Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
Division of Davao del Norte
DUJALI NATIONAL HIGH SCHOOL
Braulio E. Dujali, Davao del Norte

SHS SCIENCE DEPARTMENT

Competency:
STEM_GP12EM-IIId-24
 Calculate the capacitance of a network of capacitors connected in series and parallel;

STEM_GP12EM-IIId-25
 Determine the total charge, the charge on, and the potential difference (voltage) across each
capacitor in the network given the capacitors connected in series and parallel;

I. Objectives:

At the end of the 2-hour period the students will be able to:

a. Draw a circuit diagram of capacitors in series and parallel;

b. Explain what happens to the electric charge, voltage, capacitance for capacitors in series and parallel;
c. Explain why a series connection is a voltage divider and why a parallel connection is a current divider;
d. Calculate the capacitance of a network of capacitors connected in series and parallel.

II. Subject Matter:

 Topic: Capacitors in Series and Parallel pt. 1

 Reference: General Physics 2
 Author: (1) Young and Freedman. University Physics. 13th Edition.
(2) Tipler, Paul. University Physics. 4th Edition.
 Materials: Book, chalk and chalk board, laptop, projector, white board marker, white board
 Date: January 16, 2018

III. Procedure:

A. Preliminary Activities
a. Prayer
b. Greetings
c. Attendance

B. Review/ Motivation

“COME AND GET ME”

 The teacher will divide the class into three. Each The students will go to their
group will compete for a prize and can only attain corresponding groups.
it by answering the questions given by the teacher.
Each correct answer is equivalent to one step
closer to the entitled prize. The group who got the
most correct answers and first to be closer to the The students will actively participate.
position of the prize will be the winner.

 The questions thrown by the teacher is based on

the previous lesson, thus by way of the activity,
the students were refreshed by the previous topic.
IV. Lesson Proper:
1. Introduction:

The teacher will:

1. Inquire about the operational and mathematical

definitions of capacitance C.

Q A
C  0
V d A student will answer/express his
insight/idea.

2. Have the students to write down the meaning of each

of the symbols present in the formula above.

3. Introduce the definition of capacitance, its properties,

applications in real life, and its unit.

4. Present circuit diagrams of 2 capacitors in series and in

parallel (without actually mentioning the words series and A student will do the task.
parallel).

5. Ask a student to differentiate the electric current across Students will listen.
the circuits (assuming the system of capacitors is
connected to the same DC-voltage source).

2. Discussion
The teacher will discuss the following concepts(slides)
after the previous activity:

- Electric charge Q is a conserved physical

quantity. This means that the total charge in a
circuit stays the same.

- As a charge Q, therefore, passes through a

SERIES (or a one-path system) connection of
capacitors, each capacitor gets the same total
charge Q such that Q1 = Q and Q2 = Q.

- Moreover, when Q passes through a PARALLEL

(or a multi-path system) connection of capacitors,
Q splits up according to the number of paths
present. In this case, Q = Q1 + Q2.

- We see that charge Q splits or divides in a parallel

connection. What stays the same in a parallel
connection? The answer is the electric potential
V. Recall that V = W/Q and, in a parallel
connection, the same work W is done on the
charge Q no matter which parallel path is taken.

- Therefore, we have: V = V1 = V2. What about the

electric potential in a series connection? Since the
electric potential V is related to the scalar work W
done to move the same charge Q across the series
circuit when W = W1 + W2 or more simply, V =
V1 + V2.
  Summarization: IN SERIES CONNECTION:
The student will take note of the formula
- Charge is same: series connection of capacitors. and the units.
- Q = Q1 = Q2 =Q3
- Total voltage V Series connection Sum of voltages
- V = V1 + V2 + V3
- Equivalent Ce for capacitors in series:
n
1 1

Ce i 1 Ci

 Summarization: IN PARALLEL CONNECTION:

- Total Voltage is the same throughout the circuit:

VT = V1 = V 2 = V3
- Charge in Parallel connection is the sum of each
charge of capacitor:
- Charges: QT = Q1 + Q2 + Q3
- Equivalent Ce for capacitors in parallel:
-
n
Ce   Ci
i 1

 The teacher during discussion will show a series

of sample problems involving both series and
parallel capacitors. The students will do the task

 The students on their seats will try to solve it on

their own.

3. Evaluation and Enrichment

The teacher will ask the following questions for the

students to ponder:

1. Using the definition C = Q/V, show that for a SERIES

connection of capacitors: 1/C = 1/C1 + 1/C2. What does The students will try to answer.
this equation mean? What happens to C as more and more
capacitors are connected in series?

2. Using the definition C = Q/V, show that for a

PARALLEL connection of capacitors: C = C1 + C2. What
does this equation mean? What happens to C as more and
more capacitors are connected in parallel?

V. Assessment/ Evaluation

With the same groupings, the students will answer the following on a one whole sheet of paper:

1. Consider two capacitors C1 = 200μF and C2 = 600μF connected in series across a source of voltage V = 4 volts.
Draw the circuit diagram for this situation. Determine: (a) C, (b) Q, (c) Q1 and Q2, and (d) V1 and V2.

2. Consider two capacitors C1 = 200μF and C2 = 600μF connected in parallel across a source of voltage V = 4
volts. Draw the circuit diagram for this situation. Determine: (a) C, (b) Q, (c) V1 and V2, and (d) Q1 and Q2.

3. From 1 and 2, why are (c) and (d) swapped in positions in terms of solving the unknowns?

4. Repeat 1 and 2 but this time add a third capacitor C3 = 800μF. Summarize your answers using a C-Q-V table like
below:
 4. Assignment

On a one whole sheet of paper, answer the following problems with clear solutions.
Identify the following circuits if parallel or series and solve for the equivalent capacitance of each circuit.

1. 2. 3.

Prepared By: Checked By:

DAVE C. BUGADOR, SST 1 ROMEO D. DUGENIO

SHS Science Teacher Assistant Principal II