Teacher: Medrano Week: 02/20 – 02/24 Subject: Physics

Monday Tuesday (B)

Unit Title: 6 Content Objective: Content Objective:
 PD Day The students will be able to describe the nature of
Electrical and Magnetic Forces electric charge and explain the significance of the
and Fields Language Objective: elementary charge and describe electric forces
between electrons, protons, and other particles
 PD Day and describe how neutral objects can become
charged through conduction, friction, and
induction

Language Objective:
The students will be able to speak, read and write
about electric forces and charges.

P.1A, P.2D, P.2E, P.2F, P.2H, Warm up: PD Day

P.2I, P.2J, P.3A, P.3B, P.3C, Warm up: Ask students to think about where they see
P.3E, P.5A, P.5C, P.5D, examples of electric charges and forces in their everyday
ELPS.c.1CELPS.c.4G, life. Have students share out and discuss how the electric
ELPS.c.5G
force is present all around us.
VOCABULARY:
 Electric field – a region of High Order Thinking Questions: High Order Thinking Questions:
space characterized by the
existence of a force ● PD Day ● What causes electric forces?
generated by electric charge
 Electric force – an ● How can electric forces be measured?
attractive or repulsive force
that occurs between charged ● How can electric forces be calculated?
objects
● How does the strength of electric force change
 Electromagnet – a coil of with distance?
wire that temporarily
becomes a magnet when an ● How do electric forces affect matter?
electric current flows
through the wire Lesson Activities: Lesson Activities:
 Electromagnetism – the Opening Activity Opening Activity (5 mins)
study of electric and
magnetic interactions or
electromagnetic interactions.
 PD Day  Ask students to think about where they see
examples of electric charges and forces in their
Teacher (I Do) everyday life. Have students share out and
 Generator – a machine that
 PD Day discuss how the electric force is present all
produces electrical current
around us.
by moving a coil of wire
within a stationary magnetic Cooperative Work (We Do)
Explain (20 minutes)
 field.
 Induction – production of Independent Work (You Do)
an electromotive force by
 PD Day
motion of a conductor
through a magnetic field.
The production of a
potential difference
through a conductor when
subjected to a changing
magnetic field.
 Magnetic field – the area
around a magnet
containing all of the
magnetic lines of force.
 Magnetic force – the
mechanical force exerted
on moving charges by a
magnetic field.
 Motor – a machine that
produces electrical
current by moving a
magnet within a
stationary coil of wire.
 Transformer – a device
used to increase or
decrease the voltage
through electromagnetic
induction
 PD Day  Introduce the fundamental property of
charge. Explain that charges can be
positive, negative, or neutral. Model
problem 1, then have students complete
problem 2 independently. Explain to
student that the relationship between two
charges determines if the force between
them is attractive or repulsive. Have
students independently attempt problems
3-4, then go over the correct answers as a
class.
Explore (20 mins)
 Have students work in groups to answer
the pre-reading questions on the Charging
Methods handout. Have students read
through the article, either whole class with
popcorn reading or in groups. As students
read through the article, have them pause
to define the bolded terms. After students
are done, have them work through the
Post-Reading questions independently.
Briefly go over the questions as a class
before moving on.
Elaborate (15 mins)
 Explain that all charge values are a result
of the number of electrons and protons in
an object. Introduce the concept of the
elementary charge as the smallest possible
charge which can exist and describe that
all charge values are based on the number
of electrons and protons in the object.
Model how to apply this key point to the
first row of the table under problem 5,
then have students complete the rest of
the table in groups. Explain the difference
between insulators and conductors and
ask students to identify real-world
examples of each.
Extend (30 mins)
 Introduce each of the three charging
 methods and overview the key points for
each, then model how to solve the first
problem. After going over all three
charging methods, recap the key points
and how students can distinguish
between. A helpful way to remember is
that conduction happens between two
conductors, friction happens between two
insulators, and induction happens when
an insulator approaches a conductor or
insulator. With the remaining time in
class, have students work through
problems 10-15.

Formative Assessment: Formative Assessment:

EXIT TICKET: PD Day EXIT TICKET: Students must complete the 3 question
Formative Assessment.

Critical Writing Component: Critical Writing Component:

Technology: Technology:

Teacher: Medrano Week: 02/13 - 02/17 Subject: Physics

Wednesday (A) Thursday (B) Friday (A)

Content Objective: Content Objective: Content Objective:

The students will be able to describe the
nature of electric charge and explain the
significance of the elementary charge and
describe electric forces between electrons,
protons, and other particles and describe
how neutral objects can become charged
through conduction, friction, and induction
Language Objective:
The students will be able to speak, read
and write about electric forces and charges.
The students will be able to identify and
describe examples of electric and
magnetic forces and fields in everyday life
such as generators, motors, and
transformers.
Language Objective:
The students will be able to apply
Coulomb’s law to describe and calculate
the electric force between two charges and
calculate the change in the electric force
when distance and/or charge change
using Coulomb’s Law
The students will be able to identify and
describe examples of electric and magnetic
forces and fields in everyday life such as
generators, motors, and transformers.
Language Objective:
The students will be able to apply
Coulomb’s law to describe and calculate
the electric force between two charges and
calculate the change in the electric force
when distance and/or charge change
using Coulomb’s Law
Warm up: Ask students to think about where they
see examples of electric charges and forces in their
everyday life. Have students share out and discuss
how the electric force is present all around us.
High Order Thinking Questions:
● What causes electric forces?
● How can electric forces be measured?
● How can electric forces be calculated?
● How does the strength of electric force
change with distance?
● How do electric forces affect matter?
Lesson Activities:
Opening Activity (5 mins)
 Ask students to think about where they
see examples of electric charges and
forces in their everyday life. Have
students share out and discuss how the
electric force is present all around us.
Explain (20 minutes)
 Introduce the fundamental property
of charge. Explain that charges can
be positive, negative, or neutral.
Model problem 1, then have
students complete problem 2 charges and the distance between
independently. Explain to student
that the relationship between two
charges determines if the force
between them is attractive or
repulsive. Have students
independently attempt problems 3-
4, then go over the correct answers
as a class.
Warm up: Ask students to think about where
they see examples of electric charges and forces in
their everyday life. Have students share out and
discuss how the electric force is present all around
us.
High Order Thinking Questions:
● What causes electric forces?
● How can electric forces be measured?
● How can electric forces be calculated?
● How does the strength of electric force
change with distance?
● How do electric forces affect matter?
Lesson Activities:
Engage (10 mins)
 Project PHet Simulation for students
(you could alternatively use this
simulation which will allow you to
produce the graphs). Have students
predict how the electric force between
the two charges will change, first
when you change the magnitude of
the charges then when you change the
distance between the charges. Ensure
that students can see the force values
and have them predict how electric
force is related to the magnitude of the
them. You can also change the sign of
one of the charges so students can
see. Ask students to think about
whether the relationships they see are
like any prior forces they’ve learned.
Push students to see the parallels
between Universal Gravitation and
Coulomb’s Law.
Warm up: Ask students to think about where they
see examples of electric charges and forces in their
everyday life. Have students share out and discuss
how the electric force is present all around us.
High Order Thinking Questions:
● What causes electric forces?
● How can electric forces be measured?
● How can electric forces be calculated?
● How does the strength of electric force
change with distance?
● How do electric forces affect matter?
Lesson Activities:
Engage (10 mins)
 Project PHet Simulation for students
(you could alternatively use this
simulation which will allow you to
produce the graphs). Have students
predict how the electric force between
the two charges will change, first when
you change the magnitude of the
charges then when you change the
distance between the charges. Ensure
that students can see the force values
and have them predict how electric
force is related to the magnitude of the
charges and the distance between
them. You can also change the sign of
one of the charges so students can see.
Ask students to think about whether
the relationships they see are like any
prior forces they’ve learned. Push
students to see the parallels between
Universal Gravitation and Coulomb’s
Law.
Explore (20 mins)
 Have students work in groups to
answer the pre-reading questions on
the Charging Methods handout.
Have students read through the
article, either whole class with
popcorn reading or in groups. As
students read through the article,
have them pause to define the
bolded terms. After students are
done, have them work through the
Post-Reading questions
independently. Briefly go over the
questions as a class before moving
on.
Elaborate (15 mins)
 Explain that all charge values are a
result of the number of electrons
and protons in an object. Introduce
the concept of the elementary charge
as the smallest possible charge
which can exist and describe that all
charge values are based on the
number of electrons and protons in
the object. Model how to apply this
key point to the first row of the table
under problem 5, then have
students complete the rest of the
table in groups. Explain the
difference between insulators and
conductors and ask students to
identify real-world examples of each.
Extend (30 mins)
 Introduce each of the three charging
methods and overview the key points
for each, then model how to solve
the first problem. After going over all
three charging methods, recap the
key points and how students can
distinguish between. A helpful way
Explain (15 minutes)
 Go over the key points for
Coulomb’s Law. Model how to
complete problem 1 as a class,
then have students complete
problems 2-4 in groups. Briefly go
over the answers and highlight
that we can use the elementary
charge magnitude for any
problems involving electrons or
protons.
Elaborate (20 mins)
Elaborate (20 mins)
 Have students attempt problem 5.
Recap the process for solving
change problems and consider
modelling problem 5. Have
students work through problems
6-12. Have an answer key
available for students to check
their work and circulate to provide
additional support.
Explore (15 mins)
Explore (15 mins)
 Introduce the concept of an
electric field. Explain that electric
fields describe the electric force
acts at different points in space
and are helpful for modelling
complex situations with multiple
charges. Have students work
through the Electric Fields Explore
handout using this electric field
simulation (you can either project
the simulation as a class.
Students will change the values of
the two charges and make
observations in groups on how the
electric field diagram changes. At
the end of the document, have
students pause and try to come up
with rules describing how the field
Explain (15 minutes)
 Go over the key points for
Coulomb’s Law. Model how to
complete problem 1 as a class, then
have students complete problems
2-4 in groups. Briefly go over the
answers and highlight that we can
use the elementary charge
magnitude for any problems
involving electrons or protons.
 Have students attempt problem 5.
Recap the process for solving
change problems and consider
modelling problem 5. Have students
work through problems 6-12. Have
an answer key available for
students to check their work and
circulate to provide additional
support.
 Introduce the concept of an electric
field. Explain that electric fields
describe the electric force acts at
different points in space and are
helpful for modelling complex
situations with multiple charges.
Have students work through the
Electric Fields Explore handout
using this electric field simulation
(you can either project the
simulation as a class. Students will
change the values of the two
charges and make observations in
groups on how the electric field
diagram changes. At the end of the
document, have students pause
and try to come up with rules
describing how the field diagrams
connect to the two charges.
 to remember is that conduction
happens between two conductors,
friction happens between two
insulators, and induction happens
when an insulator approaches a
conductor or insulator. With the
remaining time in class, have
students work through problems 10-
15.
Formative Assessment:
EXIT TICKET: Students must complete the 3 question
Formative Assessment.
Critical Writing Component:
Technology:
diagrams connect to the
charges.
Explain (20 mins)
 Introduce the different aspects we
can interpret from an electric field
diagram. Model how to apply the
key points to problem 13. Have
students attempt problem 14
independently, then go over the
correct answers as a class. Have
students work through problems
15-16 independently. Have an
answer key available for students
to check their answers.
Formative Assessment:
EXIT TICKET: Students must independently
complete the Exit Ticket.
Critical Writing Component:
Technology:
two
Explain (20 mins)
 Introduce the different aspects we
can interpret from an electric field
diagram. Model how to apply the
key points to problem 13. Have
students attempt problem 14
independently, then go over the
correct answers as a class. Have
students work through problems
15-16 independently. Have an
answer key available for students to
check their answers.
Formative Assessment:
EXIT TICKET: Students must independently complete
the Exit Ticket.
Critical Writing Component:
Technology: