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 BOUT THE MODULE
This module contains four (4) chapters. Each chapter corresponds to a grading quarter. Chapters contain
lessons which are specifically designed and reformatted to coincide with the new normal in learning (i.e.
blended learning, modular approach). Parts of the lesson consist of the following:
At the beginning of every lesson in this module, you will be
provided with warm-up activities to get you started. This provides
overview of the lesson some in situational formats as closest as it
Start-up
gets to the students’ experiences. These are thought-provoking and
Activity
engaging activities that serve as motivation and prelude to the
lesson.

This section introduces the new lesson, topic, or content you need
to learn. This provides you in-depth discussion, readings, exposition
Topic of the content. This also provides the materials for reading. As you
Content learn and explore the material, you are encouraged to elicit or
perform quick exercises.

This part includes recall of concepts and shows interconnectedness

of ideas. This part may serve as the starting point of student-teacher
Go!
discussion online as this checks comprehension of the content.

This contains additional tasks and may include post tests and lesson
quiz for higher learning retention. This serves as “boosters” of the
Activity
learned skills or content through adequate and appropriate practice
Exercises
exercises and activities.

This provides more activities for reinforcement and engagement

Almost
with the topic at hand.
there!
At this point, the students finish the required tasks and lesson. This
section may provide lesson summary, precise or points to ponder.
You are a
The students are also encouraged to engage in reflective exercises
Finisher!
such as jotting their learnings through mind maps.

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GRADE 12 – SHS GENERAL PHYSICS 2 - MOST ESSENTIAL LEARNING COMPETENCES (MELC) AS TO DEPED GUIDE FOR COVID 19
REPONSE
Week of the
CONTENT Quarter /
Grading Period
MOST ESSENTIAL LEARNING COMPETENCES CODE
Electric Charge, Coulomb’s Describe using a diagram charging by rubbing and charging by induction STEM_GP12EMIIIa-1
Law, Electric Fields, and STEM_GP12EMIIIa-2
Electric Flux Explain the role of electron transfer in electrostatic charging by rubbing
STEM_GP12EMIIIa-3
1. Electric charge Describe experiments to show electrostatic charging by induction
2. Insulators and conductors Calculate the net electric force on a point charge exerted by a system of point charges STEM_GP12EMIIIa-6
3. Coulomb’s Law WEEK 1 Week
4. Electric forces and fields
STEM_GP12EMIIIa-7
5. Electric field calculations Describe an electric field as a region in which an electric charge experiences a force
6. Charges on conductors
7. Electric flux and Gauss’s Law Calculate the electric field due to a system of point charges using Coulomb’s law and the superposition STEM_GP12EMIIIa-10
8. Electric charge, dipoles, force, principle
field, and flux problems STEM_GP12EMIIIb-12
Calculate electric flux
Use Gauss’s law to infer electric field due to uniformly distributed charges on long wires, spheres, and large STEM_GP12EMIIIb-13
plates
Solve problems involving electric charges, dipoles, forces, fields, and flux in contexts such as, but not limited STEM_GP12EMIIIb-14
to, systems of point charges, electrical breakdown of air, charged pendulums, electrostatic ink-jet printers
WEEK 2
Electric Potential STEM_GP12EMIIIb-15
Relate the electric potential with work, potential energy, and electric field
1. Electric potential energy Determine the electric potential function at any point due to highly symmetric continuous- charge STEM_GP12EMIIIc-17
2. Electric potential distributions
3. Equipotential surfaces infer the direction and strength of electric field vector, nature of the electric field sources, and electrostatic STEM_GP12EMIIIc-18
4. Electric field as a potential potential surfaces given the equipotential lines
gradient
Calculate the electric field in the region given a mathematical function describing its potential in a region of STEM_GP12EMIIIc-20
5. Electric potential
space
Solve problems involving electric potential energy and electric potentials in contexts such as, but not limited STEM_GP12EMIIIc-22
WEEK 3
to, electron guns in CRT TV picture tubes and Van de Graaff generators
Deduce the effects of simple capacitors (e.g., parallel-plate, spherical, cylindrical) on the capacitance, STEM_GP12EMIIId-23
Capacitance and Dielectrics
charge, and potential difference when the size, potential difference, or charge is changed
1. Capacitance and capacitors STEM_GP12EMIIId-24
Calculate the equivalent capacitance of a network of capacitors connected in series/parallel
a. Capacitors in series and parallel
b. Energy stored and electric-field Determine the total charge, the charge on, and the potential difference across each capacitor in the network STEM_GP12EMIIId-25
energy in capacitors WEEK 4
given the capacitors connected in series/parallel

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2. Dielectrics
Current, Resistance, and
Electromotive force
1. Current, resistivity, and
resistance
2. Ohm’s law
3. Energy and power in electric
circuits
4. Electrical safety
Devices for measuring currents
and voltages
Direct-Current Circuits
1. Resistors in series and parallel
2. Kirchhoff’s rules
3. R-C circuit
Force due to Magnetic Fields
and Sources of Magnetic
Fields
1. Magnetic fields
Determine the potential energy stored inside the capacitor given the geometry and the potential difference STEM_GP12EMIIId-26
across the capacitor
Describe the effects of inserting dielectric materials on the capacitance, charge, and electric field of a STEM_GP12EMIIId-29
capacitor
Solve problems involving capacitors and dielectrics in contexts such as, but not limited to, charged plates, STEM_GP12EMIIId-30
batteries, and camera flashlamps.
STEM_GP12EMIIId-32
Distinguish between conventional current and electron flow
Apply the relationship charge = current x time to new situations or to solve related problems STEM_GP12EMIIIe-33
STEM_GP12EMIIIe-35
Describe the effect of temperature increase on the resistance of a metallic conductor
STEM_GP12EMIIIe-36
Describe the ability of a material to conduct current in terms of resistivity and conductivity
Apply the relationship of the proportionality between resistance and the length and crosssectional area of a STEM_GP12EMIIIe-37
wire to solve problems
WEEK 5
Differentiate ohmic and non-ohmic materials in terms of their I-V curves
STEM_GP12EMIIIe-38
STEM_GP12EMIIIe-40
Differentiate emf of a source and potential difference (PD) across a circuit
Given an emf source connected to a resistor, determine the power supplied or dissipated by each element in STEM_GP12EMIIIe-42
a circuit
Solve problems involving current, resistivity, resistance, and Ohm’s law in contexts such as, but not limited STEM_GP12EMIIIe-44
to, batteries and bulbs, household wiring, and selection of fuses.
STEM_GP12EMIIIe-45
Operate devices for measuring currents and voltages
Draw circuit diagrams with power sources (cell or battery), switches, lamps, resistors (fixed and variable) STEM_GP12EMIIIf-47
fuses, ammeters and voltmeters
Evaluate the equivalent resistance, current, and voltage in a given network of resistors connected in series STEM_GP12EMIIIg-48
and/or parallel
Calculate the current and voltage through and across circuit elements using Kirchhoff’s loop and junction STEM_GP12EMIIIg-49
rules (at most 2 loops only)
Solve problems involving the calculation of currents and potential difference in circuits consisting of STEM_GP12EMIIIg-51
WEEK 6 batteries, resistors and capacitors.
STEM_GP12EMIIIh-54
Differentiate electric interactions from magnetic interactions
STEM_GP12EMIIIh-55
Evaluate the total magnetic flux through an open surface
Describe the motion of a charged particle in a magnetic field in terms of its speed, acceleration, cyclotron STEM_GP12EMIIIh-58
radius, cyclotron frequency, and kinetic energy
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2. Lorentz Force
3. Motion of charge particles in
electric and magnetic fields
4. Magnetic forces on current-
carrying wires
STEM_GP12EMIIIh-59
Evaluate the magnetic force on an arbitrary wire segment placed in a uniform magnetic field
Evaluate the magnetic field vector at a given point in space due to a moving point charge, an infinitesimal STEM_GP12EMIIIh-60
current element, or a straight current-carrying conductor
Calculate the magnetic field due to one or more straight wire conductors using the superposition principle STEM_GP12EMIIIi-62

Calculate the force per unit length on a current carrying wire due to the magnetic field produced by other STEM_GP12EMIIIi-63
1. Biot-Savart Law current-carrying wires
2. Ampere’s Law
STEM_GP12EMIIIi-64
Evaluate the magnetic field vector at any point along the axis of a circular current loop
WEEK 7 Solve problems involving magnetic fields, forces due to magnetic fields and the motion of charges and STEM_GP12EMIIIi-66
current-carrying wires in contexts such as, but not limited to, determining the strength of Earth’s magnetic
field, mass spectrometers, and solenoids.
Identify the factors that affect the magnitude of the induced emf and the magnitude and direction of the STEM_GP12EMIVa-1
induced current (Faraday’s Law)
Magnetic Induction, STEM_GP12EMIVa-3
Inductance, AC, and LC Compare and contrast electrostatic electric field and non-electrostatic/induced electric field
Circuits STEM_GP12EMIVa-4
Calculate the induced emf in a closed loop due to a time-varying magnetic flux using Faraday’s Law
1. Magnetic induction Describe the direction of the induced electric field, magnetic field, and current on a STEM_GP12EMIVa-5
2. Faraday’s Law conducting/nonconducting loop using Lenz’s Law
3. Alternating current, LC
STEM_GP12EMIVb-6
circuits, and other applications of Compare and contrast alternating current (AC) and direct current (DC)
magnetic induction STEM_GP12EMIVb-8
Characterize the properties (stored energy and time-dependence of charges, currents, and voltages) of an
LC circuit
Light as an Electromagnetic Relate the properties of EM wave (wavelength, frequency, speed) and the properties of vacuum and optical STEM_GP12OPTIVb-12
Wave medium (permittivity, permeability, and index of refraction)
1. Maxwell’s synthesis of STEM_GP12OPTIVb-14
electricity, magnetism, and optics Explain the conditions for total internal reflection
WEEK 8
2. EM waves and light STEM_GP12OPTIVb-16
3. Law of Reflection Explain the phenomenon of dispersion by relating to Snell’s Law
4. Law of Refraction (Snell’s Calculate the intensity of the transmitted light after passing through a series of polarizers applying Malus’s STEM_GP12OPTIVc-18
Law) Law
5. Polarization (Malus’s Law) STEM_GP12OPTIVc-21
7. Applications of reflection, Solve problems involving reflection, refraction, dispersion, and polarization in contexts such as, but not
refraction, dispersion, and limited to, (polarizing) sunglasses, atmospheric haloes, and rainbows
polarization
Geometric optics STEM_GP12MPIVh-22
Explain image formation as an application of reflection, refraction, and paraxial approximation

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1. Reflection and refraction at Relate properties of mirrors and lenses (radii of curvature, focal length, index of refraction [for lenses]) to STEM_GP12MPIVh-23
plane and spherical surfaces image and object distance and sizes
2. Mirrors Determine graphically and mathematically the type (virtual/real), magnification, location, and orientation of STEM_GP12MPIVh-24
3. Thin lens image of a point and extended object produced by a plane or spherical mirror
4. Geometric optics
Determine graphically and mathematically the type (virtual/real), magnification, location/ apparent depth, STEM_GP12MPIVh-27
and orientation of image of a point and extended object produced by a lens or series of lenses
Apply the principles of geometric optics to discuss image formation by the eye, and correction of common STEM_GP12MPIVh-28
vision defects
Interference and diffraction Determine the conditions (superposition, path and phase difference, polarization, amplitude) for STEM_GP12MPIVh-32
interference to occur emphasizing the properties of a laser as a monochromatic and coherent light source
1. Huygens’ Principle Relate the geometry of the two-slit experiment set up (slit separation, and screen-to-slit distance) and STEM_GP12MPIVh-33
2. Two-source interference of properties of light (wavelength) to the properties of the interference pattern (width, location, and intensity)
light STEM_GP12MPIVh-35
3. Intensity in interference
patterns Relate the geometry of the diffraction experiment setup (slit size, and screen- to-slit distance) and properties
4. Interference in thin films of light (wavelength) to the properties of the diffraction pattern (width, location, and intensity of the fringes)
5. Diffraction from single-slits
Relativity State the postulates of Special Relativity and their consequences, Apply the time dilation, length contraction STEM_GP12MPIVh-39
and relativistic velocity addition to worded problems
WEEK 9
1. Postulates of Special Relativity STEM_GP12MPIVh-42
2. Relativity of times and lengths
3. Relativistic velocity addition Calculate kinetic energy, rest energy, momentum, and speed of objects moving with speeds comparable to
4. Relativistic dynamics the speed of light
5. Relativistic Doppler effect
Atomic and Nuclear STEM_GP12MPIVh-45
Explain the photoelectric effect using the idea of light quanta or photons
Phenomena
Explain qualitatively the properties of atomic emission and absorption spectra using the concept of energy STEM_GP12MPIVh-46
1. Photoelectric effect levels
2. Atomic spectra STEM_GP12MPIVh-47
3. Radioactive decay Calculating radioisotope activity using the concept of half-life

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 LESSON 1
Electric Charge,
Coulomb’s law,
Electric Fields, and Electric Flux

I. INTRODUCTION

You are certainly familiar with electronic devices that you activate with the click of a switch, from computers
to cell phones to television. And you have certainly seen electricity in a flash of lightning during a heavy thunderstorm.
But you have also most likely experienced electrical effects in other ways, maybe without realizing that an electric force
was involved. Let’s take a look at some of these activities and see what we can learn from them about electric charges
and forces.

You have probably experienced the phenomenon of static electricity:

When you first take clothes out of a dryer, many (not all) of them tend to stick
together; for some fabrics, they can be very difficult to separate. Another
example occurs if you take a woolen sweater off quickly—you can feel (and
hear) the static electricity pulling on your clothes, and perhaps even your hair.
If you comb your hair on a dry day and then put the comb close to a thin stream
of water coming out of a faucet, you will find that the water stream bends
toward (is attracted to) the comb (Figure 1.1.1).

Figure 1.1.1. An electrically charged comb attracts a stream of water from a distance. Note that the water
is not touching the comb. (credit: Jane Whitney)
Suppose you bring the comb close to some small strips of paper; the strips of paper are attracted to the comb and
even cling to it (Figure 1.1.2). In the kitchen, quickly pull a length of plastic cling wrap off the roll; it will tend to cling
to most any nonmetallic material (such as plastic, glass, or food). If you rub a balloon on a wall for a few seconds, it
will stick to the wall. Probably the most annoying effect of static electricity is getting shocked by a doorknob (or a
friend) after shuffling your feet on some types of carpeting.
Figure 1.1.2. After being used to comb hair, this comb attracts small strips of
paper from a distance, without physical contact. Investigation of this behavior
helped lead to the concept of the electric force.

Figure 1. Static electricity from this plastic slide causes the child’s hair to stand on end.
The sliding motion stripped electrons away from the child’s body, leaving an excess of
positive charges, which repel each other along each strand of hair. (credit: Ken
Bosma/Wikimedia Commons)

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II. START-UP ACTIVITY
Activity 1 – Definition of Terms
Instruction: The terms and definitions will be useful in the incoming topics, kindly look for the following definitions.
1. Mass of Proton : ______________________________________________
2. Mass of Electron : ______________________________________________
3. Mass of Neutron : ______________________________________________
4. Value of 𝜋 : ______________________________________________
5. Approximate distance of Electrons and Proton: ___________________________
6. Coulomb's constant Value: ___________________________________________
7. Symbol for Electric Field: ____________________________________________
8. Symbol for MicroColumb: ___________________________________________

9. Meaning of the Symbol: : _______________________________________

10. Meaning of the Symbol : : ______________________________________

III. TOPIC CONTENT

STRUCTURE OF MATTER
Fundamental building blocks of the matter are atoms. Neutral atom – electron = Positive ion

Neutral atom + electron = negative ion.

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TYPES OF FORCES - There are only four fundamental forces of nature.
1. Gravitational Force
2. ELECTROMAGNETIC FORCE
3. Strong Nuclear Force
4. Weak Nuclear Force

ELECTRICAL CHARGES
Charge is the property associated with matter due to which it produces and experiences electrical and
magnetic effects. The charge on a body arises from an excess or deficit of electrons.
• Electrostatics is the study of electric charge at rest.
• Electric charge is a fundamental property of matter.

Two types of electric charges

1. Positive charge - every proton has a single positive charge.
2. Negative charge - every electron has a single negative charge.

ELECTRIC FIELD LINES

The electric field lines for a point charge.
• (a) For a positive point charge, the lines are directed
radially outward.
• (b) For a negative point charge, the lines are directed
radially inward.
• Or the electric field lines extend away from positive
charge (where they originate) and towards negative
charge (where they terminate)

FUNDAMENTAL CHARGES
Note that the electron and proton both have the same charge, with the electron being negative and the proton being
positive. This amount of charge is often called the electronic charge, e. This electronic charge is generally considered
a positive value (just like g in gravity). We add the negative sign when we need to:

qe = -e; qp = +e.

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ELECTROSTATICS is the study of electric charge at rest

ELECTRIC CHARGE
Two different kinds of charge, positive and negative. Electricity, with attractive and repulsive forces, needs two kinds
of charge.
• Electric charge is measured in coulombs (C)

Properties of electric charge

1. Two kinds of charges occur in nature,
 like charges repel one another,
 Unlike charges attract one another.
2. Charge is conserved.
3. Charge is quantized.

An object becomes ELECTROSTATICALLY CHARGED by:

1. FRICTION, which transfers electrons
between two objects in contact

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 2. CONTACT with a charged body which results in the transfer of
electrons,

3. INDUCTION which produces a charge redistribution of electrons

in a material

Conductors
Electrical conductors are materials in which some of the electrons are free electrons.
Examples of good conductors
 Copper, Aluminum, Silver, Gold

Insulators
Electrical insulators are materials in which all of the electrons are bound to atoms.
Examples of good insulators
 Glass, Rubber, Wood

Semiconductors
The electrical properties of semiconductors are somewhere between those of insulators and conductors.
Examples of semiconductor materials include silicon and germanium.
Semiconductors made from these materials are commonly used in making electronic chips.

Point Charge
The term point charge refers to a particle of zero size that carries an electric charge.
The electrical behavior of electrons and protons is well described by modeling them as point charges.
The force is attractive if the charges are of opposite sign.
The force is repulsive if the charges are of like sign.

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Quantization of Electric Charges
The electric charge, q, is said to be quantized.
 q is the standard symbol used for charge as a variable.
 Electric charge exists as discrete packets.
 q =±Ne
 N is an integer
 e is the fundamental unit of charge
 |e| = 1.6 x 10-19 C
 Electron: q = -e
 Proton: q = +e

Coulomb’s law
Charles Coulomb (1736 – 1806 French physicist) measured the magnitudes of electric forces between
two small charged spheres. The force is inversely proportional to the square of the separation r between the
charges and directed along the line joining them.
The force is proportional to the product of the charges, q1 and q2, on the two particles.
The electrical force between two stationary point charges is given by Coulomb’s Law.

Mathematically,

ELECTRIC FORCE: COULOMB’S LAW

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We can express Coulomb’s law as an equation giving the magnitude of the electric
force (sometimes called the Coulomb force) between two point charges:
Where ke is a constant called the Coulomb constant, q1 and q2 the
charges, r is the distance between the charges. We also found that the force
decreases with distance between the charges just like gravity.

The value of the Coulomb constant depends on the choice of units. The SI unit of charge is the coulomb (C).
The Coulomb constant ke in SI units has the value.

This constant can also be written as:

ε ≅ (8.854 187 817)*10-12 C2/ (N m2)

Where the constant epsilon is known as the permittivity of free space 0

• 1 Coulomb = 106 microCoulomb (𝜇𝐶)

• 1 Coulomb = 109 nanoCoulomb (nC)

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 SAMPLE PROBLEMS
SAMPLE PROBLEM-1
The average distance r between the electron and the proton in the hydrogen atom is 5.3x10-11 m.
(a) What is the magnitude of the average electrostatic force that acts between these two particles?
(b) What is the magnitude of the average gravitational force that acts between these particles?

Solution
The electrostatic force,

The gravitational force,

=
= 9.91 x 10-57 N
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SAMPLE PROBLEM-2
The nucleus of an iron atom has a radius of about 4x10-15 m and contains 26 protons. What repulsive electrostatic
force acts between two protons in such a nucleus if a distance of one radius separates them?
Solution

SAMPLE PROBLEM-3
Two balloons with charges of +3.37 µC and -8.21 µC attract each other with a force of 0.0626 N. Determine the
separation distance between the two balloons.

SAMPLE PROBLEM-4
Three Charges on a Line
A.) Determine the magnitude and direction of the net force on q1.

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B.) Find the net force on q1

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 ELECTRIC FIELD

The electric field vector E at a point in space is defined as the electric force Fe acting on a positive test charge q
placed at that point divided by the test charge:
F = K|q||q|/r2= magnitude of the electric force
k = Coulomb's constant = 8.9875 x 109Nm2/c2

E = K|q| / r2
Note that since F is a vector and q is a scalar, E must be a vector.
The units of Electric Field in SI units of newtons per coulomb (N/C)

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 ELECTRIC FLUX

Electric flux is the product of the magnitude of the electric field and the surface area, A, perpendicular to
the field.

Example: What is the electric flux through a sphere that has a radius of 1.00 m and carries a charge of +1.00
𝜇C at its center?
Solution: The magnitude of the electric field 1.00 m from this charge is found

The flux through the sphere (whose surface area A = 4𝜋r 2 =12.6 m2) is thus

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 Gauss’s law
CHARGE DENSITIES

Volume charge density: when a charge is distributed evenly throughout a volume

ρ ≡ Q / V with units C/m3
Surface charge density: when a charge is distributed evenly over a surface area
σ ≡ Q / A with units C/m 2

Linear charge density: when a charge is distributed along a line

λ ≡ Q / ℓ with units C/m
Amount of Charge in a Small Volume
If the charge is nonuniformly distributed over a volume, surface, or line, the amount of charge, dq, is given by
 For the volume: dq = ρ dV
 For the surface: dq = σ dA
 For the length element: dq = λ dℓ

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IV. ACTIVITY EXERCISE
Activity 1.1 - The average distance r between the electron and the proton in the hydrogen atom is 5.3x10-11 m.
(a) What is the magnitude of the average electrostatic force that acts between these two particles?
(b) What is the magnitude of the average gravitational force that acts between these particles?

Show your Solution on the space provided below:

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Activity 1.2

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Activity 1.3 - Two balloons with charges of +3.37 µC and -8.21 µC attract each other with a force of 0.0626 N.
Determine the separation distance between the two balloons.

Activity 1.4 - The nucleus of an iron atom has a radius of about 4x10-15 m and contains 26 protons. What repulsive
electrostatic force acts between two protons in such a nucleus if a distance of one radius separates them?

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Activity 1.5 - What is the electric flux through a sphere that has a radius of 3.00 m and carries a charge of
+2.00 𝜇C at its center?

Activity 1.6 – A. Determine the magnitude and direction of the net force on q1.
B. Find the net force on q1

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Activity 1.7 - Have the students draw the net electric force on a +1-C charge placed at the center of:
A. A line segment of length 1.0 m with a +1-C charge and a –1-C charge at its endpoints;
B. An equilateral triangle of side length 1.0 m with alternating +1-C, –1-C, and +1-C charges placed at its
vertices;
C. A square of side length 1.0 m with alternating +1-C, –1-C, +1-C, and –1-C charges placed at its vertices
D. Have the students calculate the magnitude and determine the direction of the net electric force on the +1-C
charge placed at the center of each of the above configurations.

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Activity 1.8 - After learning the concepts discussed in the above topics, WHY do you think it is important to learn the
concepts of Electric Charge, Coulomb’s Law, Electric Fields, and Electric Flux?

Activity 1.9 – Can you provide examples on HOW can you use the knowledge learned in the above topics in real life?

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