p543 556 - Sc12AP 05 Physics5 pr1

GRADE 12A: Physics 5
UNIT 12AP.5
13 hours
Electrostatic charge and force
31 | Qatar science scheme of work | Grade 12 advanced | Unit 12AP.5 | Physics 5
Education Institute 2005
Unit 12AP.5
About this unit
Previous learning
Resources
This unit is the fifth of seven units on physics for

Grade 12 advanced.
To meet the expectations of this unit, students should already know that
opposite charges attract but like charges repel each other. They should
know that electric current is the rate of flow of charged particles, define
charge and the coulomb, and solve problems using the relationship Q = It.
They should understand the construction of capacitors and their use in
electrical circuits. They should be able to describe an electric field as an
example of a field of force, know that electric field strength can be defined as
force per unit positive charge, and define potential difference and the volt.
They should understand and be able to use the concept of a gravitational
field as an example of a force field and define gravitational field strength as
force per unit mass, and should recall and be able to use Newtons law of
universal gravitation in the form F = G(m1m2) r2.
The main resources needed for this unit are:
You can also supplement the activities with

appropriate tasks and exercises from your
schools textbooks and other resources.
Expectations
Students should understand, use and spell correctly:
Introduce the unit to students by summarising

what they will learn and how this builds on earlier
work. Review the unit at the end, drawing out the
main learning points, links to other work and real
world applications.
By the end of the unit, students apply Coulombs law to charged particles
in air, solve problems related to potential difference and potential energy and
recognise the similarities between electric and gravitational fields. They
understand capacitors and solve problems relating capacitance to voltage
and current.
electrical potential, potential gradient, potential difference, electron-volt
The unit is designed to guide your planning and

teaching of physics lessons. It provides a link
between the standards for science and your
lesson plans.
The teaching and learning activities should help
you to plan the content and pace of lessons.
Adapt the ideas to meet your students needs.
For consolidation activities, look at the scheme
of work for Grades 10A and 11A.
overhead projector (OHP)

double flame probe
ball, 1020 cm diameter, coated with conductive paint
conductive paper (sometimes known as resistive paper)
electrolytic capacitor cut open to reveal its construction
gas discharge tube connected to vacuum pump
Van der Graaff generator, signal generator, cathode-ray oscilloscope
selection of circuit components and power supplies
Key vocabulary and technical terms

electric field, Coulombs law
equipotential line, equipotential surface
capacitor, capacitance
Students who progress further understand and use the concept of electric
field. They can define electrical potential, relate field strength to potential
gradient and solve problems involving potential energy and potential
difference. They derive and use formulae for capacitors in series and in
parallel, and relationships involving energy stored in a capacitor.
Standards for the unit

13 hours
3 hours
Uniform electric
field
3 hours
Field and
potential
SUPPORTING STANDARDS
10A.30.3 Describe an electric field as an
example of a field of force and know

that electric field strength can be
defined as force per unit positive
charge and that an electric field can
be represented by means of field
lines.
10A.30.2 Know that opposite charges
attract but like charges repel each

other.
CORE STANDARDS
Grade 12 standards
EXTENSION STANDARDS
12A.29.1 Recall and use E = V d to calculate the field strength of a uniform field
between charged parallel plates, calculate the forces on charges in uniform

electric fields and describe the effect of a uniform electric field on the
motion of charged particles.
12A.29.2 State and apply Coulombs law relating to the force between two or more
charged particles in air and on the field strength due to a charged particle.
10A.31.2 Define potential difference and the
volt ...
12A.25.3 Understand and use the concept of a
12A.29.3 Define electrical potential at a point in an electric field, relate field strength
to potential gradient, solve problems involving potential energy and

potential difference and know and use the term electron-volt.
Unit 12AP.5
12A.29.4 Recognise the similarities between electrical and gravitational fields.
gravitational field as an example of a

force field and define gravitational
field strength as force per unit mass.
12A.25.4 Recall and use Newtons law of
universal gravitation in the form

F = G(m1m2) r2 and relationships
derived from it.
3 hours
11A.30.1 Demonstrate an understanding of the
construction of capacitors and their

use in electrical circuits.
Coulombs law
and non-uniform
fields
12A.29.5 Demonstrate an understanding of the construction and use of capacitors in
electrical circuits, and of how the charge is stored.

12A.29.6 Define capacitance and solve problems using C = Q V; derive and use
formulae for capacitors in series and in parallel.

4 hours
10A.31.1 Know that electric current is the rate
Capacitors
of flow of charged particles, define

charge and the coulomb, and solve
problems using the relationship
Q = It.
12A.29.7 Define and use the relationship between the energy stored in a capacitor,
its charge and the potential difference between its plates.
Activities
Objectives
Possible teaching activities
3 hours
Using electric fields
Uniform electric field
To set the scene for this unit and to help review work from earlier grades, divide students into small
groups and set each the task of using the Internet and other resources to research one application
of electric fields. Where possible, they should collect (for later discussion) data on the strengths of
the fields used and the potential differences used to produce them. Suitable examples include:
Recall and use E = V d to

calculate the field strength of
a uniform field between
charged parallel plates,
calculate the forces on
charges in uniform electric
fields and describe the effect
of a uniform electric field on
the motion of charged
particles.
Notes
ICT opportunity: Use of the Internet.

Enquiry skills 12A.1.6, 12A.1.8
School resources
Use this column to note
your own schools
resources, e.g.
textbooks, worksheets.
ink-jet printing;
LCD displays;
photocopying;
particle accelerators (e.g. LINACs and/or cyclotrons);
electrostatic dust precipitators;
electrostatic spraying (e.g. crop spraying, paint spraying).
If necessary, remind students that an electric field is a region where a charged object
experiences a force. Ask each group to prepare a poster summarising their findings, giving
particular emphasis to the role played by electric fields and including an acknowledgment of the
sources consulted. Display the posters and allow time for students to view and talk about them.
Objectives
Notes
School resources
Uniform electric field

By means of some quick-fire questions, ascertain how much students recall from work on
electric fields in earlier grades. By suitable questioning, remind them how electric field strength
is defined, and how this can be expressed in SI units of N C1.
Demonstrate these two examples of a uniform electric field.
Support two metal plates vertically on insulating stands so that they are parallel and a few
centimetres apart. Connect them to the terminals of an EHT supply and set the voltage to a
few kilovolts. Fix a small piece of thin flexible metal foil to the end of an insulating rod. Charge
the foil by touching it on one of the plates. Using the rod, move the foil around within the
space between the plates; note the size and direction of its deflection.
Safety: When using an EHT supply, ensure that

the safety resistor is connected and that no one
can come into electrical contact with the
terminals.
Pour some glycerol into a transparent, flat-bottomed container, float grass seeds or rice
grains on its surface and place it on an OHP. Using flexible leads, connect two metal strips to
either side of the spark gap of a piezo-electric gas lighter. Place the strips in the glycerol so
that they are parallel, and use the lighter to produce an electric field within the glycerol.
Observe the electric field lines revealed by the grains.
Use suitable questioning to remind students that the field direction is defined to be that of the force
on a positive charge. Also remind them how a field can be represented by electric field lines, and
how field strength is related to the spacing of the lines: the closer the lines, the stronger the field.
Ask students to suggest how the strength of an electric field between two parallel metal plates
might be controlled. Drawing on their own researches in the previous activity, and by discussing
the two examples demonstrated, they will probably be able to suggest that increasing the
voltage and/or moving the plates closer together would produce a stronger field.
On the board or OHP, show students how potential difference and distance are related to field
strength in the case of a uniform field produced by connecting a potential difference V between
two parallel plates separated by a distance d. Remind them of the term potential difference
(encourage them to use it in place of the looser voltage) and of the relationship between
change, pd and energy. Show that, if a charge q moves through a pd V, then the work done is
W = qV. Then remind them that the work done by a force F moving something through a
distance d is W = Fd and show that V d = F q = E.
This discussion also relates to Standard

10A.25.1
Students should be able to show that 1 N C1 = 1 V m1, and hence that either unit can be used
to express electric field strength.
Provide numerical and algebraic examples that allow students to practise using relationships
involving force, charge and electric field expressed in N C1 and V m1.
Objectives
Notes
School resources
Potential gradient
Set up and demonstrate a double flame probe as shown in the diagram on the right.
Explain the probes operation to students and establish the following points.
The small flames at the needle tips ionise the air, allowing charge to flow until there is no
potential difference between the needle tips and their surroundings.
The deflection of the gold-leaf electroscope indicates the potential difference, V, between its
plate and case. Connect the plate and case to an EHT supply and calibrate the electroscope
by noting the deflection of the leaf for various pds. (Shine a lamp through the electroscope so
that a shadow of the leaf is cast on the translucent casing. Use an erasable felt-tip pen to
mark positions of the shadow.)
The probe allows the field strength to be calculated: E = V d, where d is the separation
of the needle-tips.
In a uniform field such as that between two parallel plates connected to a potential difference,
the potential gradient V d is the same everywhere in the field.
The probe also reveals the direction of the field: when the needle tips are aligned along a
field line, the deflection of the gold leaf is maximum, and, if the probes are at right-angles to
the field, the deflection is zero.
Source: Salters Horners Advanced Physics A2

Teacher and Technician Resource Pack,
Heinemann Educational. 2001 University of
York Science Education Group.
Use two parallel plates and an EHT supply to produce a uniform field. Show that the field as
indicated by the flame probe is indeed uniform and acts at right-angles to the plates. Ask
students to produce a brief written account of this demonstration.
Objectives
3 hours
Acceleration and ionisation
Field and potential
Carry out some demonstrations that show gas discharge (i.e. ionisation by an electric field)
and discuss them with the class. Establish the following points.
Within any gas, there are always a few charged particles (i.e. electrons and positive ions).
Define electrical potential at a

point in an electric field, relate
field strength to potential
gradient, solve problems
involving potential energy and
potential difference and know
and use the term electronvolt.
In an electric field, the charged particles accelerate.

The accelerated particles collide with other particles in the gas.
If the collisions are sufficiently energetic, energy is transferred to electrons within atoms and
molecules, which are then said to be excited.
If the collisions are still more energetic, electrons can be dislodged from neutral atoms and
molecules, causing ionisation.
Excited electrons lose their excess energy by emitting visible light.
Electrons liberated during ionisation undergo acceleration in the electric field, giving rise to
further excitation and ionisation (i.e. a discharge or spark is produced).
Discuss why a discharge or spark occurs more readily in low-pressure gas. Establish that
reducing the pressure reduces the gas density, and hence increases the average distance
between particles. In a high-pressure gas, accelerated particles can only move a short distance
before being involved in a collision and transferring some of their energy. If the pressure is
reduced, the accelerated particles can move further and hence acquire more energy between
collisions.
Notes
School resources
Suitable demonstrations include the following.

An air-filled tube that can be connected to an
EHT supply and a vacuum pump. Begin with
the tube containing air at normal atmospheric
pressure: the EHT fails to produce a
discharge. With the EHT still connected,
evacuate air from the tube until a discharge is
produced (the gas will glow pink).
A Van der Graaff generator producing a spark
between the main dome and a nearby small
sphere.
A fluorescent lighting tube connected in a
domestic light fitting.
On the board or OHP, remind students how the energy acquired by a charged particle
accelerating in an electric field can be related to the field strength E and to the distance
travelled d. Establish that when a particle of charge q moves through a distance d along the
direction of the field, it moves through a potential difference V = Ed so that it acquires kinetic
energy Ek = qV = qEd.
Explain that, when dealing with the acceleration of individual ions and electrons, it is convenient
to express charge in units of the electron charge, e, and energy in electron-volts (eV). Students
should be able to show that 1 eV = 1.60 1019 J. Explain that the eV is a non-SI unit of energy,
but that it is very widely used to express small energies and is not restricted to energies of
electrically accelerated charged particles.
Provide students with plenty of examples that allow them to practise using the electron-volt as
an energy unit.
Objectives
Notes
School resources
Potential at a point
In a whole-class discussion and demonstration, introduce the concept of potential at a point,
first within an electric circuit and then within an electric field.
Connect a long potentiometer wire to a battery. Use a voltmeter to measure the pd between
several pairs of points. Point out that the term potential difference implies a difference between
two values of a quantity called potential. Explain that, in a DC electric circuit, it is conventional to
define the zero of potential as being at the negative battery terminal, so that all other points in
the circuit are at a positive potential. Go on to explain that this choice is arbitrary, and that any
point in the circuit could in principle be defined as the zero without altering the potential
differences measured anywhere in the circuit.
Remind students of the relationship between pd and energy, and establish that a pd of 1 V
corresponds to an energy difference of 1 J for 1 C (1 coulomb) of charge. Establish that
electrical potential at a point is thus the potential energy of 1 C of charge at that point. Remind
students that, like the zero level of electrical potential, the choice of zero level of gravitational
potential energy is also arbitrary: in both cases, we only ever measure differences rather than
absolute values.
Provide plenty of examples that allow students to practise using the relationships between pd
and energy and describing them using appropriate terminology.
Place a sheet of conductive paper on a pin-board. Attach a straight metal strip close to each
end of the paper so that there is good electrical contact between paper and metal. Connect the
metal strips to a low-voltage battery to produce an electric field within the paper. Connect one
terminal of a voltmeter to the negative strip, and show students how to use a flying lead
connected to the other terminal to identify points within the paper that are at a potential of, say,
1 V relative to the negative strip. Introduce the terms equipotential line and equipotential surface
and establish that these must always be at right-angles to electric field lines.
Suitable field configurations include the

following:
Ask students to work in pairs using conductive paper to explore the equipotential lines in
various two-dimensional electric field configurations. Explain how to record the equipotentials by
placing a sheet of carbon paper face down under the conductive paper and on top of a sheet of
plain white paper, and pressing down onto the paper with the flying lead. Then tell them to
remove the record of the equipotentials and draw in the field lines by inspection.
combinations of one metal strip and one

point.
two non-parallel straight metal strips;

two point charges (i.e. metal pins) inserted
into the board;
combinations of straight and curved metal
strips;
Enquiry skills 12A.3.1, 12A.3.2, 12A.4.1
Display and discuss students records of field and equipotential lines and establish that field
lines and equipotential each provide a graphic means of representing electric field strength.
Establish that in a uniform field the equipotentials are equally spaced, whereas in a non-uniform
field they are closest together in regions where the field is strongest. Point out that the field lines
converge towards point charges and that in such regions the equipotentials are close together.
Objectives
3 hours
Field of a point charge
Coulombs law and non-
Ask students each to make a rough sketch showing the electric field lines that they would
expect to be associated with a point, or a uniform sphere, of charge. (If necessary, remind them
that the field lines indicate the direction of the force acting on a positive charge placed in the
field.) Discuss students ideas and establish that the field lines must radiate equally in all
directions from the charge.
uniform fields
State and apply Coulombs
law relating to the force
between two or more
charged particles in air and
on the field strength due to a
charged particle.
Recognise the similarities
between electrical and
gravitational fields.
Notes
School resources
Display a clear diagram on the board or OHP showing some of the field lines from a point
charge passing through a square window of side x placed a distance r from the centre of the
charge (x should be smaller than r ). Add a second square, side 2x, at a distance 2r. Establish
that the number of lines per unit area is an indicator of field strength. Ask students to predict the
relative strength of the field at the two distances shown, then ask them to predict the strength at
distance 3r.
Establish that the field is predicted to vary inversely with the square of the distance. Remind
students that they have met a very similar pattern when studying gravitational fields.
Demonstrate the use of a double flame probe to explore the strength and direction of the field of
a uniform sphere of charge. Coat a large ball (1020 cm diameter) with conducting paint and
hang it from an insulating suspension at least 1 m from the bench top and other surfaces.
Connect the ball to the positive terminal of an EHT supply (use metal foil and a crocodile clip to
ensure a good electrical contact).
Use the flame probe to show that the field direction is radial and the field strength diminishes
with distance. (Measurements of leaf deflection will probably not be precise enough to show
conclusively that the field obeys an inverse-square law.)
Objectives
Notes
School resources
Coulombs law
Establish by suitable questioning and discussion that, if the field from a point charge follows an
inverse-square law, then so should the force between two charges. Tell students that this is
indeed the case and introduce Coulombs law F = Q1Q2 40r 2.
Show how Coulombs law leads to an expression for the strength of the electric field of a point
charge. Tell students that the same expression also describes the field of a uniform spherical
charge distribution, where r is the distance from its centre.
Ask students to deduce the SI units of the constant 0 (the permittivity of free space). Point out
that its value could, in principle, be determined by experiment.
Ask students, in pairs or small groups, to use the apparatus shown on the right to explore
Coulombs law and obtain an order-of-magnitude estimate of the value of 0. Tell them to try to
obtain data relating force, charge and distance, and plot suitable graphs to see how closely their
data follow an inverse-square law. Emphasise that they should pay particular attention to the
accuracy and precision of their measurements and suggest ways in which the method could be
improved.
Provide plenty of algebraic and numerical examples for students to practise using Coulombs
law and the related expression for electric field strength.
Source: Salters Horners Advanced Physics A2

Teacher and Technician Resource Pack,
Heinemann Educational, p.139. 2001
University of York Science Education Group.
Enquiry skills 12A.1.112A.1.3, 12A.1.5,
21A.3.112A.3.3
This activity also relates to Standard 10A.25.2.
In practice, it is difficult to obtain reliable data
from this experiment since charge leaks away
rapidly. Humid conditions increase the difficulty.
Use a hair-drier to keep the apparatus as dry as
possible.
Objectives
Notes
School resources
Electric and gravitational fields

Draw students attention to the fact that both electrical and gravitational fields and forces due to
point charges or masses are described by inverse-square laws.
Divide students into small groups and ask them to brainstorm for a few minutes and list all the
similarities and differences that they can think of between the two types of field and force.
Discuss students suggestions with the whole class and summarise them on the board or OHP.
If necessary, prompt students by suitable questioning if there are important comparisons that
they have not thought of, including the following:
for point objects, both obey an inverse-square law;
both can be represented by field lines;
gravitational force is always attractive whereas electrostatic forces can be attractive or
repulsive;
the forces due to several objects combine vectorially ...;
... so electrostatic forces can cancel one another.
Tell students to make a chart or table comparing the two types of field.
Understanding electricity
Ask students to describe any models (mental pictures) that they have used to aid their
understanding of electricity, such as the carrier and driver models (outlined in Unit 10AP.7). Tell
them that such models have played and continue to play an important role in our
understanding of electricity.
Ask students to work in pairs to use books and the Internet to trace the historical development
of ideas about electricity. Assign each pair to a different topic, or scientist, and ask them to
produce a short summary (12 pages) of their findings, preferably in word-processed electronic
form. Suitable topics include the following:
ICT opportunities: Use of the Internet; use of

word processing.
early two-fluid models (Du Fay);

single-fluid model (Franklin);
the modern atomic model of matter;
the development of ideas about field to describe action at a distance;
particle exchange models to describe action at a distance.
Collect all the students contributions together and copy and distribute them to the whole class.
Objectives
4 hours
Capacitors in circuits
Capacitors
Remind students of their work in earlier grades by setting up several circuits demonstrating the
behaviour of capacitors. Either arrange these in a circus so that pairs of students visit each in
turn, or perform a sequence of demonstrations to the whole class. Students should make brief
notes on each. Suitable examples include the following.
Demonstrate an
understanding of the
construction and use of
capacitors in electrical
circuits, and of how the
charge is stored.
Define capacitance and
solve problems using
C = Q V; derive and use
formulae for capacitors in
series and in parallel.
Define and use the
relationship between the
energy stored in a capacitor,
its charge and the potential
difference between its plates.
Notes
School resources
Safety: When using an EHT supply, ensure that

the safety resistor is connected and that no one
can come into electrical contact with the
terminals.
Charge a large capacitor by connecting it to a battery, then discharge it through a lamp.

Repeat, replacing the lamp by (in turn) a small motor, an LED and a microammeter.
Connect a capacitor in series with a resistor and a signal generator set to give a square-wave
input. Either connect a cathode-ray oscilloscope (CRO) in parallel first with the capacitor then
with the resistor or use a dual-beam CRO to show both outputs simultaneously. Select the
resistance R and capacitance C capacitor so that RC is about 0.1 s. Start with the signal
frequency set to about 50 Hz then observe the effect of gradually increasing and reducing the
frequency: at low frequencies there is time for complete charge and discharge, while at high
frequencies the pd across the resistor is indistinguishable from the square-wave input.
Connect a single diode in series with a resistor and a low-voltage AC power supply. Connect
a CRO across the diode to show half-wave rectification. Show the smoothing effect of
connecting a capacitor into the circuit. Repeat, replacing the single diode with a full-wave
rectifier made from four diodes.
Set up a delayed-action switching circuit. Show how changing the resistance and/or the
capacitance affects the time delay.
Establish that a capacitor stores electric charge and, when connected into a circuit, can act
as a short-lived battery whose terminal pd falls to zero during discharge.
Set up two metal plates (e.g. 20 cm 20 cm) so that their planes are vertical and parallel to
each other a few centimetres apart. Connect the plates to the terminals of an EHT supply.
Previously, students have focused on the electric field between the plates, but now they
should describe what they think is happening within the wires and plates when the EHT is
switched on and the plates become charged. Explain that the pair of plates is acting as a
capacitor: charge can flow to and from the plates but cannot cross the gap.
Show students the construction of an electrolytic capacitor and establish that the foils are
behaving like the metal plates: there is no conducting path between them.
Charging and discharging
Provide each pair of students with a large capacitor and resistor, two analogue ammeters and a
battery that can be tapped to provide 1.5, 3, 4.5 and 6 V. Provide a briefing sheet that guides
students through the following sequence of experiments illustrating capacitor charge and
discharge.
Enquiry skills 12A.4.1, 12A.4.2
1 Connect one meter to each side of the capacitor in series with the resistor and to a pd of
1.5 V. Observe the meter readings as the capacitor is charged.
2 Replace the battery by a conducting wire to discharge the capacitor.
3 Repeat, using 3 V instead of 1.5 V.
4 Charge the capacitor first by connecting to 1.5 V, then, without discharging, to 3 V, then 4.5 V,
then 6 V.
Objectives
Notes
School resources
As an extension, ask students to explore the effect of using different capacitors and resistors.
Discuss students observations and establish the following points.
During charge and discharge, charge flows throughout the circuit. There is no net transfer of
charge from battery to capacitor: rather, charge is redistributed so that one terminal of the
capacitor becomes negative (gains electrons) and the other becomes positive (loses
electrons).
The amount of charge flowing can be estimated by observing the ammeter readings.
Increasing the battery pd in equal steps gives rise to the same amount of charge flowing
each time.
When a capacitor is charged from zero, the total amount of charge flowing is directly
proportional to the battery pd.
Introduce and define capacitance, C, as the proportionality constant relating charge Q to pd V:
Q = CV. Introduce the SI unit of capacitance, the farad, F: 1 F = 1 C V1. Explain that most practical
capacitors have capacitances much less than 1 F, so values are usually expressed in F or pF.
On the board or OHP, explain to students how the current, pd and charge vary while a capacitor
is discharging though a resistor. Use graphs to show how each of these quantities varies with
time. Start with a graph of pd against time: students will have already seen this displayed as a
trace on a CRO. Establish that, as the stored charge, Q, is proportional to V, a graph of Q
against t will have the same shape as the Vt graph. Ask students to sketch their suggested
shape for a graph of discharge current, I, against time. Then establish that, as I = V R, where R
is the resistance in the circuit, this graph, too, will have the same shape.
Extend this discussion to include the shapes of graphs associated with a charging capacitor.
Ask students to suggest how changing the capacitance and/or the resistance would affect the
discharge graphs. Establish that increasing either or both will increase the time taken for the pd
and other quantities to fall by a given fraction, and that a suitable choice of R and C underlies
the successful design of capacitor timing circuits,
Provide plenty of algebraic and numerical examples that allow students to practise using the
relationship between charge, pd, current and capacitance.
Measuring capacitance
Show students how to use a vibrating reed switch, driven by a signal generator, to produce
repeated charging and discharging of a capacitor made from two large metal plates. Discuss
how the discharge current I is related to the charge Q stored and discharged during each cycle,
and the switch frequency f: I = Qf = CVf. Discuss how measurements of this current can be
used in conjunction with a knowledge of the supply pd, V, to determine the value of C.
Enquiry skills 12A.1.112A.1.3, 12A.1.5,

12A.3.112A.3.3, 12A.4.1, 12A.4.2
Ask students to consider the strengths and weaknesses of this method. A strength is that
current can be measured at several different frequencies and C determined from the gradient of
a graph of I against f, thus averaging over several sets of measurements. A weakness is that, at
high frequencies, there might not be time for the capacitor to discharge fully.
If resources permit, let students work in small groups to carry out this experiment themselves.
Objectives
Notes
School resources
Combining capacitors
If there is enough apparatus, ask students to work in pairs or small groups to study the charging
and discharging of various combinations of capacitors using a CRO and a signal generator.
Alternatively demonstrate this to the whole class.
Connect a single capacitor in series with a resistor and a signal generator giving a square-wave
output, and connect a CRO across the capacitor. Choose values of R and C and/or adjust the
signal frequency so that there is almost complete discharge during each cycle. Without making
any further alterations to the resistance or the frequency or the CRO settings, connect a second
and then a third identical capacitor in parallel with the first: the discharge takes longer, indicating
that the capacitance has increased. Return to the single capacitor, then connect a second and
then a third identical capacitor in series with it: now the capacitance has decreased so the
discharge takes a shorter time.
On the board or OHP, show students how to derive expressions for combining capacitors in
series and in parallel. Explain that when they are joined in parallel the capacitors all have the
same pd across them, and the charge stored by the combination is equal to the sum of the
individual charges: Q = Q1 + Q2 + Q3 + ..., hence C = Q V = C1 + C2 + C3 + ...
Then explain that, when capacitors are joined in series, charge must be distributed in such a
way that each stores the same charge Q, which is the same as the charge stored by the
combination. Therefore Q C = V = V + V + V = Q C1 + Q C2 + Q C3 + ..., and hence
1 C = 1 C1 + 1 C2 + 1 C3 + ...
Point out that, while these expressions resemble those for combining resistors, here the simple
additive relationship applies to capacitors in parallel, whereas a similar relationship applies to
resistors in series.
Provide plenty of algebraic and numerical examples that allow students to practise using the
relationships for capacitors in series and parallel.
Energy in capacitors
Perform some short demonstrations to show that capacitors store energy. Suitable examples
include:
Mathematics: A knowledge of integral calculus

is helpful but not required.
a camera flash-gun;
discharge a large capacitor through a motor set to lift a small weight;
discharge a large capacitor through a coil of wire wrapped around a temperature sensor.
On the board or OHP, show students how to derive an expression for the energy stored in a
charged capacitor. Depending on the mathematical fluency of the students, use a graphical
method and/or integral calculus to show that energy = QV.
Ask students to deduce expressions for stored energy in terms of (a) C and V, and (b) C and Q.
Point out the analogy between charging a capacitor and stretching a spring.
Objectives
Notes
Ask students to work in pairs to explore the energy stored in a capacitor. Provide each pair with
apparatus and a briefing sheet to guide them though the following sequence of experiments.
School resources
Unit
12AP.5
1 Charge a large capacitor by connecting it to a 1.5 V cell, then discharge it through a single
torch bulb. Repeat a few times and note the visual appearance of the bulb during discharge.
2 Charge the same capacitor using a 3 V battery. Discharge it through two bulbs connected in
series (so as to ensure the same initial pd across each). Note the brightness of the flash (it is
brighter than in step 1).
3 Connect a second pair of bulbs in parallel with the first and repeat step 2. Note the brightness
of the flash from each bulb (the flash from each bulb is now similar to that produced in
step 1).
4 Predict the effect of charging the same capacitor with a 6 V battery. Decide how many bulbs,
and in what arrangement, would allow each one to give the same flash as the single bulb in
step 1. (Nine bulbs are required, connected in a 3 3 array.)
Discuss the outcome of this activity and establish that the results are as expected (i.e. energy is
directly proportional to V 2).
Provide plenty of algebraic and numerical examples that allow students to practise using
relationships involving energy storage in a capacitor.
Assessment
Examples of assessment tasks and questions
Assessment
Set up activities that allow
students to demonstrate what
they have learned in this unit.
The activities can be provided
informally or formally during
and at the end of the unit, or
for homework. They can be
selected from the teaching
activities or can be new
experiences. Choose tasks
and questions from the
examples to incorporate in
the activities.
Notes
School resources
A potential difference of 2.5 kV is applied to a pair of parallel metal plates separated by 8 cm.
What is the force experienced by a charge of 6.0 mC within the space between the plates?
Use Coulombs law to derive an expression for the magnitude of the electric field strength E at
a distance r from a point charge Q.
In a hydrogen atom, the average distance between the proton and the electron is about
0.037 nm. Calculate the magnitude of the force between them.
(Electron charge e = 1.60 x1019 C.)
List at least two ways in which electrical and gravitational fields are similar, and at least two
ways in which they differ.
At particle physics laboratories such as CERN, the kinetic energies of accelerated particles are
often expressed in MeV.
a. What is 1 MeV expressed in joules?
b. If a proton has kinetic energy 1.5 MeV, what is its speed?
(Electron charge e = 1.60 x 1019 C. Proton mass mp = 1.67 x 1027 kg.)
Draw a diagram showing the electric field lines and the lines of equipotential around two
positive point charges placed a few centimetres apart.
Draw a labelled set of sketch graphs to show how the pd across a capacitor, the charge stored
and the current in the circuit change with time as the capacitor discharges through a resistor.
On the same axes, draw another set of graphs showing how the pd, charge and current would
change with time if the original resistor were replaced by one with greater resistance.
A 100 F capacitor is connected to a 3 V battery then discharged through a 500 resistor.
Calculate:
a. the initial charge stored;
b. the initial discharge current;
c. the discharge current when the capacitor has lost half its initial charge.
Three capacitors, of capacitance 1, 2 and 4 pF, are connected (a) in series, (b) in parallel.
Calculate the resulting capacitance in each case.
A 10 000 F capacitor is connected to a 12 V battery then discharged through a lamp. How
much energy is emitted?

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GRADE 12A: Physics 5

Electrostatic charge and force

31 | Qatar science scheme of work | Grade 12 advanced | Unit 12AP.5 | Physics 5

Education Institute 2005

About this unit

This unit is the fifth of seven units on physics for

The main resources needed for this unit are:

You can also supplement the activities with

Students should understand, use and spell correctly:

Introduce the unit to students by summarising

electrical potential, potential gradient, potential difference, electron-volt

The unit is designed to guide your planning and

overhead projector (OHP)

Key vocabulary and technical terms

Standards for the unit

example of a field of force and know

attract but like charges repel each

between charged parallel plates, calculate the forces on charges in uniform

32 | Qatar science scheme of work | Grade 12 advanced | Unit 12AP.5 | Physics 5

Education Institute 2005

10A.31.2 Define potential difference and the

to potential gradient, solve problems involving potential energy and

12A.29.4 Recognise the similarities between electrical and gravitational fields.

gravitational field as an example of a

universal gravitation in the form

11A.30.1 Demonstrate an understanding of the

construction of capacitors and their

12A.29.5 Demonstrate an understanding of the construction and use of capacitors in

electrical circuits, and of how the charge is stored.

formulae for capacitors in series and in parallel.

10A.31.1 Know that electric current is the rate

of flow of charged particles, define

its charge and the potential difference between its plates.

Possible teaching activities

Using electric fields

Uniform electric field

Recall and use E = V d to

ICT opportunity: Use of the Internet.

33 | Qatar science scheme of work | Grade 12 advanced | Unit 12AP.5 | Physics 5

Education Institute 2005

Possible teaching activities

Uniform electric field

Safety: When using an EHT supply, ensure that

This discussion also relates to Standard

34 | Qatar science scheme of work | Grade 12 advanced | Unit 12AP.5 | Physics 5

Education Institute 2005

Possible teaching activities

Source: Salters Horners Advanced Physics A2

35 | Qatar science scheme of work | Grade 12 advanced | Unit 12AP.5 | Physics 5

Education Institute 2005

Possible teaching activities

Acceleration and ionisation

Field and potential

Define electrical potential at a

In an electric field, the charged particles accelerate.

Suitable demonstrations include the following.

36 | Qatar science scheme of work | Grade 12 advanced | Unit 12AP.5 | Physics 5

Education Institute 2005

Possible teaching activities

Suitable field configurations include the

combinations of one metal strip and one

two non-parallel straight metal strips;

Enquiry skills 12A.3.1, 12A.3.2, 12A.4.1