Charges and Fields Remote Lab Introduction to Static Electricity(This‌ ‌lesson‌ is designed ‌for‌...

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Charges and Fields Remote Lab Introduction to Static Electricity
(This‌ ‌lesson‌ is designed ‌for‌ ‌a‌ ‌student‌ ‌working‌ remotely‌.)‌
This lab uses the Charges and Fields simulation from PhET Interactive Simulations at University of Colorado Boulder, under the CC-BY 4.0 license.
Note about prior learning: Students should have completed Balloons and Static Electricity and John Travoltage Remote lab or lessons with similar learning goals.
Learning Goals: Students will be able to
A. Determine the variables that affect how charged bodies interact
B. Predict how charged bodies will interact
C. Describe the strength and direction of the electric field around a charged body.
D. Use free-body diagrams and vector addition to help explain the interactions.
E. Compare electric fields to gravitational fields.
Review your understanding:
1. Two balloons were ru
ed on a sweater like in the Balloons and Static Electricity and then hung like in the picture below. Explain why you think they move apart and what might affect how far apart they will be.
Explain your understanding:
2. Watch the short video demonstration of Electric Field Hockey .
a. Why can you make a goal without hitting the puck?
. Why can you use either a positive charge or a negative charge to move the positively charged puck?
c. What do you think would happen if you use 2 charges instead of one to make the puck move?
3. Examine the image with a positive and a negative charge on the playing field with the positive puck.
a. What do you think the a
ows on the puck are illustrating?
. How does the a
ow from the positive charge compare and contrast to the one from the negative charge?
c. Which way do you think the puck will move?
d. How would the a
ows look if the puck was negative?
4. Open Charges and Fields. In this simulation, a little different model is used. The little yellow “E field sensors” are like the hockey puck but they are on a high friction surface, so they stay in place allowing for measurements. Collect data by turning on Values & drag in the Tape Measure like in this image:
a. Investigate to check your answers from #2 and #3. Write how the results of your investigation support or change your ideas.
. Determine the relationship between distance and the strength of the electric field around a charged body. Use a Google or Excell Spreadsheet or a graphing calculator to document your data, graph and determine the equation for the relationship. Insert your data table and graph from your spreadsheet.
c. Determine the relationship between amount of charge and the strength of the electric field around a charged body. Use Google Spreadsheet, Excell spreadsheet or a graphing calculator to document your data, graph, and determine the equation for the relationship. You can stack charges on top of one another to make the amount of charge vary. Insert your data table and graph from your spreadsheet.
5. Explain how electric fields are like gravitation fields and how they differ.
4/23/20 Loeblein https:
phet.colorado.edu/en/contributions/view/5506 page

electric-field-introduction-remote-lab-ed-d544i4pt.docx

Sannidhya · Accepted Answer

Charges and Fields Remote Lab Introduction to Static Electricity
1: Both the balloons acquire the same kind of charge (a negative charge in this case) on being rubbed on a sweater. We know that like charges repel. Hence, when the balloons are hung by a string, they move apart owing to this repulsion between the like charges acquired by both the balloons.
         The major factor that will affect how far apart the balloons will be is the amount of charge acquired by the balloons. This, in turn, depends on how long we rubbed the balloons on the sweater. The longer we rub, the more negative charge the balloons will acquire.
2(a): It is possible to make a goal without hitting the puck because of the electric field generated by positioning the positive or negative charges at appropriate locations with respect to the puck, which is positively charged. The positive charge generates an electric field which applies a repulsive force on the positively charged puck, causing it to move towards the goal away from the positive charge. Similarly, the negative charge generates an electric field which applies an attractive force on the positively charged puck, causing it to move towards the goal where the negative charge is positioned.
2(b): Both the positive and the negative charge produce an electric field that is capable enough to move the puck based on the repulsive or attractive nature of the field. By changing the position of the charge with respect to the puck, one can ensure that the puck is moved towards the goal. Hence, it is possible to use either a positive charge or a negative charge to move the positively charged puck.
2(c): If we use 2 charges instead of one to make the puck move, it will increase the magnitude of the electric field generated, which in turn, increases the magnitude of the force exerted on the puck. This implies that the puck will experience a greater acceleration, thus, reducing the time taken by the puck to reach the goal.
3(a): The arrows on the puck are illustrating the direction of the electric field and the electric forces of attraction and repulsion on the puck caused by the presence of the negative charge (blue colored) and the positive charge (red colored).
3(b):

Charges and Fields Remote Lab Introduction to Static Electricity (This‌ ‌lesson‌ is designed ‌for‌ ‌a‌ ‌student‌ ‌working‌ remotely‌.)‌ This lab uses the Charges and Fields simulation from PhET...

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