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Golden West College *

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280

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Electrical Engineering

Date

Apr 3, 2024

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docx

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3

Uploaded by GrandStarMagpie39

Charges and Fields Remote Lab Introduction to Static Electricity (This lesson is designed for a student working remotely.) This lab uses the Charges and Fields simulation from PhET Interactive Simulations at University of Colorado Boulder, under the CC-BY 4.0 license. Note about prior learning: Students should have completed Balloons and Static Electricity and John Travoltage Remote lab or lessons with similar learning goals. Learning Goals: Students will be able to A. Determine the variables that affect how charged bodies interact B. Predict how charged bodies will interact C. Describe the strength and direction of the electric field around a charged body. D. Use free-body diagrams and vector addition to help explain the interactions. E. Compare electric fields to gravitational fields. Review your understanding: 1. Two balloons were rubbed on a sweater like in the Balloons and Static Electricity and then hung like in the picture below. Explain why you think they move apart and what might affect how far apart they will be. When the two balloons were rubbed against a sweater, there was a gain or loss of electrons , resulting in one becoming + and one becoming – charged. The movement apart is the result of repulsive forces between their charges, generated by the transfer of electrons during the rubbing. The further apart they become would be effected by the charge transfer occurring, thus the greater the charge the bigger the distance between both objects and vice verse. Explain your understanding: 2. Watch the short video demonstration of Electric Field Hockey . a. Why can you make a goal without hitting the puck? In Electric Field Hockey, the puck symbolizes a positively charged object. When you bring another charged object, such as a positive charge, close to the puck, the electric field exerts a force on it. This force influences the puck's movement 4/23/20 Loeblein https://phet.colorado.edu/en/contributions/view/5506 page 1
without direct contact, enabling you to score a goal without physically touching the puck. b. Why can you use either a positive charge or a negative charge to move the positively charged puck? The positively charged puck in Electric Field Hockey experiences a force in the direction of the electric field. You can use either a positive or a negative charge to move the puck because the direction of the force depends on the sign of the charge interacting with the puck. A positive charge will move the puck in one direction, while a negative charge will move it in the opposite direction. c. What do you think would happen if you use 2 charges instead of one to make the puck move? With different magnitudes and directions, the puck might follow a complex path. Using two charges adds more complexity to the system, changing how the puck moves overall. 3. Examine the image with a positive and a negative charge on the playing field with the positive puck. a. What do you think the arrows on the puck are illustrating? These arrows represent the force the positive puck feels, helping players predict its movement in response to the electric field from the charges on the playing field. b. How does the arrow from the positive charge compare and contrast to the one from the negative charge? This difference in arrow directions reflects the attractive nature between opposite charges (positive and negative) and the repulsive nature between like charges c. Which way do you think the puck will move? If the puck is positive and has arrows pointing away from it, it will move in the direction of those arrows. The arrows indicate the force the positive puck feels from the electric field, influenced by the charges on the playing field. d. How would the arrows look if the puck was negative? If the puck is negative, the arrows on it would point toward the puck. The arrows represent the direction a positive charge would be attracted, showing the force the negative puck exerts on nearby positive charges. 4/23/20 Loeblein https://phet.colorado.edu/en/contributions/view/5506 page 2
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