Electrostatics · SHS1 Physics

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.4 - Explain the distribution of charges on surfaces; spherical, pear-shaped and sharp point.

By the end of the lesson, learners can:

Describe how excess charge distributes itself over the surface of a conductor.
Explain why charge density is greater on sharply curved or pointed surfaces than on flat or gently curved surfaces.
Use the charge distribution principles to explain the shape of pear-shaped and spherical conductors, and the behaviour at sharp points.
Explain, using diagrams and simple terms, how a lightning conductor protects buildings from lightning strikes.
Demonstrate, through a presentation or model, the practical application of charge distribution in lightning conductors.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Electric Field, Magnetic Field and Electronics (Strand 3)
Sub-strand: Electrostatics (3.1)
Content standard: 1.3.1.CS.1 - Demonstrate knowledge and understanding of the differences between conductors, semiconductor and insulators. 1.3.1.LO.1 Distinguish between conductors, insulators and semiconductors based on the behaviour of electrons as charge carriers.
Indicator: 1.3.1.LI.4 - Explain the distribution of charges on surfaces; spherical, pear-shaped and sharp point.
Suggested placement: Semester 2, Week 6 (Week 26 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 62

Exemplars (from the NaCCA curriculum)

Project-Based learning: Learners in random groups differentiate how charges are distributed on the various surfaces of conductors and through presentation in any form, explain how a lightning conductor works (PowerPoint presentation, dramatization, cut-outs, flashcards, etc.).
Learners appreciate equity as a value as charges are distributed equitably on the surface. Foster an inclusive and supportive learning environment.
Assessment (1.3.1.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Gold leaf electroscope,
- Combs
- Shreds of paper
- Glass rods
- Videos
- Interactive virtual laboratory.