the electrons do not
go crashing into the nucleus? Ask if they think the interior of
an atom has a charge or not? If not, where is the charge?
What particles can move to make the atom become charged?
How does the movement affect the overall charge? What are
those particles called? YEAH CHEMISTRY!!!! List these
questions on the Mimio or board. Work through them and
have students respond and record answers. (15 minutes)
Building on analogies, lets take this a step further. Show
students Hewitt Drew It Electricity. (5 minutes)
Assign students to start collecting definitions for Chapter
32 vocabulary, pages 500-514. Due tomorrow.

http://phyz.org/hewittdrewit/
Day 3 Explain
Explain:
Explain to students how the rules that govern the behavior
of charged particles can be
tracked/observed/transferred/conducted and induced. Show
students the Charged Particle PPT using the Colorado PHET
Simulation. Identify with the students that the electron is the
charged particle that moves and that electrical charge is
conserved, +2/-2; +6/-6; Introduce the idea that the electron


http://phyz.org/hewittdrewit/
Stephen Murray worksheet Electrical Charges and
Separating Charges on P drive, Physics
has a numerical value for its charge called a Coulomb and
that charge is equal and opposite to the charge of a proton.
Electron= (-1.6 X 10-19)C and Proton= (+1.6 X 10-19)C
Review with students the Electric Charge handout from
Stephen Murray. Ask students to take what they have
learned from the last two days and add comments. Teacher
should ask questions to guide students.
View Hewitt Drew It Coulomb’s Law as class and review
page 505 in textbook. Students should read 504-506, draw
out analogies between two formulas attempt to answer
questions 1 and 2 on page 506.
Day 4 Extend
Extend I:
Review with students the Separating Charges on the back
of the Stephen Murray Electric Charges handout.
Demonstrate polarization with painted wall, white board,
water. Then review Induction and explain how electrons will
take the path of least resistance and go to ground leaving an
object “positively charged.” Electroscope lab will follow on
Friday to illustrate this activity. (5 minutes)
Extend II:
Develop and practice Coulomb’s law mathematically.
Review with students Problem Solving pages number 197198. (10 minutes) Read through problems 1-5 with students
identifying givens, unknowns and formula set up. Complete in
class. Introduce with Hewitt Drew It, Coulomb’s Law

http://phyz.org/hewittdrewit/
Day 5 Elaborate
Elaborate:
Correct Problem Solving after collecting. Students that
completed activity will complete Electroscope Lab from
Conceptual Physics Lab Manual. Practice identifying charges
from induction. Complete lab questions before class period
ends. Students should make certain to use the correct
terminology for interactions between charged particles and
objects. Students that did not complete Problem Solving can
do extra Coulomb’s problems from CSCOPE.

Conceptual Physics Lab Manual
Day 6 Evaluate/
Engage
Evaluate:
Provide students with a copy of Conceptual Development
worksheet 32-1/32-2. Students are to use notes, book and
team mates to complete side 32-1. (8 minutes) Teacher will
assess by reviewing quickly as students complete.
Engage:
Show students video examples of Faraday Cages. Ask
Next Time Question about lightening. Begin discussion of
conductors and insulators. Have students complete
Conductor and Insulator Identification Lab from Conceptual
Physics Lab manual or Colorado PHET Simulation
“Conductors”. Close lab with relating atomic structure to
material structure to use as classifying labels for predictions
about other materials. Complete lab write-up for homework.



http://dev.physicslab.org/Compilations/NextTime.aspx
Conceptual Physics Lab Manual
Conceptual Physics Concept Development worksheet
Day 7 Extend
Extend:
Van de Graaff machine demonstrations of charge build up
and discharge. Students are to observe and diagram
observations and then attempt to describe/explain. Direct
students to text book page 527 and a video clip that explains
what the Van de Graph does to build the charge, distribute

Van de Graaff generator
the charge and then discharge through conduction (contact),
induction, polarization. Discuss and experience electric
charge and field created and relate to Stephen Murray
worksheet. Compare force with gravity and revisit Coulomb’s
Law.
Day 8 Extend
Extend I:
Introduce students to charges in electric fields and
applications of the rules that govern interactions of charged
particles with Stephen Murray’s Electric Field worksheet.
Extend II:
Take students to computer lab and used Conceptual
Physics Technical Lab Manual for Colorado Phet Simulation
Electric Field Hockey. Complete and submit.
Day 9 Elaborate
Elaborate I:
Introduce capacitance/capacitors using Van de Graaff
mention and then view Hewitt Drew it Electric Fields.
Students complete the reverse side of Stephen Murray
Electric Fields worksheet.
Elaborate II:
Refresh for Unit quiz tomorrow.

http://phyz.org/hewittdrewit/
Day 10 Evaluate
Evaluate:
Unit test that uses Conceptual Physics Chapter 32 and 33
quiz questions, plus example questions that would be similar
to 6-week test questions.


Conceptual Physics test/quiz bank
Six week test for examples
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.