Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
Division of Davao del Norte
DUJALI NATIONAL HIGH SCHOOL
Braulio E. Dujali, Davao del Norte

SHS SCIENCE DEPARTMENT

Competency:
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 calculate the net electric force on a point charge exerted by a system of point charges;

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 describe an electric field as a region in which an electric charge experiences a force;

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 draw electric field patterns due to systems with isolated point charges;

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 use in calculations the relationship between the electric field and the electric force on a test charge;

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 calculate the electric field due to a system of point charges using Coulomb’s law and the
superposition principle.

I. Objectives:

At the end of the 2-hour period the students will be able to:

a. Describe an electric field as a region in which an electric charge experiences a force;

b. Relate the electric field and electric force on a test charge;
c. Calculate the electric field due to a system of point charges using Coulomb’s law and the superposition
principle.

II. Subject Matter:

 Topic: Electric Forces and Fields

 Reference: General Physics 2
 Author: (1) Young and Freedman. University Physics. 13th Edition.
(2) Tipler, Paul. University Physics. 4th Edition.
 Materials: Book, chalk and chalk board, laptop, projector, white board marker, white board
 Date: November 21, 2017

III. Procedure:

A. Preliminary Activities
a. Prayer
b. Greetings
c. Attendance

B. Review/ Drill

The teacher will review the past topic with the class by
emphasizing key terms and formulas.
C. Motivation

“PICK A NUMBER AT YOUR OWN RISK”

The teacher will let the students pick pieces of paper

that contains numbers one to three. The students will be The students will do the task.
called according to their number. Each number has a
corresponding questions:

No.1 Question: What comes in your mind when you hear Each student will give their insight/idea
the word “field”? about the question they picked.

No. 2 Question: What is meant by “gravitational field”?

No. 3 Question: How do you know that gravitational field

exists in a room?

The activity that we had earlier and the questions you

just answered has something to do with our lesson for
today. Let’s start!

IV. Lesson Proper:

1. Activity:

The teacher will:

1. Ask a student to compare and contrast the electric force A student will answer.
from the gravitational force.

2. Ask another student to write down the electric and Another student will do the task.
gravitational forces in vector form.

3. Define the gravitational field to be the ratio of the

gravitational force and the mass experiencing the
gravitational force. The teacher will have the students
write this definition mathematically.

4. Ask the students to interpret the meaning of a Students will share their ideas.
gravitational field (by showing them the formula g= F/m,
which is just the derived formula for acceleration due to
gravity.

2. Discussion

The teacher will discuss the following concepts(slides)

after the previous activity:

 A field is defined as a property of space in which

a material object experiences a force.
 Above earth, we say there is a gravitational field
at P. Because a mass m experiences a downward
force at that point.
 No force, no field; No field, no force!
 The direction of the field is determined by the
force.
  Gravitational field:
F
g
m
 If g is known at every point above the earth then
the force F on a given mass can be found.
 The magnitude and direction of the field g is
depends on the weight, which is the force F.

 An electric field E exists at

P if a test charge +q has a
force F at that point.
 The direction of the E is the
same as the direction of a
force on + (pos) charge.
 The magnitude of E is given
by the formula:
 F N
E ; Units
q C The student will take note of the formula
and its units.
 The magnitude of the electric field intensity at a
point in space is defined as the force per unit
charge (N/C) that would be experienced by any
test charge placed at that point.
 The direction of the field is away from the +Q
charge.
 Unlike that the field E in the vicinity of a negative
charge –Q is toward the charge.

The E-Field at a distance r from a single charge Q:

 Consider a test charge +q placed at P a distance r

from Q.
 The outward force on +q
is:
kQ
E
r2

 Electric Field Lines are

imaginary lines drawn in
such a way that their
direction at any point is the same as the direction
of the field at that point.
 Field lines go away from positive charges and
toward negative charges.


 Notice that lines leave + charges and enter -

charges.

 Also, E is
strongest where
field lines are most
dense.
 3. Evaluation and Enrichment

The teacher will show the class a series of

sample problems that they will solve on their own
seats. After a few minutes given on each problem, The students will do the task.
the teacher will show the solution to the class.

Example 1.

A +2 nC charge is placed at a distance r from a

–8 mC charge. If the charge experiences a force of
4000 N, what is the electric field intensity E at point
P?

F 4000 N
E 
q 2 x 10-9C

12
E = 2 x 10
N/C Downward

V. Assessment/ Evaluation

On ½ sheet of paper, each of the students will solve the problems shown to the board with complete solutions and
correct units.

1. A +5 nC charge is placed at a distance r from a –9 mC charge. If the charge experiences a force of 4000 N, what
is the electric field intensity E at point B?

2. A constant E field of 40,000 N/C is maintained between the two parallel plates. What are the magnitude and
direction of the force on an electron that passes horizontally between the plates.

3. What is the electric field intensity E at point P, a distance of 3 m from a negative charge of –8 nC?

4. Assignment

The students will have to study and practice the problems dealt during discussion. Next meeting the students will
be having an oral exam. All questions will revolve on the topic Electric Field and Force.

Prepared By: Checked By:

DAVE C. BUGADOR, SST 1 ROMEO D. DUGENIO

SHS Science Teacher Assistant Principal II