Coulomb's Law
Austin A.Winther Paul Robeson High School
6835 S. Normal
Chicago, IL 60621
1-312-723-1700, ext. 411
Objectives:
Observe qualitatively the relationship between electrical charge and force.
Determine experimentally the quantitative relationship between force and the
center to center distance between charged objects.
Experience reinforcement of the above concepts through preferred perceptual
modes (tactile, kinesthetic, auditory, or visual) through appropriate activities.
Materials:
Van der Graff generator, ring stand, coffee can, styrofoam cups, string,
rubber tipped dart, paper and plastic sheets (optional), overhead projector,
file folders, graphite coated pith or styrofoam balls, nylon stranded string,
masking tape, centimeter or other grid on overhead transparency, plastic sticks,
wood blocks, oak tag board, markers, coat hangers, ruler, index cards, transparent
tape, large (approximately 8m*.5m) sheet craft or butcher paper, rubber and glass
rods, silk cloth, piece of fur, electrophorus.
Procedure:
1. Set up the Van der Graff, in line with a veriac if the generator does not
have a variable control, with the coffee can inverted over the top of the ring
stand in such a way that, when the generator is turned on, a clearly visible spark
jumps from the generator to the coffee can. Have the students observe the spark
and the noise produced and describe what they see. Draw the connection with
lightning and be sure the students understand that the light and noise which they
saw and heard were due to electrical charge. Run the generator at a MUCH SLOWER
SPEED and have the students note the sensation the generator produces when they
hold their arms close to it.
2. Attach the broad end of a rubber tipped dart to the top of the generator
with a piece of string tied around the opposite end of the dart. The other end of
the string should be taped to the outside bottom of a styrofoam cup. The cup
should then be inverted over the upper end of the dart attached to the generator.
When the generator is turned on at high speed the cup will be repelled from the
end of the dart and will be held in mid-air by the charges on it and on the
generator. Remind the students of Newton's first law. Since the cup was moved from
a state of rest by the charge produced by the generator clearly a force was
produced by the charge. More examples can be given of the same phenomenon using
pieces of paper, plastic, fur or other material. The students should now be able
to make a qualitative statement that charged objects produce a force on one
another.
3. The quantitative aspects of this activity are available in several
published sources. Two which are useful are "Coulomb's Law,"Laboratory Physics,
James T.Murphy and Judith L.Doyle,Charles E. Merrill,1986.,and "Coulomb's Law on
the Overhead Projector," J.B. Johnston,The Physics Teacher(January,1979).
4.Several activities can be devised to reinforce the main concepts of this
lesson and others related to them. Such activities are by no means limited to the
following suggestions.
Kinesthetic activity: Winther's Linear Accelerator: Using a 7.5m *.5m sheet
of craft paper, butcher paper or plastic divide the sheet into fifteen equal
squares. Label the center square "start" and number out in both directions to
seven. Pick five students who are kinesthetic learners. One student is the
operator. The other four are divided into two teams of two. Each team has either
2
positive or negative charges. The operator gives each player in turn a card which
tells that player how to move. The team which is the first to have a player to
exit the accelerator is the winner. The instruction cards read, "move one space
left," "move one space right," "move one space closer to an opposite charge," and
"move one space further away from a like charge." This will reinforce for these
kinesthetic learners the concept that like charges repel and unlike charges
attract . The number and content of the cards may be varied depending on the group
using them.
Tactile/Visual Activity: Learning Circle: A learning circle can be
constructed out of oak tag board. Cut two circles from the board of the same size
approximately 18" in diameter. Divide each circle into eight equal wedge shaped
sections. Attach the two circles to each other with a coat hanger sandwiched
between them in such a way that they can be hung up. The faces of the circles
which have been divided into sections should be aligned with each other, facing
outward. In each section of one circle put a a statement from the chapter summary
with a key word or phrase omitted. Attach each of the omitted words or phrases to
a cloths pin so that the students can attach the word or phrase to the appropriate
section of the circle to make a completed statement. The back of the cloths pins
and the sections on the back of the learning circle may be coded to facilitate
checking the answers of the students after they have matched the words and phrases
with the appropriate statements. As either in-class or homework activities
students can construct their own learning circles using one the teacher or other
students made as a model. This activity serves as reinforcement for
tactile/visual students. Puzzles or electro-boards serve the same purpose.
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