EMiSTee Science High School Laguna Campus

Detailed Lesson Plan: Electric Charges and the Charging Process

Grade 7 Gaea
Prepared by: Christopher Rae B. Gigantana

I. Objectives:
At the end of the learning session, the students must be able to:
1. explain the nature of a charge;
2. identify the interaction of charges;
3. differentiate the different charging processes from each other; and
4. explain the relationship of the charges inside charged bodies in a given system.

II. Subject Matter

A. Topic: Electric Charges and the Charging Process
B. References:
i. Department of Education. (2012). Electricity. In Science 7 Learning Module (pp. 71-80).
Department of Education.
ii. Serway, R. A., & Jewett, J. W. (2004). Physics for Scientists and Engineers with Modern Physics.
Boston: Thomson Brooks/Cole.
iii. The Physics Classroom. (n.d.). Charging by Conduction. Retrieved April 17, 2017, from The
Physics Classroom: http://www.physicsclassroom.com/class/estatics/Lesson-2/Charging-by-
Conduction
iv. The Physics Classroom. (n.d.). Charging by Friction. Retrieved April 17, 2017, from The Physics
Classroom: http://www.physicsclassroom.com/class/estatics/Lesson-2/Charging-by-Friction
v. The Physics Classroom. (n.d.). Charging By Induction. Retrieved April 17, 2017, from The Physics
Classroom: http://www.physicsclassroom.com/class/estatics/Lesson-2/Charging-by-Induction
Young, H. D., & Freedman, R. A. (2012). University Physics with Modern Physics. San Francisco: Addison-
Wesley

vi.

C. Materials:
4 plastic o 1 Styrocup
4 Can-cup charge setup 4 rubber balloons
o 1 empty soft drink cans 1 roll of tissue paper
20 activity sheets
III. Teaching Learning Activities

Teacher Activity Student Activity/Expected

A. Priming/ Motivation
Good Morning, Gaea. Good morning, Sir RC!
Please take your seats. Thank you, Sir.
Is anyone absent today?
(The teacher will bring out a balloon and will start
rubbing it to his dry hair, while roaming his view
around the classroom checking around the
students for the attendance.)
None, Sir.
Good. Can you raise your hand forward?
(Passes the charged balloon over the students
skin)
(Raises one hand forward)
Thank you, ___________. Please take your seat.
Thank you, Sir.
_________, what did you feel when I passed the
balloon over your arm? Can you please tell it to
the class?
I felt that the hairs in my skin stood as the balloon
passed over my skin.
Thank you. Gaea, after hearing that, what do you
think happened? How do you explain it?
Sir, maybe the hairs in ___________s skin was
attracted to the balloon, making it stand.
You mentioned that hair is attracted to the
balloon. What do you think is cause of this
attraction between the hair and the balloon?
Sir, I think that it is because the objects are
charged.
B. Pre-activity
That is correct. Gaea, when we say that a material
is charged, it contains charges. So let me
introduce to you the charges.
(Brings out two disks representing charges)
Let me recall our previous knowledge. Matter is
made up of
Atoms!
and atoms are made of what elementary
particles?
The proton, the electron and the neutron.
So let us establish that protons are positively
charged and electrons are negatively charged.
The neutrons, on the other hand, contains no
charge.
Now a material can be positively charged,
negatively charged, or neutrally charged. Now,
will you agree that all atoms are naturally
neutral?
Yes!
Ok. Now let us zoom in to the atom and focus on
the electron. Why with the electron? The
electron is highly mobile in the atom. It moves
around the nucleus of an atom. If it is mobile,
then we can take it away from the atom or add
some to another atom. So let me ask you. If we
have a neutral atom and we take away some
electrons out of it, what will be the charge of the
atom now?
It will be positive.
Correct. How about if we add some electrons to
the neutral atom?
The atom will become negatively charged.
Correct. Now we will have an activity and we will
play around charges! How cool is that! I want you
to listen carefully to my instructions before we
proceed with the activity. Is that clear?
Yes, sir!
Ok. Form 4 groups according to your preference.
Make sure that you are equally distributed. Also,
make sure that there is someone among you who
has dry hair right now. Okay? After that, assign
one number from 1 to 4 to each one of you. If
you are more than 4, then continue with 5. Is that
clear?
Yes, sir.
Proceed and find your groups quickly. (Students will form their groups and perform the
instruction given to them.)
Now that you are in your groups, get the activity
sheets for your group and your set of materials as
I hand it over to a representative of your group.
Representatives, come forward.
(Representatives from each group come forward
and pick up a set of the materials needed for the
activity)
What is the title of our activity for today?
Sir, Electric Charges and the Charging Process
Now, can someone read to us the objective of our The objective of the activity is to perform tasks
activity for today? that demonstrate electric charges and to perform
 different ways of charging materials.
Okay, the instructions are in the activity sheet.
Please read each part from start to finish before
performing the task. Also, stay alert, observe
carefully, and record your observations on the
provided spaces. I will be roaming around and if
you need to ask something just approach me. Are
the instructions clear?
Okay, Sir.
Now, you will also need to team up with another
group for the last part of the activity. You will be
teaming up with your seatmate group. Is that
clear?
Yes, Sir.
Now, you will have 7 minutes to complete the
task. Work quick and accurately. You may now
begin.
(Students will start with the activity and work
with their groupmates.)
Procedures:
Part 1
1. Charge the plastic sheet by rubbing in
one direction only an ample amount of
tissue paper to it. Also, lay a length of
tissue paper near the plastic sheet.
2. Raise the plastic sheet and place it near
one end of the laden length of tissue
paper.

Part 1
1. Charge the plastic sheet by rubbing in
one direction only an ample amount of tissue
paper to it. Also, lay a length of tissue paper near
the plastic sheet.
2. Raise the plastic sheet and place it near
one end of the laden length of tissue paper.
Part 2
1. Charge the balloon by rubbing it off your
hair or your groupmates hair. Note: This
will work only if the hair is completely
dry.
2. Place the charged balloon as near as
possible to the soft drink can without the
two objects touching. See figure no.1.
 3. Touch the can with your finger at the end
opposite the balloon.
4. Remove your hand and observe how the
balloon and the can will interact in
backward-forward motion of the can.

Figure 1. Can-cup setup

Part 3
1. Repeat Steps 1 and 2 in Part
2 of the activity, but this time with
another can-cup setup at the rear of the
original can-cup setup. Make sure that
the cans are in contact with each other.
2. Remove the rear can-cup setup and
observe how the balloon and the rear can
will interact in backward-forward motion
of the rear can.

C. Activity Proper
(The teacher gives the students 7 minutes to do
the activity. The teacher will go around to check
the students progress and answer queries about
the activity if requested) (Students do the activity within 7 minutes)
Okay, 4 minutes left.
Start, start wrapping up your observation. We
have 2 minutes left for the activity.
D. Analysis
Okay, Gaea. The time is up. Kindly face right here (Students face the teacher and prepare their
and we will discuss what we did earlier. selves for listening.)
Now, let us discuss the first part of the activity.
What happened to the length of tissue paper laid
at the table when the rubbed plastic sheet was
brought near to it? Share to us your observation.
When the rubbed plastic sheet was brought near
to the length of tissue paper, the tissue paper
lifted up and got attracted to the rubbed plastic
sheet.
Excellent observation. How about the second part The balloon moved slightly towards the can-cup
of our activity? What happened when someone setup.
from your group touched the other end of the
can-cup setup while a charged rubber balloon is
on the other side?

Afterwards, when you pulled the can-cup set back

and forth, what did you notice?
The balloon also moved in the same direction of
motion of the can-cup set, as the balloon is
attracted to the can.
Now, how about the third part? How did the The balloon also moved, but this time, the
balloon reacted to the back and forth motion of motion was opposite to that of the can-cup
the can-cup setup in the back? setup.
E. Abstraction
Good job on observing the interactions in our
activity. Give yourselves a round of applause!
(Students claps for applause)
Now, we will explain what really happened in the
activity. I will make this very brief so please take
down notes. It is for your own benefit.
We established a while ago that being charged
implies a gain or a loss of electrons. We did that
in our review of the atom. In our first activity, we
facilitated the transfer of charges between bodies
by rubbing it with each other. We call that first
charging process Charging by Friction.
(Teacher writes on the blackboard)
Charging Processes
1. Charging by Friction
2.
3.
(Students writes on their notes.)
The second part is contrary to charging by friction
because it does not involve contact between the
charged bodies. The charge was rather induced to
the other body, so we call this process Charging
by Induction. Induce, induction. Are you still
following?
(Teacher writes on the blackboard)
Charging Processes
1. Charging by Friction
2. Charging by Induction
3.
Yes, Sir.
Before we proceed to the third part of the
activity, let us look at the interaction of the Yes, Sir.
charges in can.
(Draws the can-cup setup)
Let us bear in mind that the electrons in the atom
are mobile while the atoms nucleus are not. So it
is safe to assume that when there is an
interaction between charges, the electrons are
the ones that move. Okay?
When the charged balloon is near the can, our
electrons can only move two ways: toward the
balloon or away from the balloon. Still following?
Another fact that we need to consider is that our
bodies are sinks of electrons, meaning we can
store electrons. Another fact: Charges of the
same kind do not like being in close proximity
with each other. Electrons in the can near the
charged balloon are in close proximity with the
charged balloon. What can we say then about the
charge of the charged balloon?
The balloon is negatively charged.
Therefore, when we touched the can while the
charged balloon is present near the other end,
the electrons in the can found a bigger space,
which is our body and rushed to it. This will now
leave the can positively charged.
We observed that this negatively charged balloon
is drawn toward to the positively charged can.
What can we infer from this observation?
Positive charges and negative charges attract
each other.
Good. Now in the last part, we used another can-
cup setup to be the sink of the displaced
electrons from the can-cup setup near the
charged balloon. Our observation that the
negatively charged balloon moves away from the
negatively charged can which tells us that
negative charges repel each other.
Positive charges and negative charges attract
each other. They are opposites. The negative
charges are of the same kind, they are like each
other. What general statement then can we make
from this?
Like charges repel and opposite charges attract.
Exactly. That statement is what we call as the
electrostatic law. Take note of this
(Teacher writes the electrostatic law on the
board.)
(Students take note of the law in their notes.)
F.Evaluation/Post-Activity
And that is the end of our discussion on electric
charges and charging processes. Now, as an
assignment, I want you to think about the
problems at the end of the activity sheet,
because that would your assignment that will be
submitted for next meeting. Is that clear?
Yes, sir.
Now, return the materials to me and I will sign
your activity sheets as your exit ticket.
(Students return materials and give activity
sheets for signing)
Goodbye, Gaea! Goodbye and thank you, sir RC!

IV. AssignmentEvaluation

1. Car factories charge their paint with a negative charge and the body of the car with a positive charge
in order to save paint. How can this save paint in the painting process? Use your knowledge in the
electrostatic law to explain this technique.

2. When does a material, when charged by friction, will haveyield a positive charge? A negative charge?
Search for the conditions to make these situations true.

V. Evaluation

` 1. Rubric on Activity Participation

Criteria 3 2 1
Adherence to The student adheres The student adheres to The student never
Instructions fully to the instructions some of the adheres fully to the
and urges classmates instructions and may or instructions and urges
to do so. may not urge classmates to do so.
classmates to do so.
Keenness in The student stops The student does an The student does off-
Observation doing anything off-task off-task activity and tasks activities and
and carefully observes manages to observe never puts an effort
the activity. the activity. carefully observes the
activity.
Time Efficiency The student works to The student works to The student works to
finish the task within finish the task within finish the task within
the given time frame the given time frame the given time frame
and finishes before or and finishes right on and finishes way after
right on the dot. the dot. the given time frame.