General Physics II

Quarter 3

Learner’s Packet
 General Physics II
Grade 12
Quarter 3

Schools Division Office Management Team: : Rosemarie C. Blando, August Jamora,

Merle D. Lopez

Writer/s: Carlwin M. Reyes

Illustrator: Julius Burdeos

General
Physics II
Quarter 3
First Edition, 2021

Published by: Department of Education SDO—

Rizal Schools Division Superintendent: Cherrylou
D. Repia Assistant Schools Division
Superintendents:
Gloria C. Roque and Babylyn M. Pambid

2
 ELECTRIC FIELDS
Lesson 1

Previously, you learned that charged objects feel either attractive or repulsive
forces from any other charged object. But what does a charge really do to its
surroundings – and how do we determine this?

In this lesson, you will try to discover what electric fields are and how it relates
to charges. Specifically you should be able to:

1. Infer the direction of electric field vector, nature of the electric field
sources, and electrostatic potential given the equipotential lines;
2. Calculate the electric field in the region given a mathematical function
describing its potential in a region of space.

PRE ASSESSMENT

Modified True or False

Directions: Read each statement carefully. Write TRUE on your answer sheets if the
statement is correct. If it is false, write the letter that corresponds to the part of the
statement that makes the sentence incorrect.

1. All objects emit an electric field.

A B C
2. Magnetic fields are similar in a way to electric fields.
A B C
3. An electric field is a region in space where a magnet’s force can be observed.
A B C
4. An electric field is a region in space where a charged particle’s force can be
A B
observed.
C

5. A test charge is normally positively charged.

A B C
6. A test charge is needed to determine the strength of an electric field.
A B C
7. The strength of anelectric field is dependent on the source charge.
A B C

8. The electric field strength is not affected by the distance a test charge is placed.
A B C
9. The unit of measurement for electric field strength is Newtons per Coulomb.
A B C

10. The unit of measurement for electric field strength is Coulombs per Newton.
A B C

3
 Learning Task 1: Magnetic Imaging

Direction: Recall from your Junior High School days how a magnet behaves then
consider the images below. Draw the magnetic field lines that shows the interaction
of the magnets. Will the magnets attract or repel?

1.

2.

3.

As you learned earlier, electrical charges exert non-contact forces when they
are placed in proximity to each other. So to determine the strength of a charge, you
need to have 2 of them (Q1 and Q2). But it is also important to determine the effect a
single charge would have at every point that surrounds it. To figure this out,
scientists use what is called a test charge.

A test charge (q) is an idealized model of an object whose physical properties

are assumed to be negligible (i.e. mass, size, etc) except for the property being
measured. This means that the test charge will not have any effects on the actual
charge being observed, but will react accordingly to the force exerted by the said
charge. Using a test charge, it became easier for scientists to figure out how a charge
affects any point in a certain location – this location is the electric field.

4
 The electric field is a region in space in which an electric charge’s force can
be observed. The field’s direction at a point in this field is the direction that the test
charge (which is normally positively charged) would move if placed at this point.

Q1 q
Since the test charge (q) is moving to the right relative to the source charge (Q 1), the
electric field’s direction at said point is also to the right.

Wherever you place test charge q relative to charge Q1, the direction of the
electric field will still be in the direction of the test charge’s motion. In short, the
electric field radiates from a point charge outward in all directions – somewhat
similar to a magnet’s magnetic field except a charge has only one pole (the charge,
either positive or negative). You can imagine the electric field of point charge Q 1
looking like the image below:

Q1
q

If you place a test charge q at any point around Q1, it will still move relative to the
direction of the electric field.

The direction of the electric field lines depends on the polarity of the charge.
A positive charge will always deflect a test charge away from it (since the test charge
q is normally positive), while a negative charge will have its electric field lines directed
towards itself.

5
 Similar to magnets, point charges exhibit attractive and repulsive forces. And
similar to magnets, we can show this by drawing the electric field lines interacting
between two charges. Considering the illustration below, you know that placing a
test charge between the two charged particles will push it towards the negatively
charged particle in a straight line.

+Q -Q
Placing the test charge higher, will result in a curved electric field line as the
test charge will first be pushed off tangential to the +Q then be attracted to the
negatively charged particle like so:

+Q -Q

Following the same analogy, we can easily determine the appearance of the
electric field lines from different locations in +Q. Note that the direction of the charge
for +Q is always away from the point charge and always into the point charge in -Q.

We use electric field lines to visualize and analyze electric fields (the lines are
a pictorial tool, not a physical entity in themselves). The properties of electric field
lines for any charge distribution can be summarized as follows:

1. Field lines must begin on positive charges and terminate on negative

charges, or at infinity in the hypothetical case of isolated charges.

2. The number of field lines leaving a positive charge or entering a negative

charge is proportional to the magnitude of the charge.

6
 3. The strength of the field is proportional to the closeness of the field lines—
more precisely, it is proportional to the number of lines per unit area
perpendicular to the lines.

4. The direction of the electric field is tangent to the field line at any point in
space.

5. Field lines can never cross.

Learning Task 2: Show me the Field

Directions: Consider the point charges below. Draw the electric field lines that can
be observed from such scenarios.

1.

-Q +Q

2.
+Q +Q

3.
-Q -Q

Recall in the previous lesson that the force exerted between two or more
charges can be computed using Coulomb’s law. Similarly, the strength of an electric
field can be derived for any system with a point charge Q (may be positive or negative)
and a test charge q.

Consider the Coulomb’s law equation:

𝑄1 𝑄2
𝐹=𝑘
𝑟2

7
where F is the force between two charges Q1 and Q2, r is the distance between the
charges and k is the Coulomb’s constant (1/4. If we use the same formula to solve
for the force between a point charge Q and a test charge q, we arrive at the
formula:

𝑄𝑞
𝐹=𝑘
𝑟2

However, with this function, you can see that the strength of the electric field
F still depends on both the point charge and the test charge. We do not want that as
what we are after is the strength of the electric field generated by point charge Q.

The electric field, if you break it down to it most basic component, is simply
how much Coulomb force (electrostatic force) is being exerted on a positive test
charge. The electric field E, therefore, is simply defined as the ratio of the force of
attraction or repulsion, F, to the test charge (E is understood to be the in the same
direction as F):

𝐹
𝐸=
𝑞

Plugging in the value of F given by the formula

𝑄𝑞
𝐹=𝑘 ,
𝑟2

we arrive at

𝐹 𝑄𝑞
𝐸= ≫𝐸= 𝑘 2
𝑞 𝑞𝑟

Cancelling the test charge q, we arrive at

𝑄
𝐸=𝑘
𝑟2

With this function, our electric field strength is now only dependent on the
point charge Q. Since the E is the force per unit charge, the unit is Newtons per
Coulomb (N/C).

Consider the following problems:

(Electric field on a point charge Q)

8
1. Calculate the strength and direction of an electric field generated by a 3.00x10-9
C at a distance of 1.00x10-2 m.

Analysis:

Since we are given the value of the point charge Q and the distance where the electric
field strength is to be measured, we will be suing the formula:

𝑄
𝐸=𝑘
𝑟2

Given: Q = 3.00x10-9 C; r = 1.00x10-2 m; k = 8.99x109 Nm2/C2

Asked: E

Solution:
𝑄
𝐸=𝑘
𝑟2
𝑁𝑚2
9
(3.00𝑥10−9 𝐶 )
𝐸 = (8.99𝑥10 )𝑥
𝐶2 (1.00−2 𝑚)2

𝑁𝑚2 𝐶
𝐸 = 8.99𝑥109 2
𝑥 3.00𝑥10−5 2
𝐶 𝑚

𝐸 = 269,700 𝑁/𝐶

Discussion: The strength of the electric field will be the same as long as you
measure it at 1.00x10-2m from the source. As long as you are measuring at
the same distance from the source, you can say that a test charge will be at
an equipotential line.

(Force exerted by an electric field on a point charge by an electric field)

2. What force will a 2.70x105 N/C electric field exert on a -2.50x10-6 C point
charge?

Analysis:

Determining the force, F, a certain electric field exerts on a charge uses the
function

𝐹
𝐸= 𝑏𝑢𝑡 𝑟𝑒𝑎𝑟𝑟𝑎𝑛𝑔𝑒𝑑 𝑡𝑜 𝐹 = 𝑞𝐸
𝑞

9
 Given: E = 2.70x105 N/C; q = -2.50x10-6 C

Asked: F

Solution:

𝐹 = 𝑞𝐸

2.7𝑥105 𝑁
𝐹 = (−2.5𝑥10−6 𝐶 ) ( )
𝐶

𝐹 = −0.675 𝑁

Discussion: It is important to note that since the value of F is negative, the

force exerted by the field on the test charge is attractive.

Learning Task 3: Problem Solving

Directions: Read and analyze the problems below. Solve for what is asked. Make
sure to follow G-A-S format shown in the previous examples.

1. Calculate the electric field strength from a 1.25x10-8C charge if the test
charge is placed 2.50x10-5m.

2. An electric field with a strength of 1.25x104N/C exerted 2.50 N on a

certain test charge, q. Determine the charge on q.

3. How far must a 1.00x10-7C test charge (q) be from a 5.00x10-6C point
charge (Q) for it to experience a push of about 1.25 N?

Learning Task 4: Your Turn To Share

Directions: Based on what you have learned, complete the following paragraphs.
Make sure to write down at least 3 key points for each header.

The Topic was about

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

10
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
It Matters because
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I’ve Learned today that
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Learning Task 5: Those Who Can Do, Teach

Directions: Imagine that you are a Physics teacher teaching your students. Create a
5-step guide on how to solve problems about electric field strength. Consider the
rubric given below for your output.

11
 RUBRIC 4 3 2 1
FOR Excellent Exceeds Meets Needs
RATING Standards Standards Improvement

Facts All information All information Few incorrect Needs major

are accurate are accurate. information. revisions.
and logically Presentation is Presentation
presented. not that logical. needs work.

Grammar No grammatical Few With Needs major

errors. grammatical considerable revisions.
errors. grammatical
errors.

Approach Novel and Needs more Somewhat Needs major

makes learning novelty, but will useful. revisions.
interesting. surely be
useful.

ASSESSMENT

Modified True or False

Directions: Read each statement carefully. Write TRUE on your answer sheets if the
statement is correct. If it is false, write the letter that corresponds to the part of the
statement that makes the sentence incorrect.

1. All objects emit an electric field.

A B C

2. Magnetic fields are similar in a way to electric fields.

A B C

3. An electric field is a region in space where a magnet’s force can be observed.

A B C

4. An electric field is a region in space where a charged particle’s force can be

A B
observed.
C

12
5. A test charge is normally positively charged.
A B C

6. A test charge is needed to determine the strength of an electric field.

A B C

7. The strength of an electric field is dependent on the source charge.

A B C

8. The electric field strength is not affected by the distance a test charge is placed.
A B C

9. The unit of measurement for electric field strength is Newtons per Coulomb.
A B C

10. The unit of measurement for electric field strength is Coulombs per Newton.
A B C

13
Answers

14
 CAPACITORS AND CAPACITANCE
Lesson 2

One of the key components of any electronics circuit board on any gadget or
appliance nowadays are capacitors. It is so commonplace that it is rare for any
electric product to not include at least one capacitor for some purpose.

But what are capacitors? What do they do in circuits that almost every electric
product has them? Most importantly, how do capacitors work? These are but some
of the questions that you will surely find the answer to after finishing this module.

Specifically you should be able to:

1. Deduce the effects of simple capacitors on the capacitance, charge and

potential difference when the size, potential difference or charge is
changed.

PRE ASSESSMENT

Directions: Read each statement carefully. Provide what is asked by writing the
letter of the correct answer on the space provided before each number (or on your
answer sheets).

___1. A ___ is a device used to store electric charge.

a. capacitor c. resistor
b. moderator d. respirator
___2. The amount of charge that can be stored on a capacitor depends on ___.
a. current applied c. type of wire
b. physical characteristics of capacitor d. resistance
___3. The ___ applied to a capacitor also affects the amount of charge it can store.
a. voltage c. resistance
b. charge d. heat
___4. A ___ consists of two identical parallel conducting plates separated either by a
certain distance or material.
a. parallel capacitor c. square capacitor
b. rolled capacitor d. parallel plate capacitor
___5. The unit Farad is equivalent to ___.
a. 1 V/m2 c. 1 C/V
b. 1 V/C d. 1 N/C
6-10). Solve the problem below:
If the plate separation of a capacitor is 2.00x10 -3 m, determine the area of
the plates if the capacitance is exactly 1.00 F.

15
 A capacitor is a device used to store electric charge. Capacitors have
applications ranging from filtering static out of radio reception to energy storage in
heart defibrillators. Typically, commercial capacitors have two conducting parts
close to one another, but not touching, such as those in the figure below:

When battery terminals are connected to an initially uncharged capacitor,

equal amounts of positive and negative charge, +Q and -Q, are separated into its two
plates. The capacitor remains neutral overall, but we refer to it as storing a charge
Q in this circumstance.

Both capacitors were initially uncharged before being connected to a

battery. They now have separated charges of and on their two halves. (a) A
parallel plate capacitor. (b) A rolled capacitor with an insulating material
between its two conducting sheets

The amount of charge a capacitor can store depends on two major factors—
the voltage applied and the capacitor’s physical characteristics, such as its size.

A system composed of two identical, parallel conducting plates separated by

a distance is called a parallel plate capacitor. It is easy to see the relationship
between the voltage and the stored charge for a parallel plate capacitor. Each electric
field line starts on an individual positive charge and ends on a negative one, so that
there will be more field lines if there is more charge. (Drawing a single field line per
charge is a convenience, only. We can draw many field lines for each charge, but the
total number is proportional to the number of charges.) The electric field strength
is, thus, directly proportional to charge Q. Look at the image below:

16
 Electric field lines in this parallel plate
capacitor, as always, start on positive charges and
end on negative charges. Since the electric field
strength is proportional to the density of field lines,
it is also proportional to the amount of charge on the
capacitor. Hence we can say that 𝐸 ∝ 𝑄. where the
symbol ∝ means “proportional to”. And basing on
the discussion on electric potential previously, you
may recall that V = Ed. Therefore, 𝑉 ∝ 𝐸.

It follows then that V ∝ Q and conversely, Q

∝ V. Based on this, we can say that in general, the
greater the voltage V applied to a capacitor, the
greater the charge Q stored in it.

We can therefore define a capacitors

capacitance C to be such that the charge Q stored
in a capacitor is proportional to C. We thus arrive at
Q = CV giving us the two major factors that affect
the amount of charge stored. Rearranging the
equation, we see that capacitance is the amount of
charge Q per volt or
𝑄
𝐶= .
𝑉

The unit of capacitance is the farad (F), named in honor of Michael Faraday
(1791–1867), an English scientist who contributed to the fields of electromagnetism
and electrochemistry. Since capacitance is charge per unit voltage, we see that a
farad is a coulomb per volt, or 1F = 1C/V.

A parallel plate capacitor has two identical conducting plates, each having a
surface area A, separated by a distance d (with no material between the plates).
When a voltage V is applied to the capacitor, it stores a charge Q. We can see how
its capacitance depends on A and d by considering the characteristics of the
Coulomb (electrostatic) force. We know that like charges repel, unlike charges
attract, and the force between charges decreases with distance. So it seems quite
reasonable that the bigger the plates are, the more charge they can store—because
the charges can spread out more. Thus C should be greater for larger A. Similarly,
the closer the plates are together, the greater the attraction of the opposite charges
on them. So C should be greater for smaller d

It can be seen in the image below that for a parallel plate capacitor there are
only two factors (A and d ) that affect its capacitance. The capacitance of a parallel
𝐴
plate capacitor in equation form is given by the formula: 𝐶 = 𝜀𝑜
𝑑

17
 A is the area of one plate in square meters, and
d is the distance between the plates in meters.
The constant 𝜀𝑜 is the permittivity of free
space; its numerical value in SI units is 𝜀𝑜 =
𝐹
8.85𝑥10−12 . The small numerical value of is
𝑚
related to the large size of the farad. A parallel
plate capacitor must have a large area to have
a capacitance approaching a farad. (Note that
the above equation is valid when the parallel
plates are separated by air or free space. When
another material is placed between the plates,
the equation is modified.)

(Capacitance and Charge stored in Parallel Plate Capacitors)

1. (a) What is the capacitance of a parallel plate capacitor with metal plates, each of
area 1.00m2, separated by 1x10-3m? (b) What charge is stored in this capacitor if a
voltage of 3.00x103V is applied to it?

Analysis:

𝐴
Finding the capacitance C is a straightforward application of the equation 𝐶 = 𝜀𝑜 .
𝑑
Once C is found, the charge stored can be found using the equation Q = CV.

Given: A = 1.00m2, d = 1x10-3m, V = 3.00x103V

Asked: C and Q

𝐴 8.85𝑥10−12 𝐹 1.00𝑚2
Solution: 𝐶 = 𝜀𝑜 = ( )( ) = 8.85 𝑥 10−9 𝐹
𝑑 𝑚 1.00𝑥10−3 𝑚

The previous example highlights the difficulty of storing a large amount of

charge in capacitors. If d is made smaller to produce a larger capacitance, then the
maximum voltage must be reduced proportionally to avoid breakdown (since E=V/d).
An important solution to this difficulty is to put an insulating material, called a
dielectric, between the plates of a capacitor and allow d to be as small as possible.
Not only does the smaller make the capacitance greater, but many insulators can
withstand greater electric fields than air before breaking down.

18
 Learning Task 1: Problem Solving

Directions: Read and analyze the problems below. Solve for what is asked. Make
sure to follow G-A-S format shown in the previous examples.

1. Determine the amount of charge stored on either plate of a capacitor

(4x10-6 F) when connected across a 12 V battery.

2. A parallel plate capacitor is constructed of metal plates, each with an

area of 0.20 m2. The capacitance is 7.9x10-9 F. Determine the plate
separation distance.

3. Calculate the voltage of a battery connected to a parallel plate capacitor

with a plate area of 2.00x10-2 m2 and a plate separation of 2.0x10-3 m if
the charge stored is 4.00x10-12 C.

Learning Task 2: Your Turn To Share

Directions: Based on what you have learned, complete the following paragraphs.
Make sure to write down at least 3 key points for each header.

The Topic was about

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
It Matters because
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

19
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I’ve Learned today that
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Learning Task 3: Those Who Can Do, Teach

Directions: Imagine that you are a Physics teacher teaching your students. Create
a 5-step guide on how to solve problems about capacitance, given the area A and
distance d of capacitor plates. Consider the rubric given below for your output.

RUBRIC 4 3 2 1
FOR Excellent Exceeds Meets Needs
RATING Standards Standards Improvement

Facts All information All information Few incorrect Needs major

are accurate are accurate. information. revisions.
and logically Presentation is Presentation
presented. not that logical. needs work.

Grammar No grammatical Few With Needs major

errors. grammatical considerable revisions.
errors. grammatical
errors.

Approach Novel and Needs more Somewhat Needs major

makes learning novelty, but will useful. revisions.
interesting. surely be useful.

20
ASSESSMENT

Directions: Read each statement carefully. Provide what is asked by writing the
letter of the correct answer on the space provided before each number (or on your
answer sheets).

___1. A ___ is a device used to store electric charge.

a. capacitor c. resistor
b. moderator d. respirator
___2. The amount of charge that can be stored on a capacitor depends on ___.
a. current applied c. type of wire
b. physical characteristics of capacitor d. resistance
___3. The ___ applied to a capacitor also affects the amount of charge it can store.
a. voltage c. resistance
b. charge d. heat
___4. A ___ consists of two identical parallel conducting plates separated either by a
certain distance or material.
a. parallel capacitor c. square capacitor
b. rolled capacitor d. parallel plate capacitor
___5. The unit Farad is equivalent to ___.
a. 1 V/m2 c. 1 C/V
b. 1 V/C d. 1 N/C
6-10). Solve the problem below:
If the plate separation of a capacitor is 2.00x10 -3 m, determine the area of
the plates if the capacitance is exactly 1.00 F.

21
Answers

22
References
Books:

Urone, P., Hinrichs, R., (2020). College Physics, Openstax

Horner M. et al., (2008). FHSST: Physics Grades 10-12, [Link]

23
Para sa mga katanungan o puna, sumulat o tumawag sa:

Department of Education Division Rizal Office

Address: DepEd Bldg.,Cabrera Rd.,Bgy. Dolores,Taytay,Rizal 1920

Telephone number: 09274562115/09615294771

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