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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.