Name: Partners: INTERACTION AT A DISTANCE Initial Ideas: You investigated how two objects interact when one or both have a net charge or have a charge imbalance. These objects did not have to be in contact to act on or influence each other. 1. Prior to the semester, you studied another interaction (force) that also did not require the objects in contact with each other. What was that force? 2. Discuss and record concepts you recall related to this force. Scientists constructed a working model to make interaction possible between objects that are not in physical contact. The field model approach for interaction-at-a- distance was introduced in mechanics, where the field served as an intermediary between two objects. 3. How did the field model help in understanding the non-contact force studied in mechanics?Problem-Solving Comparison We now consider the E-field in energy terms. Essential ideas about work, conservative force, and conservation of energy associated with gravitational force are equally relevant to the electrical force. A new concept is electric potential or simply potential. The electric potential V at any point in an electric field is the electric potential energy U per unit charge associated with a test charge go at that point.Additional Questions: For the charge arrangements shown below, use the simulation to find a location where the electric field is zero (and is on the same axis with the charges). Then calculate the electric field at that location using the formula to see if you are getting the same result. Compare your simulation and calculation values. - Inc - 1nc 1 2 m 1nc 2. - 2nc 1 m - 1nc 3. 1nc 1nc + 0.5 m 0.5 m UT 888The Electric Field Simulator Exploration: The "Electric Field Hockey" simulation (in Practice Mode) can help as you consider the following questions: S1. What variables do you think affect how charged bodies interact? What is your evidence? S2. As you drag a charge onto the playing field, an arrow appears on the puck. What do you think is the significance of the arrow? Compare and contrast the arrows for both kinds of charge. S3. Hypothesize how each variable affects the puck and then test your ideas. Explain your observations for each variable. S4. Analyze the data you recorded and predict where you would place two charges to interact with the puck and lead to scoring a goal. $5. Test your prediction. If you did not score a goal, try other arrangements until you score. S6. Represent three successful arrangements with a free body diagram for each. Use at least 3 charges (besides the puck) in two of the three successful arrangements. Click - Field. Observe the electric field around the charges and the puck for each arrangement.Free-body Diagrams for each of the three successful arrangements Investigation #2: What goes on in the empty space between two charged particles? Recall that when a system (object or objects of attention) changes, scientists attribute the changes to interactions among two or more objects rather than to something internal to any one object. So how does each charged particle know that the other is there? We again find the field model useful. The electric field, like the gravitational field studied in mechanics, can be described in terms of force or energy. Simulator Exploration: We again consider the E-field at some point P with the help of an E-field Sensor. The magnitude of electric force is given by Coulomb's law and electric field (E) is defined as the electric force per unit of charge. S1. Open the "Charges and Fields" simulation. Click - grid (scale: 5 sm sq= 0.5 m). Drag a InC q# or 1 nC q to the screen. Place an E-Field Sensor 1.0 m from the charge; calculate the E-Field (N/C). Move the sensor either closer to or farther from the charge and again calculate the E-field value. How do the two values compare