MODULE CODE: PASAY-S10BER-Q1-W2-1-3

NAME: ______________________________________ TEACHER: _______________________

GRADE AND SECTION: ______________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY
MODULE IN BASIC ELECTRONICS WITH APPLIED ROBOTICS
First Quarter/ Week 2/ Day 1-3
COULOMB’S LAW
OBJECTIVES

By the end of the lesson, students will be able to:

1. State and explain Coulomb’s Law.
2. Determine the relationship between the force of attraction or repulsion
between two charges and the factors that affect this force.
3. Solve problems involving Coulomb’s Law.

1.
DID YOU KNOW?

Charles Augustin de Coulomb was a French scientist working in the late 1700's.
A little earlier, a British scientist named Henry Cavendish came up with similar ideas.
Coulomb received most of the credit for the work on electric forces because Cavendish did
not publish all of his work. The world never knew about Cavendish's work until decades
after he died. But you're here to learn about the law.

Coulomb's Law: When you have two charged particles, an

electric force is created. If you have larger charges, the forces
will be larger. The force between the objects can be positive
or negative depending on whether the objects are attracted
to each other or repelled. This simple idea was converted into
a relatively simple formula. It's a formula that measures the
electrical forces between two objects.

• Where "F" is the resulting force between the two charges expressed in newton
(N) unit.
• The distance between the two charges is "r" is express in meter (m) unit. The "r"
actually stands for "radius of separation" but you just need to know it is a
distance.
• The "q1" and "q2" are values for the amount of charge expressed in coulomb (C)
unit in each of the particles. The constant of the equation is "k”, which is
equivalent to:

Unit Conversion:
𝒎𝟐 (𝒄𝒐𝒖𝒍𝒐𝒎𝒃)(𝒄𝒐𝒖𝒍𝒐𝒎𝒃)
𝑭 = (𝑵 )( ) = 𝒏𝒆𝒘𝒕𝒐𝒏 (𝑵)
𝑪𝟐 𝒔𝒒𝒂𝒖𝒓𝒆 𝒎𝒆𝒕𝒆𝒓

Actually, all objects including people contain large amount of electric charge. Some
are negatively charged; others are positively charged and there are also objects that are
considered neutral. The electrical force between them is either repulsive or attractive. How
strong will they be repelled or get attracted to taking considerations their distance of
separation is governed by Coulomb’s Law that is best described by the equation below:
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NAME: ______________________________________ TEACHER: _______________________
GRADE AND SECTION: ______________________

Let us now validate through a simple online interactive why when we yell at
someone from far away, they would barely hear us and if we yelled the same amount when
we were together, it would be more powerful and loud.

TASK 1: COULOMB’S LAW INTERACTIVE: A CHALLENGE ACTIVITY

The Law of Electrostatic Force

Getting Ready:
Navigate to the Coulomb's Law Interactive at The Physics Classroom website:
www.physicsclassroom.com/Physics-Interactives/Static-Electricity/Coulomb-s-Law
Navigational Path:
www.physicsclassroom.com ==> Physics
Interactives ==> Static Electricity ==> Coulomb's
Law
Once you've launched the Interactive, resize it
to the size that you would like it to be. Then begin
experimenting with the interface. Observe that the
two charged objects can be dragged about the screen
and centered on the gridlines of the background
grids. Observe that the ruler can also be dragged
about the screen. Observe how the sliders can also
be dragged to change the value of the quantity of
charge upon each charge. Finally, observe how the
value of the electrostatic force between objects is
displayed in the upper right of the simulation
window.
DIRECTIONS: Enter all your observe data on the following tables below.
Challenge #1
1. How is electrostatic force (F) related to the
magnitude of charge on the two objects
(q1 and q2)? Keeping the same separation
distance for all trials, systematically alter
the charges of the objects and record the
force. Be systematic and use purposeful
changes such as doubling, tripling, and
quadrupling of
charge.
2. Make a claim describing the relationship
between F and q1 and q2. Support your
claim with evidence (references to the
data) and reasoning.

Challenge #2
1. How is the electrostatic force (F) related
to the square of separation distance (d2)
the two charges? Keeping the magnitude
of charge on both objects constant,
conduct a systematic study to collect data
relating separation distance to force. The
separation
distance is defined as the distance
between the centers of the two objects;
the best strategy involves centering the
objects on a gridline and using distances
that are a whole number of squares.
2. Make a claim describing the relationship
between F and d2. Support your claim
with evidence (references to the data) and
reasoning.
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*LEARNING SKILLS 1. Communication 2. Creativity 3. Critical Thinking 4. Character

 MODULE CODE: PASAY-S10BER-Q1-W2-1-3
NAME: ______________________________________ TEACHER: _______________________
GRADE AND SECTION: ______________________

ADDITIONAL KNOWLEDGE

Some charges are attracted to each other. Positive and negative

charges like to move towards each other. Similar charges such as two
positive or two negative push away from each other. You also need to
understand that forces between objects become stronger as they move
together and weaker as they move apart.
Challenge Question: Looking at your claims made in challenge 1 & 2:

1. What kind of a relationship lies between the magnitude of two charges and the
electrical force? and

2. What kind of a relationship lies between the square of separation distance of the
two charges and the electrical force?

3. Write in symbol form the kind of a relationship underlying between the three
quantities, force (F), q1 and q2, and the square of their distance of separation
(d2).

4. From the challenge activities, what is meant by coulomb’s law?

Directly proportional: as one amount increases, another amount

increases at the same rate.
The symbol for "directly proportional" is ∝.
Inversely Proportional: when one value decreases at the same rate
that the other increases.

In physics courses, Coulomb's law is often used as a type of algebraic recipe to solve
physics word problems. Two such examples are shown here and perform the practice
exercises in task 2. Answers are provided as guides in order to arrive with a correct
solution.
Solved Examples:
Example 1: Aicelle rubs two latex balloons against her hair, causing the balloons to
become charged negatively with 2.0 x10 ^-6 C. She holds them a distance of 0.70
m apart.
a) What is the electric force between the two balloons?
b) Is it one of attraction or repulsion?
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NAME: ______________________________________ TEACHER: _______________________
GRADE AND SECTION: ______________________

Example 2: Two pieces of puffed rice become equally charged as they are poured out of the
box and into Kirk’s cereal bowl. If the force between the puffed rice pieces is
4 x 10 ^-23 N when the pieces are 0.03 m apart, what is the charge on each of
the pieces?

TASK 2: COULOMB’S LAW PRACTICE EXERCISES:

1. Each of two hot-air balloons acquires a charge of 3.0 x10^-5 C on its surface as it
travels through the air. How far apart are the balloons if the electrostatic force
between them is 8.1 x 10^-2 N? ANSWER: 10m

2. When sugar is poured from the box into the sugar bowl, the rubbing of sugar
grains creates a static electric charge that repels the grains, and causes sugar to
go flying out in all directions. If each of two sugar grains acquires a charge of
3.0 x10^-11 C at a separation of 8.0 x10^-5 m, with what force will they repel
each other? ANSWER: 1.3 x10^-3 N

3. Inez uses hairspray on her hair each morning before going to school. The spray
spreads out before reaching her hair partly because of the electrostatic charge on
the hairspray droplets. If two drops of hairspray repel each other with a force of
9.0 x10^-9 N at a distance of 0.070 cm, what is the charge on each of the equally-
charged drops of hairspray? ANSWER: 7.0 x10^-13 C
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*LEARNING SKILLS 1. Communication 2. Creativity 3. Critical Thinking

 MODULE CODE: PASAY-S10BER-Q1-W2-1-3
NAME: ______________________________________ TEACHER: _______________________
GRADE AND SECTION: ______________________

DIRECTIONS: Consider the electric force between a pair of charged particles a

certain distance apart. By Coulomb's Law: (encircle your BEST answer).

1. If the charge of one of the particles is doubled, the force is-

(unchanged) (halved) (doubled) (quadrupled)

2. If, instead, the charge of both particles is doubled, the force is-

(unchanged) (halved) (doubled) (quadrupled)

3. If, instead, the distance between the particles is doubled, the force becomes-

(one fourth) (half) (double) (4 times)

4. If the distance is halved and the charges of both particles are doubled, the force is-

(unchanged) (halved) (doubled) (16x as great)

5. Two charged objects have a repulsive force of 1N. If the charge of one of the objects
is doubled, and the distance separating the objects is doubled, the new force is –

(one fourth) (half) (double) (4 times)

References for Further Enhancement:

Online References: physicsclassroom.com/class/estatics/Lesson-3/Coulomb-s-Law
Books:Practical and Explorational Physics page 254
Workbooks: (Indicate titles and pages)
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 MODULE CODE: PASAY-S10BER-Q1-W2-04
NAME: ______________________________________ TEACHER: _______________________
GRADE AND SECTION: ______________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY
MODULE IN BASIC ELECTRONICS WITH APPLIED ROBOTICS
First Quarter/ Week 2/ Day 4

THE THREE BASIC ELECTRICAL UNIT

OBJECTIVES

By the end of the lesson, students will be able to:

1. Differentiate the three basic electrical units:
a. volt
b. ampere
c. ohm
2. Familiarize with the three basic electrical units through unit conversion.

DID YOU KNOW?

A simple circuit typically consists of a voltage supply, metal wires that conduct the
electric current, and one or more resistors that resist the conduction of the current.
Unfortunately, the international committee of scientists made the definitions more
complex than they need to be.

1. The Volt
The pressure that is put on free electrons that causes them to flow is known as
electromotive force (EMF). The volt is the unit of pressure, i.e., the volt is the amount of
electromotive force required to push a current of one ampere through a conductor with a
resistance of one ohm.
1V = 1J / 1C

2. The Ampere
The ampere defines the flow rate of electric current. For instance, when one
coulomb (or 6 x 1018 electrons) flows past a given point on a conductor in one second, it
is defined as a current of one ampere.
1A = 1C / 1s

3. The Ohm
The ohm is the unit of resistance in a conductor. Three things determine the
amount of resistance in a conductor: its size, its material, e.g., copper or aluminum, and
its temperature. A conductor’s resistance increases as its length increases or diameter
decreases. The more conductive the materials used, the lower the conductor resistance
becomes. Conversely, a rise in temperature will generally increase resistance in a
conductor.
1Ω = 1V / 1A

Basic Electrical & electronic units table:

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 MODULE CODE: PASAY-S10BER-Q1-W2-04
NAME: ______________________________________ TEACHER: _______________________
GRADE AND SECTION: ______________________

To fully understand the three basic electrical units and its symbols, let us together
read the history/biography of the persons behind these three units that is widely used in
the field of electricity and electronics by doing task number 1.

TASK 1: Biographies and You:

DIRECTIONS: Read the following short biographies of the three famous scientists in the
field of electricity and electronics and answer the reflective questions that follows:
NOTE: If you have internet access at home, the following links may help you gather more
information for greater self-appreciation of the scientist contributions to society.
1. discovermagazine.com/the-sciences/the-10-greatest-scientists-of-all-time
2. gineersnow.com/engineering/electronics/famous-scientists-inventors-
shaped-electronics-engineering

Alessandro Volta was born in Como, Italy in 1745, to a wealthy

noble family. He attended the Como Jesuit school and a local
seminary. His teachers tried to persuade him to enter the
priesthood, while his family wanted him to study law. But Volta,
even at age 14, knew his real interest was physics. Like many
scientists of the time, he was especially fascinated by electricity.
Volta’s early work had already made him a well-known scientist,
but his greatest contribution to science was the voltaic pile,
which he invented as part of a scientific dispute with Luigi
Galvani.
A Voltaic Pile: When a wire was connected to both ends of the pile, a steady current flowed.
Volta found that different types of metal could change the amount of current produced, and that
he could increase the current by adding disks to the stack.
The invention of the battery brought him great renown, but Volta seems to have preferred a quiet
life, and soon gave up most of his research and teaching. He spent his last years living in a
country house, where he died on March 5, 1827, at age 82. Since his death, Volta’s portrait has
appeared on currency and stamps, and his name is immortalized in the unit of electric
potential, the volt.
André-Marie Ampère was born into a well-to-do family in the
city of Lyon, France, on January 20, 1775. His father was Jean-
Jacques Ampère, a businessman; his mother was Jeanne
Antoinette Desutières-Sarcey, the orphaned daughter of a silk-
merchant. André-Marie’s parents already had a daughter,
Antoinette, born two years before André-Marie.
In 1800, while Ampère worked as a private tutor in
Lyon, Alessandro Volta had invented the electric battery. One
result of this was that for the first time ever, scientists could
produce a steady electric current.
Ampère was fascinated by Oersted’s discovery and decided he would try to understand why
electric current produced a magnetic effect. Ampère began by repeating Oersted’s work, and
before the end of September 1820, had made a discovery of his own: he found that if electric
current flows in the same direction in two nearby parallel wires, the wires attract one another; if
electric currents flow in opposite directions the wires repel one another. The SI unit of electric
current, the ampere, is named in his honor.
Georg Simon Ohm was born in 1789 in the city of Erlangen in what
is now Germany. His father, Johann Wolfgang Ohm, worked as a
locksmith, and although he had not received a lot of formal education,
he spent his free time learning about physics, chemistry, and
mathematics.
Although he was busy teaching physics and math in Cologne, Ohm
started conducting experiments in the lab during his free time. He
wanted to understand more about electricity, which was still not well
understood by even the best scientists at the time.

After a series of experiments, Ohm discovered an amazingly simple relationship among three
important quantities in an electric circuit: voltage, current, and resistance.
Ohm's discovery, which we now know as Ohm's Law, said that the current through a material
is directly proportional to the voltage applied to it and inversely proportional to its resistance.
7

The unit foe electrical resistance (R) was named after him.
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*LEARNING SKILLS
1. Communication 2. Creativity 3. Critical Thinking 4. Character
 MODULE CODE: PASAY-S10BER-Q1-W2-04
NAME: ______________________________________ TEACHER: _______________________
GRADE AND SECTION: ______________________

QUESTIONS TO PONDER:
1. How does their life story help you to understand a different
viewpoint?

2. What do you think would be different today if the person had not
lived?

3. What hope for the future does this person give to you?

4. What can you do today as a direct result of the person’s

contributions?

5. What hope for the future does this person give to you?

Now that we know the persons behind the units: volt, ampere, and ohm, let us have a brief
conversion activity on units using prefixes by performing task number 2.

In converting units from:

1. LARGE to SMALL you multiply.
20kV x 1000 = 20 000V
2. SMALL to LARGE you divide.
400mA ÷ 1000 = 0.4A

TASK 2: Arithmetic Calculations

DIRECTIONS: Perform as indicated and use standard abbreviations for each unit type.
1. 25 mΩ = ______ µΩ 6. 3.95mV = _______ V
SOLUTION: SOLUTION:

2. 3MV = _______ kV 7. 25 000nΩ = ________ kΩ

SOLUTION: SOLUTION:

3. 50A = ______ mA 8. 425µA = _______ A

SOLUTION: SOLUTION:

4. .01MV = ______ µV 9. 1 000V = _______ µV

SOLUTION: SOLUTION:

5. 5 000µΩ = ________ Ω 10. 35Ω = _______ nΩ

SOLUTION: SOLUTION:

*LEARNING SKILLS
1. Communication 2. Creativity 3. Critical Thinking
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 MODULE CODE: PASAY-S10BER-Q1-W2-04
NAME: ______________________________________ TEACHER: _______________________
GRADE AND SECTION: ______________________

DIRECTIONS: Complete the crossword by filling in a word that fits each clue

ACROSS DOWN
3. Found that if electric current flows in 1. Greek letter symbolizing resistance
the same direction in two nearby parallel unit.
wires, the wires attract one another; if 2. A measure of the opposition to current
electric currents flow in opposite flow in an electrical circuit.
directions the wires repel one another. 5. Discovered an amazingly simple
4. A decimal unit prefix in the metric relationship among three important
system denoting multiplication by one quantities in an electric circuit: voltage,
thousand. current, and resistance.
6. A unit prefix in the metric system 8. The standard unit of electrical
denoting a factor of one thousandth. resistance.
7. A unit prefix in the metric system 9. A unit prefix meaning "one billionth".
denoting a factor of 10^-6. 10. Discovered the voltaic cell.
10. Unit of potential difference and
electromotive force.
11. A unit prefix in metric systems of
units denoting a factor of one million.
12. A unit of electric current equal to a
flow of one coulomb per second.
13. An electrochemical cell that uses a
chemical reaction to produce electrical
energy.

References for Further Enhancement:

Online References: https://www.rapidtables.com/electric/Electric_units.html
Books: e-PHYSICS page 521
Workbooks: (Indicate titles and pages)
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