Short-term Plan Electric Field. Part 1

Long-term plan section:

Electrostatics

School:

Full name of the teacher:

Class:

Date

Numberofattendees:

Absentees:

10

Lessontopic

Electricfield. Part 1.

Learningobjectives

10.3.1.1 – discuss the properties of the electric field and determine its strength characteristic;

10.3.1.2 - describe the effect of an electrostatic field on the movement of a charge;

EvaluationCriteria

Students:

-       explain the physical meaning of the concept of an electric field

-       determineitspowercharacteristic,

-       to determine the strength of the electric field acting on a point charge (intensity)

-       name and use the formula of the field strength of a point charge in a vacuum

-       describe the effect of an electric field on a moving charged particle

Languagegoals

Item Specific Vocabulary and Vocabulary:

Electric charge, elementary charge, two types of charge, electric field, field lines

Useful expressions for conversations and writing:

The electric field is ... ..

To describe the electric field use ... ..

Instillingvalues

Expanding the outlook of students, the development of functional literacy, responsibility and autonomy in their training.

Knowledge and understanding of GG:Community and diversity

GG values: Caring for the environment and striving for sustainable development. Targeted participation and engagement. Belief in the fact that people can change the world for the better

GG skills: Critical and creative thinking. Self-confidence and reflection skills. CommunicationReasonableactionsandreflection.

The inculcation of values is carried out through consideration of the issues of the formation of an objective need to study a new material, the organization of students' activities in perception, understanding and primary consolidation.

ICT skills

Work with resources, Power Point presentation.

Preliminaryknowledge

Charge, charge interaction, electric field, field lines

Lesson Proper

ScheduledLessonStages

ScheduledLessonActivities

Resources

Lesson 1

Beginning

2 minutes

Your teacher and students greet you via the baton (first, the teacher touches the student's fingers of the same name alternately, starting with the thumbs and says:

• I wish (they touch my thumbs);

• success (index);

• large (medium);

• in all (nameless);

• and everywhere (little fingers);

• Hello! (touching the whole palm)

Next, students in pairs do the same action.

Thus, the classroom creates a favorable atmosphere for further collaboration.

Slide 1

Actualization of knowledge, challenge:

The teacher offers to remember the concepts learned in grade 8:

1. What is electric charge?

2. What types of charge do you know?

3. What charge is considered elementary?

4. How do charged particles interact with each other?

5. What process is called electrification?

Repetition and discussion of these concepts.

The teacher suggests considering the pictures on the slide.:

What physical phenomenon can show this picture? Why?

Picture discussion

Is it possible that in any of these cases the metal sleeve is not charged?

Discuss with students and conduct a demonstration of the experience on the attraction of a metal sleeve and a charged stick.

Afterwards, the teacher leads students to the need to learn a new topic. The topic of the lesson, learning objectives and evaluation criteria are displayed on the screen.

Slide 2

Slide 3

Slide 4-6

Middle

5 minutes

15 minutes

The teacher suggests doing the following task for fixing:

Students write the solution in notebooks.:

Task. The plastic rod, worn on the rod, charges positively. After it is loaded, the rod is placed close to the table tennis ball (Fig. 9.1). The ball for table tennis is covered with metallic paint and is not charged.

(a) Describe what happens to the charges in the metallic paint on the ball, when you bring a closely positively charged rod to the ball.

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….............................................. [1]

(b) The ball is attracted to a charged rod.

   Explain why this happens, given that the ball is not charged.……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..............................................[2]

(c) Specify the unit of measurement of electric charge

………………………………………………………………………………........................................................................................... [1]

[Total points -4]

After working in a notebook, students read out the answers. There is a question about interaction at a distance. This interaction is carried out through an electric field. Discuss which keywords should be recorded, how the points are added.

Next, the teacher invites students to independently work with the text and write out the key points of the text.

Read the text. Highlight the answers to key questions, make a reference scheme..

1. What is meant by electric field?

2. How fast are electromagnetic interactions propagated?

3. Electric field properties?

4. What field is called electrostatic?

5. Description of the electrostatic field?

Students work in notebooks, after work they discuss the resulting support schemes in pairs.

General discussion.

The teacher encourages students to work out practical skills, for which students complete the following tasks:

The board shows pictures of the fields, arrange the signs of charges. When discussing, students pronounce the basic properties of the electric field lines.

Discussion of the concepts of homogeneous and non-uniform fields. At the first stage, take the line density as a criterion. If the density of lines per unit area changes, then non-uniform and vice versa.

Demonstration of the lines of the electric field using a generator Van de Graaff.

Slide 7

Slide 8

Slide 9

End

3minutes

Homework

Reflection. Evaluation criteria (discuss learning objectives).

The teacher asks questions to the class:

“What caused you difficulty? What is difficult for us to perceive? ”

Discussion of difficulties.

Based on the difficulties, the teacher determines the homework:

If everything is clear, then it is enough to repeat the material covered in the notebooks.

If there were difficulties in perceiving the material, then the teacher suggests that the students refer to the textbook as additional material.

Slide 10

Lesson 2

Beginning

5minutes

The teacher distributes the student card 3 and asks the question “What are we going to do in the second lesson?” Formulatingthegoalofthelesson.

Slide 11

Middle

30minutes

Work on Card 3.

Electric field strength. The quantitative characteristic of the force action of the electric field on charged bodies is the vector quantity E, called the electric field strength.

E = F / q _пр.

It is determined by the ratio of strength F, acting from the side of the field to a point trial charge q_пр, placed in the considered point of the field, to the magnitude of this charge.

The concept of "test charge" suggests that this charge does not participate in the creation of an electric field and is so small that it does not distort it, that is, it does not cause a redistribution in space of the charges creating the field in question. In the SI system, the unit of intensity is 1 V/m, which is equivalent to 1 N/C.

Point charge field strength. Using the Coulomb's law (1.1) we find the expression for the intensity of the electric field created by a point charge q in a homogeneous isotropic medium at a distance r from the charge:

   (1.2)

In this formula  r – radius vector connecting charges q and q_пр. From (1.2) it follows that the strength E of the field of a point charge q at all points of the field is directed radially from the charge for q> 0 and to the charge for q <0.

To show an example of how the field strength of a point charge is directed (it can be scaled and straightforward by the example of calculations) if it is positive, negative.

For example, take a point charge of 27 n Cl. Determine the field strength at a distance of 3 cm, 6 cm, 9 cm, 12 cm, 15 cm from the charge. Each pair counts only, for one to collect in the table.

Show in the picture, then plot, draw attention as the tension decreases with increasing distance.

You can compare the resulting diagram, graph and field pattern.

Next, the teacher proposes to consider the following part of the lesson:

Invite students to analyze vertical particle motion in an electric field.

Then show the video from the Bilimland website - electrodynamics – electrostatics – electric field – slide 6 (video 1)

Discussquestions:

1.     Which field is not considered in this case?

2.     How will the acceleration of a charged ball change if gravity acts?

3.     How to change the charge of the plates so that the ball starts to move evenly accelerated upwards?

4.     What should be the ratio between the force of gravity and the force acting from the electric field?

Work in pairs:

To offer students sheets on which a capacitor is drawn, shows the particle charge, plate charge, velocity vector. Working in groups, they should assume how the particle will move, draw its trajectory, what situations are possible.

After that, show a video from Bilimland - electrodynamics - electrostatics - electric field - slide 6 (video 2).

Analyze the movement of a particle.

And immediately go to the application in the oscilloscope

Bilimland - Electrodynamics - Electrostatics - Electric Field - Slide 7

The teacher encourages students to work out practical skills, for which students complete the following tasks:

Speak again the key points of the topic.

Structural problem solving

1.     The figure shows the lines of the electric field created by two oppositely charged plates.

A) Which lines (dashed or solid) are field lines of force? Explain the answer.

B) Select areas in the picture where the field in your opinion is homogeneous, non-uniform. Explain the answer.

C) Describe how the field strength varies when moving from the center of the pattern to the left edge. Explain the answer.Speak again the key points of the topic.

Structural problem solving

2.     In a uniform electrostatic field, a charge of 4 n Cl was placed. What is the field strength if the field acts on it with a force of 36 μN?

3.     An electron with a velocity of 4 · 10⁹ cm/s flies into a flat capacitor, with its velocity vector lying in a plane parallel to the plates. Calculate the vertical displacement of the electron at the exit from the capacitor. The distance between the plates of the capacitor is 1 cm, the field strength is 30 000 N/C, the length of the capacitor is 5 cm. The plates are horizontal.

Discussionofdifficulties.

Card3

Card 4

Card 5

End

5minutes

Homework

Reflection. Evaluation criteria (discuss learning objectives).

The teacher asks questions to the class:

1. What criteria can we mark as fulfilled by us?

2. Can we say that now we have reached our learning goal?

General discussion.

Next, the teacher determines the homework:

If everything is clear, then it is enough to repeat the material covered in the notebooks.

If there were difficulties in perceiving the material, then the teacher suggests that the students refer to the textbook as additional material.

Differentiation - What tasks do you plan to put in front of more capable learners?

Grading - how do you plan to check students' level of learning?

Health&Safety

I plan to support them through a general discussion of the results of work with test tasks at the beginning of the lesson, individual counseling during problem solving.

According to the results of the training tasks at the end of each lesson.

Creating a favorable psychological atmosphere, the compliance of tasks to the level of preparedness of students, the change of activities, counseling.

Lesson reflection

Were the objectives of the lesson / learning objectives realistic?

Have all students reached the DH?

If not, why not?

Is the differentiation correct in the lesson?

Have the lesson temporal stages been sustained?

What were the deviations from the lesson plan and why?

Use this section to reflect on the lesson. Answer the most important questions about your lesson from the left column.

The set learning goals are very realistic, the students have already studied at the qualitative level this topic in the 8th grade, in connection with which there were no problems for students in mastering comparatively new material, which resulted in the achievement of the assigned ACs.

The differentiation was carried out correctly, each student was given an individual approach (the stage who needed them).

The temporary stages of the lesson are sustained, there were no deviations from the lesson plan. Allplannedactivitiesintheclassroomwerecompleted.

Overall rating good

What are two aspects of the lesson that went well (think about both teaching and learning)?

1: Formulation of the conclusions of the study material.

2: Activity in the classroom, the students willingly participated in the dialogue on the analysis of the experience done, as well as the mathematical recording of the strength of the e-field.

What could contribute to improving the lesson (think about both teaching and learning)?

1: Provide detailed feedback on how to perform the verification work at the beginning of the lesson.

2: Instead of mutually evaluating, students could be allowed to walk around the class and check their answers with the answers of not only their partner, but also other students.

What did I discover during the lesson about the class or the achievements / difficulties of individual students, what should I look for in the subsequent lessons?

Some students require increased attention to themselves, quickly cope with tasks, and therefore it is possible to develop tasks for them with increasing levels of complexity.