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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.