UNIVERSITY OF SOUTHERN MINDANAO

COLLEGE OF EDUCATION
UNIVERSITY LABORATORY SCHOOL
KABACAN, COTABATO

PHYSICS ii
GRADE 12

Module 1

COMPILER|CHRISTINE E. PARROCHA
 LEARNING MODULE

IN

PHYSICS II
STEM_GP12EM

MODULE 1

Compiler
Christine E. Parrocha
2020

No part of this book may be reproduced or utilized in any form or by any

means, electronic or mechanical, including photocopying, recording or any
information storage or retrieval system, without permission writing from the

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
 Ideas, concepts, diagrams, and/or illustrations depicted in this learning
material are excerpts from established references and properly noted in the list
of literatures cited herein. The author in this learning material remains a
compiler and does not claim full and authentic ownership of all the contents in
this module, nor in any manner willfully infringe the copyright law and other
existing provisions appertaining thereto.

This Learning Material is printed for the sole use of Classroom or

Distance/Remote learning of USM and is not intended for commercial
purposes. Any use or reproduction in part or in full, other than what is intended
for requires the consent of authorized and competent authority of the University
of Southern Mindanao.

i
USM VISION

Quality and relevant education for its clientele to be globally competitive,

culture sensitive and morally responsive human resources for sustainable
development.

USM MISSION

Help accelerate the socio-economic development, promote harmony

among diverse communities and improve quality of life through instruction,
research, extension and resource generation in Southern Philippines.

USM CORE VALUES

Goodness
Responsiveness
Excellence
Assertion of Right and
Truth

USM QUALITY POLICY STATEMENT

The University of Southern Mindanao, as a premier university, is

committed to provide quality instruction, research development and extension
services and resource generation that exceed stakeholders' expectation
through the management of continual improvement efforts on the following
initiatives:

1. Establish Key Result Areas and performance indicators across all

mandated functions;
2. Implement quality educational programs;
3. Guarantee competent educational service providers;
4. Spearhead need-based research outputs for commercialization,
publication, patenting, and develop technologies for food security,
climate change mitigation and improvement in the quality of life;
5. Facilitate transfer of technologies generated from research to the
community for sustainable development;
6. Strengthen relationship with stakeholders;
7. Sustain good governance and culture sensitivity; and
8. Comply with customer, regulatory and statutory requirements.

ii
GOALS

The College of Education provides leadership in teacher education in

South Central Mindanao through quality, culture-sensitive, and value-oriented
research and instruction to prepare educational professionals recognized for
innovative teaching and community service.

VISION

The University Laboratory School envisions holistic excellence in

Secondary Education for professional and vocational pursuits.

MISSION

To provide holistic secondary education clientele, through scientific,

technological, ecological, moral, cultural, and sports development; to equip the
students with basic skills for productive entrepreneurship to attain self-
sufficiency and, to cater the training needs of different education programs of
the University of Southern Mindanao.

GOAL

To attain academic and vocational excellence by promoting quality

education among elementary graduates within its service area. To extend
better college preparation towards agriculture, home economics, trades and
industry, mathematics, science and technology, engineering and education
courses; and to equip with sufficient knowledge and skills which the graduate
can apply to earn decent living should fail to pursue college education because
of financial constraints.

iii
Course Number STEM_GP12EM
Course Title General Physics 2
Credit Unit 1.33
Prerequisites General Physics 1
Course Electricity and magnetism; optics; the basics of special
Description relativity, atomic and nuclear phenomena using the
methods and concepts of algebra, geometry,
trigonometry, graphical analysis, and basic calculus.
Course At the end of this course, students are expected to acquire
Outcomes the necessary knowledge for understanding the
phenomena of Electricity and Magnetism. Specifically, the
students should be able to use the principle of
superposition and law of Gauss to calculate the electrical
forces and the intensity of the electric field in various
electricity problems, and to calculate the electric potential
of charge distributions and through this to specify the
intensity of the electric field. Furthermore, students should
be able to understand the basics of electrical circuits,
capacitors and resistors and analyze circuits using
Kirchhoff ‘s rules and to calculate the magnetic forces that
act on moving charges and the magnetic fields due to
currents (Hall effect, Biot-Savart and Ampere laws).

iv
 The module contains activities that will enable learners to acquire the
necessary knowledge for understanding the phenomena of Electricity and
Magnetism.
These competencies are covered in 4 lessons in the First Grading of
this course.
Each lesson is directed to the accomplishment of two or three learning
outcomes (LO) below:

Lesson 1 - Electric Charges

LO1 - Describe an atom
LO2 - Explain the behavior of electric charges
LO3 - Distinguish between positively charged and negatively charged
objects.
Lesson 2 - Conductors and Insulators and Methods of Charging
LO1 - Describe the differences and similarities between conductors and
insulators
LO2 - Predict charge distribution between conductors and insulators

LO3 - Explain the process of charging by friction, conduction, and

induction
LO4 - Explain the role of electron transfer in electrostatic charging.

Lesson 3 - Coulombs Law

LO1 - Discuss Coulomb's law
LO2 - Write down and explain Coulomb’s law in vector form
LO3 - Calculate the net electric force on a point charge exerted by a
system of point charges
Lesson 4 - Electric Forces and Fields
LO1 - Describe an electric field as a region in which an electric charge
experiences a force
LO2 - Relate the electric field and electric force on a test charge
LO3 - Draw electric field lines of particular charge and charge
distributions
LO4 - Calculate the electric field due to a system of point charges using
Coulomb’s law and the superposition principle

v
This module has 4 Lessons. Each Lesson has the following parts:
 Topic
 Learning Outcomes
 What do you need to know?
 How much you have learned? (Formative assessment)
 How do you apply what you have learned?
(Application/problem Solving)

To get the most from this Module, you need to do the following:
1. Begin by reading and understanding the Learning Outcomes of
each Lesson. The Learning Outcomes tell what you should know
and be able to do at the end of this Module.
2. Do the required Learning Activities.
3. Demonstrate what you learned by doing what the
Activity/Operation/Job Sheet directs you to do.
4. Write your answers to all tests on a separate sheet which will be
submitted to the teacher for checking.
5. You must be able to apply what you learned in another activity or
in real life situation.

Each Lesson also provides you with references and definition of

key terms for your guide. They can be of great help. Use them fully. If you have
questions, ask your teacher for assistance.

vi
 This learning module is intended for First Grading. There is 1 Unit in this
grading with 4 lessons. Lessons are distributed in weekly basis. Students
should be guided with this learning plan/schedule to better facilitate this
modularized learning experience.

WEEK LESSON EXPECTED OUTPUT

1 USM Vision, Mission, Goals and
Objectives, and Quality Policy
Statement
CED Goals
ULS VMGO
2 Lesson 1: Electric Charges Answered Quiz
Essay
3 Lesson 2: Conductors and Answered Quiz
Insulators Essay
Methods of Charging
4 Lesson3 :Coulomb’s Law Answered Quiz
5 Lesson 3: Problem Solving on Answered Problem Set
Coulomb’s Law
6 Lesson 4 : Electric Forces and Answered Quiz
Fields
7 Lesson 4: Problem Solving on Answered Problem Set
Electric Forces and Fields
8 MIDTERM EXAMINATION Accomplished Test Paper

vii
 1. Written outputs should be well-written and must follow given
specifications. Honesty and integrity in ideas and content should be
exercised. There will be no consideration for plagiarism or stealing the
ideas of others like copying from the internet or from classmates.
Plagiarized outputs will automatically get a failing mark.

2. Ideas for oral outputs (audio/video) should be well-thought of and must

be communicated clearly and effectively.

3. Students’ outputs must always be submitted during the scheduled

deadline. Special task will not be given except for valid reasons which
should require an attachment like medical certificate.

4. Students are expected to practice independent learning but are still

encouraged to consult with the teacher. The teacher will be available for
consultation and advisement during the given consultation period and
can be reached through the given contact information.

The scholastic performance of a student is indicated by the marks he

receives in each subject. A students ' grade is computed at the end of each
grading. The Grading System for this course shall adopt DepEd Order No. 8
s.2015: Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program. The Highest Possible Grade is 100% and the Lowest
Grade is 60%. Components and their corresponding weight percentages to be
used in the computation of grades are as follows;

25%- Written Work- ensures that students are able to express skills and
concepts in written form (long quiz, unit tests, and summative
assessments)
50%- Performance Tasks – allows learners to show what students know in
diverse ways (Skills demonstration, group presentation, oral work, PPT
reports, and research projects)
25%- Quarterly Assessment- measures student learning at the end of the
quarter (Periodical Test, Objective Paper and Pencil Test, Authentic
Assessment or Combination of both)

viii
Author’s Declaration i
USM VMGO ii
CED Goals iii
ULS VMGO iii
Course Details iv
About the Module v
How to Use the Module vi
Learning Plan vii
Output Submission Policies viii
Grading System viii

Electrostatics 1
Lesson 1: Electric Charges
How Much Have You Learned? 4
How Do You Apply What You Have Learned? 5
Lesson 2: Conductors and Insulators Methods of Charging 6
Conductors 6
Insulators 6
Semiconductors 7
Methods of Charging 8
How Much Have You Learned? 13
How Do You Apply What You Have Learned? 15
Lesson 3: Coulombs Law 16
How Much Have You Learned? 21
How Do You Apply What You Have Learned? 23
Lesson 4: Electric Forces and Fields 24
Problem-Solving Strategy 26
How Much Have You Learned? 30
How Do You Apply What You Have Learned? 32
References 33

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

ELECTROSTATICS
Lesson 1: Electric Charges

Learning Outcomes
1. Describe an atom.
2. Explain the behavior of electric charges.
3. Distinguish between positively charged and negatively charged
objects.

Electrostatics – the study of electric charge at rest (not in motion, as in electric

currents)

Electric Charge
The term positive and negative refer to electric charge, the fundamental
quantity that underlies all electrical phenomena.
 All matter is made up of atoms. Atoms are composed of protons (+),
neutrons (0), and electrons (-).

 Here are some important facts about atoms:

1. Every atom is composed of a positively charged nucleus around which,
are electrons.
2. The electrons of all atoms have the same quantity of negative charge
and the same mass.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

3. The nucleus is composed of protons and neutrons. Protons are almost

2000 times more massive than electrons but carry an amount of positive
charge equal to the negative charge of the electrons. Neutrons are
slightly more massive than protons and have no net charge.
4. All normal atoms have exactly as many electrons surrounding the
nucleus as there are protons within the nucleus. Thus, a normal atom
has no net charge.
Masses and Charges of Subatomic Particles

Mass Charge
-27
Proton 1.673 x 10 kg +1.602 x 10-19 C
Neutron 1.675 x 10-27 kg 0C
-31
Electron 9.109 x 10 kg +1.602 x 10-19 C

 There are two electric charges.

 They are called positive and negative. The protons are positive and the
electrons are negative.
 The rules that govern the behaviors are:
 Like charges repel.
 Opposite charges attract.
 Charged objects attract neutral objects
 Without this attraction, electrons would not be held in atoms.

 In neutral atom there are as many electrons as protons, so there is no net

charge. The positive balances the negative exactly.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

 If an electron is removed from an atom, then it is no longer neutral. The atom

then has one more positive charge (proton) than negative charge (electron)
and is said to be positively charged.
Ion – a charged atom
Positive ion – has a net positive charge
Negative ion – an atom with one or more extra electrons and is
negatively charged
 Material objects are made of atoms. Objects ordinarily have equal number of
electrons and protons and are therefore electrically neutral. But if there is a
slight imbalance in the numbers, the object is electrically charged.
 An imbalance comes about when electrons are added or removed.
 It is this imbalance of positive and negative charges that causes:
 Balloons to stick to walls.
 Your hair to stand on end when brush your hair on a dry day.
 And the electric shock you sometimes get from the door handle.
 How much work is required to remove an electron away from an atom varies
for different substances:
1. The electrons are held more firmly in plastic than in your hair. So, when a
comb is rubbed through your hair, electrons transfer from the hair to the
comb. The comb then has an excess of electrons and is said to be
negatively charged. The hair, in turn, has a deficiency of electrons
and is said to be positively charged.
2. If you rub a glass or plastic rod with silk, you’ll find that the rod becomes
positively charged. The silk has greater affinity for electrons than the
glass or plastic rod. Electrons are rubbed off the rod and onto the silk.
* An Object having unequal numbers of electrons and protons is
electrically charged. If it has more electrons than protons, it is negatively
charged. If it has fewer electrons than protons, it is positively charged.
* It is important to note that electrons move around readily while protons
do not. When an object becomes negative it has gained more negative
electrons than protons. When an object becomes positive is has lost
electrons. For every object that gained electrons and became negative
another lost them and is equally charged positive.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

Multiple Choice Choose the letter of the correct answer.

1. Each of three objects has a net charge. Objects A and B attract one another.
Objects B and C also attract one another, but objects A and C repel one
another. Which one of the following table entries is a possible combination of
the signs of the net charges on these three objects?
A B C
a. + + −
b. − + +
c. + − −
d. − + −
e. − − +
2. Complete the following statement: When an ebonite rod is rubbed with
animal fur, the rod becomes negatively charged as
a. positive charges are transferred from the fur to the rod.
b. negative charges are transferred from the rod to the fur.
c. negative charges are created on the surface of the rod.
d. negative charges are transferred from the fur to the rod.
e. positive charges are transferred from the rod to the fur.
3. Complete the following statement: When a glass rod is rubbed with silk cloth,
the rod becomes positively charged as
a. positive charges are transferred from the silk to the rod.
b. negative charges are transferred from the rod to the silk.
c. positive charges are created on the surface of the rod.
d. negative charges are transferred from the silk to the rod.
e. positive charges are transferred from the rod to the silk.
4. To make an uncharged object have a negative charge we must:
a. add some atoms
b. remove some atoms
c. add some electrons
d. remove some electrons
e. write down a negative sign
5. To make an uncharged object have a positive charge:
a. remove some neutrons
b. add some neutrons
c. add some electrons
d. remove some electrons
e. heat it to cause a change of phase

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

Answer the following questions.

1. Why do clothes often cling together after tumbling in the clothes dryer?
2. We do not feel gravitational forces between ourselves and the objects
around us because these forces are extremely small. On the other hand,
electrical forces are extremely huge. If we and the objects around us are
composed of charged particles, why do we not feel electrical forces?
Submitted work may be evaluated using the following criteria:
 Logical discussion of scientific concepts used for the argument.
 Logical build-up of reasoning to support the choice.

RUBRICS FOR ESSAY

1 2 3 4
FOCUS Minimal evidence of No apparent point Apparent point Sharp, distinct
a topic. but evidence of a made about a controlling point
specific topic. single topic with made about a single
evident awareness topic with evident
of task. awareness of task.
CONTENT Superficial and/or Limited content Sufficiently Substantial, specific,
minimal content. with inadequate developed content and/or illustrative
elaboration or with adequate content
explanation. elaboration or demonstrating strong
explanation. development and
sophisticated ideas.
ORGANIZATION Minimal control of Confused or Functional Sophisticated
content inconsistent arrangement of arrangement of
arrangement. arrangement of content that content with evident
content with or sustains a logical and/or subtle
without attempts of order with some transitions.
transitions. evidence of
transitions.
STYLE Minimal variety in Limited word Generic use of Precise, illustrative
word choice and choice and control variety of words use of a variety of
minimal control of of sentence and sentence words and sentence
sentence structures. structures and structures that may structures to create
inhibit voice and or may not create consistent with
tone. writer’s voice and writer’s voice and
tone appropriate to tone appropriate to
audience. audience.
CONVENTIONS Minimal control of Limited control of Sufficient control of Evident control of
grammar, grammar, grammar, grammar, mechanics,
mechanics, spelling, mechanics, mechanics, spelling, usage and
usage and sentence spelling, and usage spelling, usage and sentence formation
formation. and sentence sentence
formation. formation.
TOTAL 20 POINTS

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

ELECTROSTATICS
Lesson 2: Conductors and Insulators
Methods of Charging

Learning Outcomes
1. Describe the differences and similarities between conductors and
insulators.
2. Predict charge distribution between conductors and insulators.
3. Explain the process of charging by friction, conduction, and
induction.
4. Explain the role of electron transfer in electrostatic charging.

 The flow of electric charge is called electric current.

Conductors

Any material having free charged particles that easily flow through it when an
electric force acts on them

 A material that allows electric current to pass through is a good electrical

conductor. Current moves through conductors because electrons easily
escape from one atom of a conductor to another.
 It is easy to establish the electric current in metals because one or more of
the electrons in the outer shell of the atoms in a metal are not anchored to
the nuclei of particular atoms, but is free to wander in the material.
 Metals are good conductors of electric current for the same reason they are
good heat conductors.
 Conductors are used to make wires. For example, a lamp cord has metal
wire and metal prongs.
 Copper, aluminum, and mercury are good conductors.

Insulators

A material without free charged particles and through which charge does not
easily flow.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

 The electrons in other materials are tightly bound and belong to particular
atoms. They are not free to wander about among other atoms in the
material. Consequently, it isn’t easy to make them flow.
 These materials are poor conductors of electric current for the same reason
they are generally poor heat conductors.
 The insulating material in a lamp cord stops charges from leaving the wire
and protects you from electric shock.
 Plastic, rubber, glass, wood, and air are good insulators.

Semiconductors

 Whether a substance is classified as a conductor or an insulator depends on

how tightly the atoms of the substance hold their electrons.
 Some materials, such as germanium and silicon, are neither good
conductors nor good insulators, and fall in the middle of the range of
electrical resistivity.
 These materials are fair insulators in their pure crystalline form but increase
tremendously in conductivity when even one atom in 10 million is replaced
with an impurity that adds or removes an electron from the crystal structure.
 These materials can be made to behave sometimes as insulators and
sometimes as conductors.
 Thin layers of semiconducting materials sandwich together make up
transistors, which are used to control the flow of currents in circuits, to
detect and amplify signals, and to produce oscillations in transmitters; they
also act as digital switches.
 A semiconductor will also conduct when light of the proper color shines on it.
 A pure selenium plate is normally a good insulator, and any electric charge
build up on its surface will remain there for extended period in the dark. If the
plate is exposed to light, however, the charge leaks away almost
immediately.
 If a charged selenium plate is exposed to a pattern of light, such as the
pattern of light and dark that makes up this page, the charge will leak
away only from the areas exposed to light.
 If a black plastic powder were brushed across its surface, the powder
would stick only to the charged areas where the plate had not been
exposed to light.
 Now if a piece of paper with an electric charge on the back were put
over the plate, the black plastic powder would be drawn to the paper to
form the same pattern as, say, the one on this page.
 If the paper were then heated to melt the plastic and fuse it to the paper,
then you have a photocopied document.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

Methods of Charging
Things are charged by transferring electrons from one place to another. This
can be done by physical contact, as occurs when substances are rubbed
together or simply touched. Or redistribute the charge on an object by simply
putting a charged object near it (induction).
Charging by Friction

 Charging by friction occurs when electrons are ―wiped‖ from one object onto
another.
 Electrons are being transferred by friction when one material rubs against
another.
 Examples: We can stroke a cat’s fur and hear the crackle or sparks that are
produced, or comb our hair in front of a mirror in a dark room and see as well
as hear the sparks.
 We can scuff our shoes across a rug and feel a tingle as we reach for the
doorknob.

 Material losing electron is positively charged and material gaining electron is

negatively charged. Amount of gained and lost electron is equal to each
other. In other words, charges of the system are conserved.
 Different materials have a different affinity for electrons. Some hold on to
their electrons tighter than others.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

 Greater affinity for electrons: hold electrons stronger and often gain
electrons by friction and become negative.
 Less affinity for electrons: hold electrons weaker and often lose
more electrons by friction and become positive.

Charging by Contact (Conduction)

 Charging by conduction happens when electrons move from one object to

another through direct contact (touching).
 Conduction occurs on a neutral object when a charged object is in contact
with it. During conduction the same charge is created in a neutral object.
 Electrons will transfer from a negative object to a neutral object making it
negative.
 Electrons will be attracted by a positive object taking electrons from a neutral
object making it positive.

 If the object is a good conductor, electrons will spread to all parts of its
surface because the transferred electrons repel one another.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

 If it is a poor conductor, it may be necessary to touch the rod at several

places on the object in order to get a more or less uniform distribution of
charge. If the materials used were insulators, only the specific areas that
actually touched would show any change in charge. That's because the
charges can't move through the insulators easily.

Charging by Induction

 Charging by induction happens when charges in an uncharged object are

rearranged without direct contact with a charged object.

Induced Polarization

 The electrons in the conductor are able to move with nearly complete
freedom. As a result, when a charged object (a positively charged glass rod)
is brought close to a conductor (a neutral sphere), the charge on the rod
exerts an electric force on the electrons in the sphere.
 Since the rod is positively charged, the electrons are attracted, flowing
toward the rod to the near side of the conducting sphere.

 Now, the sphere is still overall electrically neutral; the electrons have
changed position, but they are still in the conducting material.
 However, the conducting sphere now has a charge distribution; the near
end (the portion of the sphere closest to the rod) now has more negative
charge than positive charge, and the reverse is true of the end farthest from
the rod.
 The relocation of negative charges to the near side of the sphere results in
an overall positive charge in the part of the sphere farthest from the rod.
 An electric charge distribution is created. This process is referred to as
inducing polarization—in this case, polarizing the conducting sphere.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

 The resulting separation of positive and negative charge is called

polarization, and a material, or even a molecule, that exhibits polarization is
said to be polarized.
 A similar situation occurs with a negatively charged object, but the resulting
polarization is in the opposite direction.
 The result is the formation of what is called an electric dipole, from a Latin
phrase meaning “two ends.”
 The presence of electric charges on the rod—and the electric forces they
apply to the electrons—creates, or ―induces,‖ the dipole in the conducting
sphere.

Charging by Induction

 When the two ends of a dipole can be separated, this method of charging by
induction may be used to create charged objects without transferring charge.
 (a) Two uncharged or neutral metal spheres are in contact with each other
but insulated from the rest of the world.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

 (b) A positively charged glass rod is brought near the sphere on the left,
attracting negative charge and leaving the other sphere positively charged.
 (c) The spheres are separated before the rod is removed, thus separating
negative and positive charges.
 (d) The spheres retain net charges after the inducing rod is removed—
without ever having been touched by a charged object.

Charging by Induction Using a Ground Connection

 The neutral metal sphere is polarized when a charged rod is brought near it.
 The sphere is then grounded, meaning that a conducting wire is run from
the sphere to the ground.
 Since Earth is large and most of the ground is a good conductor, it can
supply or accept excess charge easily.
 In this case, electrons are attracted to the sphere through a wire called the
ground wire, because it supplies a conducting path to the ground.
 The ground connection is broken before the charged rod is removed, leaving
the sphere with an excess charge opposite to that of the rod.
 Again, an opposite charge is achieved when charging by induction and the
charged rod loses none of its excess charge.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

Multiple Choice Choose the letter of the correct answer.

1. A conductor is distinguished from an insulator with the same number of
atoms by the number of:
a. nearly free atoms c. nearly free electrons e. molecules
b. electrons d. protons
2. An electrical insulator is a material:
a. containing no electrons
b. through which electrons do not flow easily
c. that has more electrons than protons on its surface
d. cannot be a pure chemical element
e. must be a crystal
3. A neutral metal ball is suspended by a string. A positively charged insulating
rod is placed near the ball, which is observed to be attracted to the rod. This
is because:
a. the ball becomes positively charged by induction
b. the ball becomes negatively charged by induction
c. the number of electrons in the ball is more than the number in the rod
d. the string is not a perfect insulator
e. there is a rearrangement of the electrons in the ball
4. A positively charged insulating rod is brought close to an object that is
suspended by a string. If the object is repelled away from the rod we can
conclude:
a. the object is positively charged
b. the object is negatively charged
c. the object is an insulator
d. the object is a conductor
e. none of the above
5. Two uncharged metal spheres, L and M, are in contact. A positively charged
rod is brought close to L, but not touching it, as shown. The two spheres are
slightly separated and the rod is then withdrawn. As a result:

a. both spheres are neutral

b. both spheres are positive
c. both spheres are negative
d. L is negative and M is positive
e. L is positive and M is negative

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

6. A positively charged metal sphere A is brought into contact with an

uncharged metal sphere B. As a result:
a. both spheres are positively charged
b. A is positively charged and B is neutral
c. A is positively charged and B is negatively charged
d. A is neutral and B is positively charged
e. A is neutral and B is negatively charged
7. Which one of the following statements best explains why tiny bits of paper
are attracted to a charged rubber rod?
a. Paper is naturally a positive material.
b. Paper is naturally a negative material.
c. The paper becomes polarized by induction.
d. Rubber and paper always attract each other.
e. The paper acquires a net positive charge by induction.
8. A charged conductor is brought near an uncharged insulator. Which one of
the following statements is true?
a. Both objects will repel each other.
b. Both objects will attract each other.
c. Neither object exerts an electrical force on the other.
d. The objects will repel each other only if the conductor has a negative charge.
e. The objects will attract each other only if the conductor has a positive charge.
9. Five Styrofoam balls are suspended from insulating threads. Several experiments
are performed on the balls and the following observations are made:
I. Ball A attracts B and repels C.
II. Ball D attracts B and has no effect on E.
III. A negatively charged rod attracts both A and E.
What are the charges, if any, on each ball?
A B C D E
a. + – + 0 +
b. + – + + 0
c. + – + 0 0
d. – + – 0 0
e. + 0 – + 0
10. When a hard rubber rod is given a negative charge by rubbing it with wool:
a. positive charges are transferred from rod to wool
b. negative charges are transferred from rod to wool
c. positive charges are transferred from wool to rod
d. negative charges are transferred from wool to rod
e. negative charges are created and stored on the rod

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

Answer the following questions.

1. Using your knowledge about electric charges and electrostatic charging

explain the science behind thunderstorms, what causes lightning and
thunder and hoe they are formed.
2. Give examples other than what is mentioned in the module, of how
different methods of electrostatic charging are being used and their
significant contribution in our every life.
Submitted work may be evaluated using the following criteria:
 Logical discussion of scientific concepts used for the argument.
 Logical build-up of reasoning to support the choice.

RUBRICS FOR ESSAY

1 2 3 4
FOCUS Minimal evidence of No apparent point Apparent point Sharp, distinct
a topic. but evidence of a made about a controlling point
specific topic. single topic with made about a single
evident awareness topic with evident
of task. awareness of task.
CONTENT Superficial and/or Limited content Sufficiently Substantial, specific,
minimal content. with inadequate developed content and/or illustrative
elaboration or with adequate content
explanation. elaboration or demonstrating strong
explanation. development and
sophisticated ideas.
ORGANIZATION Minimal control of Confused or Functional Sophisticated
content inconsistent arrangement of arrangement of
arrangement. arrangement of content that content with evident
content with or sustains a logical and/or subtle
without attempts of order with some transitions.
transitions. evidence of
transitions.
STYLE Minimal variety in Limited word Generic use of Precise, illustrative
word choice and choice and control variety of words use of a variety of
minimal control of of sentence and sentence words and sentence
sentence structures. structures and structures that may structures to create
inhibit voice and or may not create consistent with
tone. writer’s voice and writer’s voice and
tone appropriate to tone appropriate to
audience. audience.
CONVENTIONS Minimal control of Limited control of Sufficient control of Evident control of
grammar, grammar, grammar, grammar, mechanics,
mechanics, spelling, mechanics, mechanics, spelling, usage and
usage and sentence spelling, and usage spelling, usage and sentence formation
formation. and sentence sentence
formation. formation.
TOTAL 20 POINTS

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

ELECTROSTATICS
Lesson 3: Coulombs Law

Learning Objectives
1. Discuss Coulomb's law.
2. Write down and explain Coulomb’s law in vector form.
3. Calculate the net electric force on a point charge exerted by a
system of point charges.

 The electrical force exerted by one charged object on another depend on the
amount of charge on its object, the sign of charges (positive or negative),
and the distance between them.
 The magnitude of the electrical force can be calculated using an equation
determined experimentally in 1788 by Charles Coulomb.
 For point charges, charged bodies that are very small in comparison with
the distance r between them, Coulomb found that the electric force is
proportional to 1/r2.
 When the distance r doubles, the force decreases to ¼ of its initial value;
when the distance is halved, the force increases to four times its initial value.
 The equation is called Coulomb’s Law:

The magnitude of electric force between two point charges is directly

proportional to the product of the charges and inversely proportional
to the square of the distance between them.

In mathematical expression:

Where:
F = force between two point charges in Newton (N)
q1 & q2 = charge in Coulomb (C) *the microcoulomb (1µC = 10-6 C) and the
nanocoulomb (1nC = 10-9 C) are often used as practical units of charge.
k = proportionality constant or coulomb's law constant
k = 9 x 10⁹ Nm² / C²
r = distance between q1 and q2 in meters (m)

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

 The direction of the force that one charge exerts on another depends on the
relative signs of the two charges.
 If the charges have like signs, then they exert repulsive forces on each other.
 If the charges have opposite signs, they exert attractive forces on each
other.

 The two forces obey Newton’s third law; they are always equal in magnitude
and opposite in direction, even when the charges are not equal.

*Coulomb’s law is used to determine only the magnitude of the force; we will
ignore the signs of the charges when substituting in Coulomb’s law. The
direction of the force of one charge on another must be determined by
considering the signs of their charges.

 Coulomb’s law describes only the interaction of two point charges.

Experiments show that when two charges exerts forces simultaneously on a
third charge, the total force acting on that charge is the vector sum of the
forces that the two charges would exert individually. This important property
is called the principle of superposition of forces, holds for any number of
charges.
 By using this principle Coulomb’s law can be applied to any collection of
charges.

Example:

1. The force between two identical charges separated by 1 cm is equal to 90 N.

what is the magnitude of the two charges?

Given:
r = 1 cm F = 90 N

Required: q1 and q2

Solution:
q1 = q2 = q so the equation becomes
Rearranging the equation:

√ √

q = ± 1.00 x 10ˉ⁶ C

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

2. A young woman accumulates a charge q₁ of +2.0 x 10ˉ⁵ C while sliding out

of the front seat of the car. Her boyfriend, who has been waiting in the wind,
has gained electrons and now has a charge of -8.0 x 10ˉ⁵ C. (a) Estimate
the magnitude of the electrical force that each person exerts on the other
when separated by a distance of 6.0 m. Is the force attractive or repulsive?
(b) Suppose the two people move toward each other. Calculate the
magnitude of the electrical force of one on the other when their separation is
reduced by a factor of 0.50.

Solution:
(a) The magnitude of the force exerted by one charged person on another is
₁
determined using this equation:

₁
0.40 N.

When using the equation, remember that only the magnitude of the charges
q₁ and q are used to determine the magnitude of the force. Thus, the
negative sign is not included when substituting the value of q₁. Because the
charges have opposite signs, the woman and man are attracted to each
other. The man exerts a force toward the left on the woman (F on ₁ in the
figure) and the woman exerts an equal magnitude force toward the right on
the man (F on ₁).

(b) As the people move closer, the magnitude of the force increases. Their
new separation r' is related to the original separation by the equation r' =
0.50r = 0.50(6.0 m) = 3.0 m.

The new force can be calculated in two ways. First, by direct substitution, we
find that
₁
1.6 N.

The force can also be calculated by proportionality-type reasoning, as

follows:
₁ ₁ ₁

But we learned in part (a) that F = 0.40 N. Thus,

1.6 N.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

You should stop for a moment and think about this result. Does it make
sense? The separation of the charges was reduced by 0.50. Since the
charges are closer, the force must be larger. Now what about the change in
magnitude of the force? If the force had a 1/r dependence, then reducing r
by one-half would double the force (1/0.50 = 2.0). But the force depends on
1/r². Thus, a reduction in r by 0.50 causes the force to increase by a factor of
1/0.50² = 1/0.25 = 4.0.

To test yourself in this type of reasoning, use the proportionality method to

confirm that a decrease in the distance by a factor of 1/4 causes the force to
increase by a factor of 16 to 6.4 N; if the distance increases by a factor of 2,
the force decreases by 1/4 to 0.10 N.

3. From the information shown in the figure below, calculate the net electrical
force of charges q ( 1.0 x 10ˉ⁵ C) and q₃ (+ 3.0 x 10ˉ⁵ C) on q₁ (+ 2.0 x 10ˉ⁵
C).

Solution:

The object of interest is charge q₁. A force diagram for that charge is shown
in the following figure. F is the attractive force of q and q₁, and F₃ is the
repulsive force of q₃ on q₁.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

The graphical addition of the forces, illustrated in the figure, indicates that
the resultant force points below the negative x-axis into the third quadrant.

Calculate the magnitude and direction of the resultant force; we add the
vectors by the component technique. Before doing this, we first calculate
the magnitude of each force by using Coulomb's law:

₁
1.8 N,
and
₁ ₃
1.4 N.

The x and y components of the resultant are then calculated:

9
and
9 8

The magnitude of the resultant force is:

√ √ 8 2.3 N.

To completely specify a vector quantity, we must also know its direction. The
angel that the vector makes with the negative x axis is then calculated:

8
| | 9

Thus, the resultant points 52 below the negative x axis. The fact that it points
below the negative x axis, apparent from the signs of the components and from
the vector addition shown in the last figure.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

Multiple Choice Choose the letter of the correct answer.

1. Two small charged objects attract each other with a force F when separated
by a distance d. If the charge on each object is reduced to one-fourth of its
original value and the distance between them is reduced to d/2 the force
becomes:
a. F/16 b. F/8 c. F/4 d. F/2 e. F
2. Two particles, X and Y, are 4 m apart. X has a charge of 2Q and Y has a
charge of Q. The force of X on Y:
a. has twice the magnitude of the force of y on x
b. has half the magnitude of the force of y on x
c. has four times the magnitude of the force of y on x
d. has one-fourth the magnitude of the force of y on x
e. has the same magnitude as the force of Y on X
3. A 5.0-C charge is 10 m from a −2.0-C charge. The electrostatic force on the positive
charge is:
a. 9.0 × 108 N toward the negative charge
b. 9.0 × 108 N away from the negative charge
c. 9.0 × 109 N toward the negative charge
d. 9.0 × 109 N away from the negative charge
e. none of these
4. Two electrons (e1 and e2) and a proton (p) lie on a straight line, as shown.
The directions of the force of e 2 on e1, the force of p on e1, and the total
force on e1, respectively, are:

a. →, ←, → c. →, ←, ← e. ←, ←, ←
b. ←, →, → d. ←, →, ←
5. Three charged particles A, B, and C are located near one another. Both the
magnitude and direction of the force that particle A exerts on particle B is
independent of
a. the sign of charge B.
b. the sign of charge A.
c. the distance between C and B.
d. the distance between A and B.
e the magnitude of the charge on B.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

6. Four point charges, each of the same magnitude, with varying signs are
arranged at the corners of a square as shown. Which of the arrows labeled
A, B, C, and D gives the correct direction of the net force that acts on the
charge at the upper right corner?

a. A b. B c. C d. D e. The net force on that charge is zero.

7. A charge Q exerts a 12 N force on another charge q. If the distance between
the charges is doubled, what is the magnitude of the force exerted on Q by q?
a. 3 N b. 6 N c. 24 N d. 36 N e. 48 N
8. At what separation will two charges, each of magnitude 6.0 µC, exert a force
of 1.4 N on each other?
a. 5.1 × 10–6 m c. 0.48 m e. 40 m
b. 0.23 m d. 2.0 m
9. Two positive point charges Q and 2Q are separated by a distance R. If the
charge Q experiences a force of magnitude F when the separation is R, what
is the magnitude of the force on the charge 2Q when the separation is 2R?
a. F/4 b. F/2 c. F d. 2F e. 4F
10. Two particles have charges Q and −Q (equal magnitude and opposite
sign). For a net force of zero to be exerted on a third charge it must be
placed:
a. midway between Q and −Q
b. on the perpendicular bisector of the line joining Q and −Q, but not on that line itself
c. on the line joining Q and −Q, to the side of Q opposite −Q
d. on the line joining Q and −Q, to the side of −Q opposite Q
e. at none of these places (there is no place)

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

Problem Solving
Answer the following questions completely and logically. Box your final answer.
1. Suppose that two-point charges, each with a charge of +1.00 C are
separated by a distance of 1.00 meter. Determine the magnitude of the
electrical force of repulsion between them.
2. 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.
3. Two balloons hang at the ends of the strings that are 0.80 m long and
have negligible weight. Each balloon has a mass of 1.5 g. The balloons
have equal but unknown electrical charges that caused the balloons to
repel each other. If the balloons are separated from each other by 0.80
m, as shown in the picture below, what is the magnitude of the charge
on each balloon?

4. Suppose that at one instant, the electric charge distribution on a

person's heart can be represented by charges q₁ and q as shown in in
the figure. Calculate the force on the sodium ion (charge q₃) in tissue to
the right of the heart due to the positive and negative charges on the
heart.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

ELECTROSTATICS
Lesson 4: Electric Forces and Fields

Learning Objectives
1. Describe an electric field as a region in which an electric charge
experiences a force.
2. Relate the electric field and electric force on a test charge.
3. Draw electric field lines of particular charge and charge
distributions.
4. Calculate the electric field due to a system of point charges using
Coulomb’s law and the superposition principle.

 Electrical forces like gravitational forces, act between things that are not in
contact with each other. For both electricity and gravitation, a force field
exists that influences charged and massive bodies respectively.
 The properties of space surrounding any massive body can be considered to
be altered that another massive body introduced to this region will
experience a force. The “alteration in space” caused by a massive body is
called its gravitational field.
 Just as the space around a planet and every other massive body is filled with
a gravitational field, the space around every electrically charged body is filled
with an electric field – a kind of aura that extends through space.

 The figure above shows that a gravitational force holds the satellite in orbit
about the planet (a), and an electrical force holds the electron in orbit about
the proton (b). In both cases there is no contact between the bodies. The
orbiting bodies interact with the force fields of the planet and proton and are
everywhere in contact with these fields. Thus, the force that one electric
charge exerts on another can be described as the interaction between one
charge and the field set up by the other.
 The electric force on a charged body is exerted by the electric field created
by other charged bodies.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

 An electric field is defined in terms of the force acting on a charge place in

the field rather than in terms of the charges causing the field.
 Electric field at ⃗⃗ a point is defined as the electric force ⃗ experienced by a
test charge q, at the point, divided by the charge q. That is, the electric field
at a certain point is equal to the electric force per unit charge experienced
by a charge at that point:
⃗
⃗

 In SI units, in which the unit of force is 1N and the unit of charge is 1C, the
unit of electric field magnitude is 1 newton per coulomb (1 N/C).
 By definition the electric field of a point charge always points away from a
positive charge but toward a negative charge.

 Electric field lines show the direction of ⃗ at each point, and their spacing
gives a general idea of the magnitude of ⃗ each point.
 Where ⃗ is strong, lines are drawn bunched closely together; where ⃗ is
weaker, they are farther apart.
 At any particular point, the electric field has a unique direction, so only one
field line can pass through each point of the field. In other words, field lines
never intersect.
 If the field ⃗ at a certain point is known, rearranging the above equation
gives the force ⃗ experienced by a point charge q placed at that point.
⃗ ⃗
 The charge q can be either positive or negative. If q is positive, the force ⃗
experienced by the charge is the same direction as ⃗ and if q is negative, ⃗
and ⃗⃗ are in opposite direction.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

Problem-Solving Strategy
CALCULATING THE ELECTRIC FIELD AT A POINT IN SPACE
We wish to determine the electric field at a point A shown in the figure below
caused by the dipole charges q and -q, each of magnitude is 0.50 x 10ˉ⁶ C.

Place a very small, positive, "imaginary" test charge q' at the point where you wish
to calculate the field. Notice the positive charge at point A in the accompanying figure.
We need not specify the magnitude of q' as its value cancels out of our later calculations.

1. Construct a force diagram for the "imaginary" test charge. Include in the force diagram
all electric forces acting on q'. The charges that cause the forces on q' are those
producing the electric field at the point where q' is located. For the problem illustrated
in the accompanying figure, both q and -q exert electric forces on q'.

2. Use Coulomb's law to determine the magnitude of each force. The forces can be
expressed in terms of q', which is not specified.
For the problem illustrated here,
𝑘𝑞𝑞 𝑥 𝑁⋅𝑚 𝐶 𝑥 6𝐶 𝑞
𝐹+ 𝑟 𝑚
3 3 𝑞 𝑁 𝐶
𝑘𝑞𝑞 𝑥 𝑁⋅𝑚 𝐶 𝑥 6𝐶 𝑞
𝐹− 𝑟 𝑚
76 𝑞 𝑁 𝐶
3. Use the vector addition to determine the resultant electric force acting on q'. The
resultant force will also be expressed in terms of q'.
For forces that lie along a line, their magnitudes can simply be added if they point
in the same direction or subtracted if they point in opposite directions (as in the example
illustrated above.) For forces that do not all point along the same line, vector addition by
components must be used.
Since 𝐹+ points right in the positive x direction and 𝐹− points left in the negative x
direction, the resultant also points in the x direction and equals
𝑅 𝐹+ 𝐹−
3 3 𝑞′ 76 𝑞 𝑁 𝐶
37 𝑞 𝑁 𝐶
The resultant points right since 𝐹+ has greater magnitude than 𝐹− .
4. The electric field E at the point equals the resultant electric force acting on the positive
test charge q' at that point divided by q'. Because we divide by q', the electric field
depends not on the test charge but only on the other charges that set up the field. The
test charge was just a device to help us calculate the field at that point.
Notice that q' canceled out of the expression for the electric field calculated here. Since
electric field is a vector quantity, we must specify both its magnitude and direction.
𝑅 7 𝑞 𝑁 𝐶
𝐸 1370 N/C
𝑞 𝑞
And points in the same direction as the resultant force on the positive charge q', that is,
toward the right.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

Example:

1. What is the strength and direction of the electric field 3.74 cm on the left-
hand side of a -9.1 µC charge?

Given:
r = 3.74 cm = 3.74 x 10ˉ² m
q = 9.1 µC = 9.1 x 10ˉ⁶ C

Required: E

Solution:
Since , substituting it to the equation for electric field will

give the equation .

Substitute the values in the given:

(9 ) 9 −

37 −

2. An electron moves toward the screen of an oscilloscope (refer to the figure

below). On its way, it passes between two parallel plates. The upper plate
−
has a positive charge of , and the lower plate has an equal-
magnitude negative charge. The plates are 0.10 m wide and 0.20 m long. (a)
Calculate the electric field between the plates, (b) the force on the electron
moving between the plates, and (c) the vertical component of the electrons
velocity as it leaves the plates. Its initial vertical component of velocity is
−
zero, and it spends while traveling horizontally between the
plates.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

Solution:
−
(a)The area of each plate is (0.10 m) (0.20 m) = .

Electric fields are often determined in more advanced treatments by using

Gauss's law. One result of the use of Gauss' law is illustrated in the figure
above. Two large parallel plates separated by a direction d hold positive
charges, +q distributed uniformly on the top plate and -q on the bottom.

If the area of each plate is A, then the charge per unit area on the positively
charged plate is

σ = Charge per unit area = q/A.

The electric field points down from the positive toward the negative plate and
using Gauss’ law, we would find that the magnitude of the electric field
between the plates is given by

− −
9

*Charged plates such as shown in the figure are used in oscilloscopes and
television sets to deflect electron beams.
(b) The force of an electron between the plates is determined using the
equation:
−
Because the electron has a negative charge of magnitude 6 , the
force on the electron is opposite the direction of the electric field (the force
points up). The magnitude of the force is

− −
6 68

(c) The electron's motion through the field is much like that of a projectile. No
force act on the electron in the horizontal direction. Consequently, its
horizontal acceleration is zero, and it moves at constant horizontal speed
between the plates. However, the upward force due to the electric field
causes the electron to accelerate upward (much like a bale of hay
accelerates downward when dropped from a plane in the earth's
gravitational field). The electron also feels a gravitational force, but the
gravitational force on the electron is usually very small compared to the
electric force and will be ignored.

According to newton's second law, the acceleration in the vertical direction

is

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

−
where m = mass of electron = 9 kg.

Using the equation from kinematics with we can now determine

the vertical speed of the electron as it leaves the region between the
−
plates after entering the region:

−
−
9 −

Now, besides the result of velocity that the electron maintains while
crossing the plates, it also has a vertical component of velocity as it leaves
the plates. An electron beam can easily be deflected up or down or the
sides if relatively small charges of opposite sides are placed on parallel
plates, as illustrated in the figure.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

Multiple Choice Choose the letter of the correct answer.

1. An electric field is most directly related to:
a. the momentum of a test charge
b. the kinetic energy of a test charge
c. the potential energy of a test charge
d. the force acting on a test charge
e. the charge carried by a test charge
2. As used in the definition of electric field, a ―test charge‖:
a. has zero charge
b. has charge of magnitude 1 C
c. has charge of magnitude 1.6 × 10−19 C
d. must be an electron
e. none of the above
3. Experimenter A uses a test charge q0 and experimenter B uses a test charge
−2q0 to measure an electric field produced by stationary charges. A finds a
field that is:
a. the same in both magnitude and direction as the field found by B
b. greater in magnitude than the field found by B
c. less in magnitude than the field found by B
d. opposite in direction to the field found by B
e. either greater or less than the field found by B, depending on the
accelerations of the test charges
4. The units of the electric field are:
a. N · C2 b. C/N c. N d. N/C e. C/m2
5. Electric field lines:
a. are trajectories of a test charge
b. are vectors in the direction of the electric field
c. form closed loops
d. cross each other in the region between two-point charges
e. none of the above
6. A certain physics textbook shows a region of space in which two electric field
lines cross each other. We conclude that:
a. at least two-point charges are present
b. an electrical conductor is present
c. an insulator is present
d. the field points in two directions at the same place
e. the author made a mistake

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

7. Choose the correct statement concerning electric field lines:

a. field lines may cross
b. field lines are close together where the field is large
c. field lines point away from a negatively charged particle
d. a charged point particle released from rest moves along a field line
e. none of these are correct
8. Let k denote 1/4πɛ0. The magnitude of the electric field at a distance r from
an isolated point particle with charge q is:
a. k q/r b. k r/q c. k q/r 3 d. k q/r2 e. k q2/r2
9. The diagram shows the electric field lines in a region of space containing two
small charged spheres (Y and Z). Then:

a. Y is negative and Z is positive

b. the magnitude of the electric field is the same everywhere
c. the electric field is strongest midway between Y and Z
d. Y is positive and Z is negative
e. Y and Z must have the same sign
10. The electric field at a distance of 10 cm from an isolated point particle with
a charge of 2×10−9 C is:
a. 1.8 N/C
b. 180 N/C
c. 18 N/C
d. 1800 N/C
e. none of the above

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

Problem Solving

Answer the following questions completely and logically. Box your final answer.

1. Mr Mullenmeister is photocopying lab sheets for his first-period class when

the toner light on the copier goes on. A particle of toner carrying a charge of
4.0 x 10-9 C in the copying machine experiences an electric field of 1.2 x 10 6
N/C as it is pulled toward the paper. What is the electric force acting on the
toner particle?
2. April is decorating a tree on her backyard with plastics eggs in preparation
for Easter. She hangs two eggs side by side so that their centers are 0.40 m
apart. April rubs the eggs to shine them up and in doing so, places a charge
on each egg. The egg on the left acquires a charge of 6.0 x 10-6 C while the
egg on the right is charged with 4.0 x 10-6 C. What is the electric field at a
point 0.15 m to the right of the egg on the left?
3. Two horizontal parallel plates, one above the other, each have an area of 2.0
m2 and opposite charges of magnitude 4.0 x 10 -4 C. (a) Calculate the
magnitude and direction of the electric field between the plates if the bottom
plate is positively charged. (b) What is the force (magnitude and direction) on
an electron between the plates?
4. A +2.0 C charge is 1.0 x 104 m to the right of a -4.0 C charge. Calculate the
electric field (magnitude and direction) at a point 2.0 x 104 m to the right of a
positive charge and along a line passing through the two charges.

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 LEARNING MODULE IN PHYSICS II STEM_G12EM

References

Charging by Conduction and Induction. (n.d.). Retrieved August 27, 2020, from
www.toppr.com: https://www.toppr.com/content/concept/charging-by-
conduction-and-induction-209344/

Electrostatics: Charging by Conduction, Induction, and Friction. (n.d.).

Retrieved September 1, 2020, from www.stickmanphysics.com:
https://www.stickmanphysics.com/stickman-physics-home/unit-7-
electrostatics/electrostatics-conduction-induction-and-friction/

Hewitt, P. G. (1998). Conceptual Physics, Eight Edition. San Francisco:

Addison Wesley Longman, Inc.

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