Download AP PHYSICS 2 E03

AP PHYSICS 2
(SECONDARY)
ESSENTIAL UNIT 3 (E03)
(Electrostatics)
(July 2016)
Unit Statement: In this unit, students will continue the study of electricity begun in Physics
1. Students will analyze the relationships between force, charge and field. Students will use
these relationships to solve problems.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will make predictions about the redistribution of charge during the
charging by friction, conduction, and induction. [LO 4.E.3.1, SP 6.4]
2. TSW design a plan to collect data on the electrical charging of objects and electric
charge induction on neutral objects and qualitatively analyze that data. [LO
5.C.2.2, SP 4.2, SP 5.1]
3. TSW use Coulomb’s Law qualitatively and quantitatively to make predictions about
the interaction between two electric point charges. [LO 3.C.2.1, SP 2.2, SP 6.4]
4. TSW calculate any one of the variables – electric force, electric charge, and electric
field – at a point given the values and sign or direction of the other two quantities.
[LO 2.C.1.2, SP 2.2]
5. TSW apply the vector relationship between the electric field and the net electric
charge creating the field [LO 2.C.2.1, SP 2.2, SP 6.4]
6. TSW distinguish the characteristics that differ between monopole fields (gravitational
field of spherical mass and electrical field due to single point charge) and dipole
fields (electric dipole field and magnetic field) and make claims about the spatial
behavior of the fields using qualitative or semi-qualitative arguments based on
vector addition of fields due to each point source, including identifying the
locations and signs of sources from a vector diagram of the field. [LO 2.C.4.1, SP
2.2, SP 6.4, SP 7.2]
7. TSW create representations of the magnitude and direction of the electric field at
various distances (small compared to plate size) from two electrically charged
plates of equal magnitude and opposite signs, and recognize that the assumption
of uniform field is not appropriate near edges of plates. [LO 2.C.5.1, SP 1.1, SP
2.2]
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8. TSW calculate the expected behavior of a system using the object model (i.e., by
ignoring changes in internal structure) to analyze a situation. Then, when the
model fails, justify the use of conservation of energy principles to calculate the
change in internal energy due to changes in internal structure because the object is
actually a system. [LO 5.B.2.1, SP 1.4, SP 2.1]
9. TSW construct isolines of electric potential in an electric field and determine the
effect of that field on electrically charged objects. [LO 2.E.2.3, SP 1.4]
10. TSW 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. [LO 2.E.3.1, SP 2.2]
Introduced and Practiced Outcomes:
1. TSW answer AP style multiple choice questions that pertain to concepts in this unit.
2. TSW answer AP style free response questions including experimental design,
quantitative/qualitative translation, and a paragraph-length argument.
Guided or Essential Questions:
 What happens at the atomic level when an object is charged or polarized?
 What is an electric field, and how can it be used to calculate force?
 What is an electric potential, and how is it related to potential energy?
 How can we visualize the electric field and electric potential produced by a charge
configuration?
Key Concepts:
 Static Electricity, Electric Charge and its Conservation
 Insulators and Conductors
 Charging Processes: Friction, Conduction, Induction
 Coulomb’s Law
 Electric Field
 Electric Potential and Potential Difference
 Relation between Electric Potential and Electric Field
 Equipotential Lines
 Electric Potential due to Point Charges
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Common Equations for this Unit:
Coulomb’s Law
Electric Field
Single Point Charge
Electric Potential
Potential
Electric Field Strength
Capacitance
Parallel Plate Capacitor with Dielectric
Electric Field between Parallel Plates
Schedule of Suggested Laboratory experiments (guided inquiry format is suggested for
the labs shaded in gray)
Unit # Lab Name of Laboratory
Description of Lab
Associated
#
Science
Practices
Students use rubber rods, glass rods, rabbit
3
14 Electrostatic Lab:
1.2, 6.1, 6.2,
fur, and silk with an electroscope to
Electroscope
7.1
experiment with charges.
3
15 Phet: Field of Dreams Students use this simulation to observe an
1.4, 5.2
electric field of single and double point
charges.
Students use the simulation to measure the
3
16 Phet: Charges and
1.4, 2.2, 5.1,
field strength at various distances from a
Fields
7.1
defined point charge.
Students use Phet: Charge and Field
3
17 Isolines
1.1, 1.4, 4.3,
simulation to measure electric field at
6.2
various radii. They construct the isolines by
hand on a print out of the vector field.
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Suggested Materials:
Textbook (required):
 Giancoli, D.C. Physics: Principles with Applications. Englewood Cliffs, NJ: Pearson
Education. (Chapters 16: 1-9, 17: 1-6)
Supplemental Materials: (Optional, but purchase of a single copy of each is highly
recommended)
 O’Kuma, Thomas L., Maloney, D. Hieggelke. Ranking Tasking exercises in Physics.
Boston: Addison-Wesley Publishing, 2004
 Dukerich. Advanced Physics with Vernier – Beyond Mechanics. Beaverton, OR;
Vernier Software and Technology, 2012.
Suggested Technology Resources:
Labs, in-class activities, videos, demos:
http://apcentral.collegeboard.com/apc/public/repository/physics-special-focuselectrostatics.pdf This is a very good supplement to the textbook providing explanations
and activities.
https://phet.colorado.edu/sims/html/balloons-and-static-electricity/latest/balloons-andstatic-electricity_en.html This Phet activity serves as a good review (or introduction) to
static electricity.
https://phet.colorado.edu/en/simulation/legacy/efield Students use this simulation to
observe an electric field of single and double point charges.
https://phet.colorado.edu/en/simulation/legacy/charges-and-fields Students use this
simulation on two labs. In the first, students investigate characteristics of an electric field.
In the second, the students use the simulation to help them construct an isoline.
RUBRIC FOUND ON FOLLOWING PAGE……………………………
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Suggested Unit Evaluation Rubric- AP PHYSICS 2- E03
Student Name: __________________________ Date: ____________________
• To receive a ‘B’, the student must show ‘B’ level mastery on all essential outcomes
(TSW’s).
• The teacher’s discretion on the student’s holistic performance on the unit, including such
items as: the above ‘A’ level rubric, the unit project, group work and class discussions will
determine ‘A’ level mastery.
The Student Will
1. TSW make predictions about the
redistribution of charge during the
charging by friction, conduction,
and induction. (LO 4.E.3.1)
‘A’ LEVEL
I can explain how
charges are redistributed
during friction, induction
or conduction.
2. TSW design a plan to collect data I can qualitatively
on the electrical charging of objects analyze the data.
and electric charge induction on
neutral objects and qualitatively
analyze that data. (LO 5.C.2.2)
3. TSW use Coulomb’s Law
qualitatively and quantitatively to
make predictions about the
interaction between two electric
point charges. (LO 3.C.2.1)
4. TSW calculate any one of the
variables – electric force, electric
charge, and electric field – at a
point given the values and sign or
direction of the other two
quantities. (LO 2.C.1.2)
I can use signs and
direction of vectors to
accurately calculate the
electric force, electric
charge, or electric field at
a point.
5. TSW apply the vector relationship I can use vector addition
between the electric field and the
to find the force vector
net electric charge creating the
when a point charge is
field (LO 2.C.2.1)
acted upon by more than
one charge.
6. TSW distinguish the characteristics I can make claims about
that differ between monopole fields the spatial behavior of the
(gravitational field of spherical
fields using vector
mass and electrical field due to
addition of fields due to
single point charge) and dipole
each point source.
fields (electric dipole field and
magnetic field) and make claims
about the spatial behavior of the
fields using qualitative or semiqualitative arguments based on
vector addition of fields due to
each point source, including
identifying the locations and signs
of sources from a vector diagram
of the field. (LO 2.C.4.1)
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‘B’ LEVEL
I can predict the final
distribution of charge after
charging by friction,
conduction, and induction.
I can plan data collection that
is thorough and easy to
follow.
I can use Coulomb’s Law
qualitatively and
quantitatively to make
predictions about the
interaction between two
electric point charges.
I can calculate the magnitude
of any one of the variables –
electric force, electric charge,
and electric field – at a point
given the values of the other
two.
I can use vector diagrams to
estimate the strength of
electric fields formed by
more than one charge.
I can distinguish between the
characteristics that differ
between monopole fields and
dipole fields.
I can make claims about the
spatial behavior of the fields
using qualitative arguments
based on a vector diagram of
the field.
Comments
7. TSW create representations of the
magnitude and direction of the
electric field at various distances
(small compared to plate size) from
two electrically charged plates of
equal magnitude and opposite
signs, and recognize that the
assumption of uniform field is not
appropriate near edges of plates.
(LO 2.C.5.1)
8. TSW calculate the expected
behavior of a system using the
object model (i.e., by ignoring
changes in internal structure) to
analyze a situation. Then, when the
model fails, justify the use of
conservation of energy principles
to calculate the change in internal
energy due to changes in internal
structure because the object is
actually a system. (LO 5.B.2.1)
9. TSW construct isolines of electric
potential in an electric field and
determine the effect of that field on
electrically charged objects. (LO
2.E.2.3)
I can explain why the
assumption of uniform
field is not appropriate
near edges of plates.
I can create representations
of the magnitude and
direction of the electric field
at various distances (small
compared to plate size) from
two electrically charged
plates of equal magnitude and
opposite signs
I can justify the use of
conservation of energy
principles to calculate the
change in internal energy
due to changes in internal
structure when the object
model fails.
I can calculate the expected
energy of a system using the
object model (i.e., by
ignoring changes in internal
structure) to analyze a
situation.
I can construct isolines of
electric potential given
one or two charged
objects.
I can construct isolines of
electric potential given an
electric field electric field and
qualitatively determine the
effect of the electric field on
charged objects.
I can calculate the average
value of the magnitude of the
electric field in a region using
the change in electric
potential across the region
divided by the change in
position in the relevant
direction.
10. TSW 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. [LO 2.E.3.1)
30
QSI AP PHYSICS 2 SEC E03
Copyright © 1988-2016