Download Essential Questions

Unit Lesson Plan – Electric Charge and Field
Teacher:
Grade:
<Teacher>
Time Frame:
11, 12
School:
Subject:
AP Physics C Standards:
<School>
PSI AP Physics C

NGSS DCI:
7 days
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.
III. ELECTRICITY AND MAGNETISM
A. Electrostatics
 Charge and Coulomb’s Law
a) Students should understand the concept of electric charge, so
they can: (1) Describe the types of charge and the attraction and
repulsion of charges. (2) Describe polarization and induced charges.
b) Students should understand Coulomb’s Law and the principle
of superposition, so they can: (1) Calculate the magnitude and
direction of the force on a positive or negative charge due to other
specified point charges. (2) Analyze the motion of a particle of
specified charge and mass under the influence of an electrostatic
force.
 2. Electric field and electric potential (including point charges)
a) Students should understand the concept of electric field, so
they can: (1) Define it in terms of the force on a test charge. (2)
Describe and calculate the electric field of a single point charge. (3)
Calculate the magnitude and direction of the electric field produced
by two or more point charges. (4) Calculate the magnitude and
direction of the force on a positive or negative charge placed in a
specified field. (5) Interpret an electric field diagram. (6) Analyze the
motion of a particle of specified charge and mass in a uniform electric
field.
b) Students should understand the concept of electric potential,
so they can: (1) Determine the electric potential in the vicinity of one
or more point charges. (2) Calculate the electrical work done on a
charge or use conservation of energy to determine the speed of a
charge that moves through a specified potential difference. (3)
Determine the direction and approximate magnitude of the electric
field at various positions given a sketch of equipotentials. (4)
Calculate the potential difference between two points in a uniform
electric field, and state which point is at the higher potential. (5)
Calculate how much work is required to move a test charge from one
location to another in the field of fixed point charges. (6) Calculate the
electrostatic potential energy of a system of two or more point
charges, and calculate how much work is required to establish the
charge system. (7) Use integration to determine electric potential
difference between two points on a line, given electric field strength
as a function of position along that line. (8) State the general
relationship between field and potential, and define and apply the
concept of a conservative electric field.
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!
Essential Questions
(What questions will the student be able to answer as a result of the instruction?)
1. Why is it that when you take off a sweater in a dark room you can see tiny sparks and hear a crackling
sound?
2. Compare and contrast Coulomb’s Law with Newton’s Law of Universal Gravitation.
3. A student touches an electroscope with his hand at the same time he brings a positively charged rod close
to the electroscope without touching. When he removes his hand first and then moves the rod away from
the electroscope the leaves move apart. Why? What type of charge is on the leaves?
4. What is the definition of the Electric Field and what equation was used to derive this concept?
5. Why can Electric Field lines never cross or touch each other? Do Electric Field lines exist?
Knowledge & Skills
(What skills are needed to achieve the desired results?)
By the end of this unit, students will know:
 The two types of electric charges
 The law of conservation of charge
 How charges interact
 How to charge various object using conduction
and induction
 How to define electric fields and how they relate
to electric force.

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:
𝑘𝑄

𝐸=

Derive the electric fields for various shapes using
calculus
𝑟2
𝐹 = 𝑞𝐸
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.

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)?
Day
Topic
Classwork
Homework**
1
Electric Charge and Atomic
Structure, Coulomb’s Law,
Electric Field of Point
Charges
Presentation slides 1-47
MC 1-10, FR 1, 2, 3
2
Electric Field of Continuous
Charge Distributions
Presentation slides 48-74
MC 11-20 FR 4, 5, 6
3
Uniform Disc of Charge
and Electric Dipoles
Presentation slides 75-94
MC 21-32, FR 7, 8
4
Review Free Response
Review
FR 9, 10, 11
5
Review Free Response
Review
Study for test
6
Review MC
Review
Study for test
7
Electric Force and Field
Test
Test
Review next unit
* 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.