Lesson Plan

• Define the direction of an electric field at a point.
• Explain why the field direction corresponds to the force on a positive test charge.
• Illustrate field‑line conventions for positive and negative charges.
• Predict the force direction on test charges of opposite sign.
• Apply the concept to simple point‑charge situations.

• Projector and screen
• Whiteboard and markers
• Printed worksheet with field‑line diagrams
• Ruler and compass for drawing vectors
• Charged rods or electroscope for a quick demo
• Student laptops or tablets (optional simulation)

Begin with a striking image of field lines around a charged balloon to hook interest. Ask students what they think determines the direction of those lines, linking to prior knowledge of forces on charges. State that by the end of the lesson they will be able to articulate the precise definition and use it to predict force directions.

1. Do‑now (5'): Quick sketch of field lines for a single positive charge; students submit on sticky notes.
2. Mini‑lecture (10'): Present the definition of electric‑field direction and the equation E = F/qₜₑₛₜ.
3. Demonstration (8'): Use charged rods to show forces on a small test charge; point out direction of field.
4. Guided practice (12'): Students work in pairs to complete worksheet items, drawing field lines for positive and negative charges and labeling force directions.
5. Check for understanding (5'): Whole‑class “thumbs‑up/down” quiz on statements about field direction.
6. Summary & exit ticket (5'): Students write one sentence explaining the definition and answer a short scenario question on a slip of paper.

Recap that the electric‑field direction is the direction a positive test charge would move, reinforcing the link to field‑line conventions. Collect exit tickets to gauge understanding and assign a homework task to analyse field directions in two real‑world examples (e.g., static electricity on a comb and a Van de Graaff generator).