Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Electrical resistivity and conductivity wikipedia , lookup
Speed of gravity wikipedia , lookup
Circular dichroism wikipedia , lookup
Time in physics wikipedia , lookup
Maxwell's equations wikipedia , lookup
Lorentz force wikipedia , lookup
Introduction to gauge theory wikipedia , lookup
Electromagnetism wikipedia , lookup
History of electromagnetic theory wikipedia , lookup
Electric charge wikipedia , lookup
Potential energy wikipedia , lookup
Field (physics) wikipedia , lookup
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! 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 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.