Physics

Equipotential
Lines and Electric
Fields
Plotting the Electric
Field

MATERIALS AN D RESOURCES ABOUT THIS LESSON

T
EACH GROUP TEACHER he electrical field produces a force that acts

PA GE S
5 alligator clip leads wire cutter between two charges in the same way that
the gravitational field force acts between
2 batteries, 9 V wire, copper,
two masses. In this activity students will measure
2 binder clips, large #16 gauge
potentials that exist between charged regions, then plot
electric fields which are implied by these differences

TEA CHER
computer
LabQuest® in potential.

multimeter, OBJECTIVES
seven-function
picture frame, Students will:
plastic box-style, • Investigate the space between a pair of electrodes
8.5 in. × 11 in. that are connected to a source of direct current
sensor, voltage probe • Plot and examine the plot in terms of the implied
ruler, clear metric electric field

tape, masking
LEV EL
2 pieces wires,
copper, #16 gauge, Physics
approx. 20 cm

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 1
 Physics – Equipotential Lines and Electric Fields

COM MON CORE STATE STANDARDS

(MATH) A- CED. 2 (LITERACY) W.3

Create equations in two or more variables to Write narratives to develop real or imagined
represent relationships between quantities; graph experiences or events using effective technique,
equations on coordinate axes with labels and scales. well-chosen details, and well-structured event
sequences.
(MATH) S-ID.6B
(MATH) A- CED.4
Represent data on two quantitative variables on
a scatter plot, and describe how the variables are Rearrange formulas to highlight a quantity of
related. Informally assess the fit of a function interest, using the same reasoning as in solving
by plotting and analyzing residuals. equations. For example, rearrange Ohm’s law V = IR
to highlight resistance R.
(LITERACY) RST.9 -10. 3
(MATH) F- LE. 2
Follow precisely a multistep procedure when
carrying out experiments, taking measurements, or Construct linear and exponential functions, including
performing technical tasks, attending to special cases arithmetic and geometric sequences, given a graph,
or exceptions defined in the text. a description of a relationship, or two input-output
pairs (include reading these from a table).

PA GE S
(LITERACY) RST.9 -10.7
(MATH) F- LE. 5
Translate quantitative or technical information
expressed in words in a text into visual form (e.g., Interpret expressions for functions in terms of the
a table or chart) and translate information expressed situation they model. Interpret the parameters in a
visually or mathematically (e.g., in an equation) into linear or exponential function in terms of a context.

TEA CHER
words.
(MATH) N- Q.1
(LITERACY) RST.9 -10.10
Use units as a way to understand problems and to
By the end of grade 10, read and comprehend guide the solution of multi-step problems; choose
science/technical texts in the grades 9-10 text
and interpret units consistently in formulas; choose
complexity band independently and proficiently.
and interpret the scale and the origin in graphs and
data displays.
(LITERACY) W.1
(MATH) S-ID.6A
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and Represent data on two quantitative variables on
relevant and sufficient evidence. a scatter plot, and describe how the variables are
related. Fit a function to the data; use functions fitted
(LITERACY) W.4 to data to solve problems in the context of the data.
Produce clear and coherent writing in which the Use given functions or choose a function suggested
development, organization, and style are appropriate by the context. Emphasize linear, quadratic, and
to task, purpose, and audience. exponential models.

v. 2.0, 2.0

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 2
 Physics – Equipotential Lines and Electric Fields

ASSESSMENTS NEXT GENERATION SCIENCE

STANDARDS
The following types of formative assessments are
embedded in this lesson:
• Assessment of prior knowledge i
i
• Guided questions
• Assessments of Process Skills DEVELOPING A N D
USING MODELS
ANALYZIN G A N D
INTERPRETING DATA OBTAINING/EVALUATING
COMMUNICATING

The following additional assessments are located on

our website:
• Physics Assessment: Electrostatics
• 2010 Physics Posttest, Free Response CAUSE A N D EFFEC T EN ERGY A N D MATTER PATTERNS

Question 2; 2008 Physics Posttest, Free

Response Question 3; Physics Posttest, Free
Response Question 2.

ACKNOWLEDGEMENTS PS2: FORCES PS3: ENERGY PS4: WAVES

PA GE S
AND INTERACTION

Microsoft® product screenshots reprinted with

permission from Microsoft Corporation. Microsoft®,
Windows®, and Excel® are either registered
trademarks or trademarks of Microsoft Corporation
in the United States and/or other countries.

TEA CHER
EasyData™, Graphical Analysis®, LabPro®,
LabQuest™, and Logger Pro 3® used with
permission, Vernier Software & Technology.

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 3
 Physics – Equipotential Lines and Electric Fields

TEACHING SUGGESTIONS

T
he concept of electric fields was introduced When the circuit is connected, chemical reactions
by Michael Faraday. The electric field is will also start that will corrode the tips of the copper
the region where the force on one charge wire and will change the resistance, and thus will
is caused by the presence of another charge. The also distort the shape of the field if left too long.
electric field is a vector quantity and by convention, After each period, the copper wires should be
electric fields emanate from positive charges and cleaned with sandpaper or scraped clean. The plastic
terminate on negative charges (Figure A). frames should be cleaned after each class period to
avoid a build-up of copper compounds.
The most likely chemical reactions are
• Cu → Cu+2 + 2e−
• H2O + 2e → H2 + O
−
−2
• CO2 + O → CO3
−2 −2

• Cu+2 + CO −2 → CuCO • H O (s),

3
3
2

PA GE S
Figure A. Electric field Therea is
light
alsoblue precipitate
a science literacy piece that
accompanies this lesson which requires students to
Plastic picture frames are available from retail stores interpret the soundness of articles written about the
in either 8 in. × 10 in. or 8.5 in. × 11 in. sizes. These dangers of electromagnetic fields.
frames consist of a plastic box with a cardboard

TEA CHER
back for holding pictures. The box makes a good
flat container for holding a thin film of water. The
picture frames should be kept as level as possible so
that the electric field does not appear distorted. The
water level should be kept shallow, just covering the
bottom of the frame completely.

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 4
 Physics – Equipotential Lines and Electric Fields

ANSW ER KEY

DATA A ND OBSERVATIONS

PA GE S
TEA CHER

Figure A. Equipotential lines, point probe

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 5
 Physics – Equipotential Lines and Electric Fields

ANSW ER KEY ( CO NTINUED)

PA GE S
TEA CHER

Figure B. Equipotential lines, parallel line probe

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 6
 Physics – Equipotential Lines and Electric Fields

ANSW ER KEY ( CO NTINUED)

ANALYSIS

1. The electric field is constant on the straight line 2. For example, choose two equipotential lines,
between the two charges. The electric field is one at 10 V and 0.04 m from the positive
not constant along the curved electric field terminal and one at 2 V and 0.06 m from the
lines. positive terminal. The electric field between
them can be approximated as
Electric
field lines Equipotential 10V  2V
lines V  400 V/m  400 N/C
E  d  0.06 m  0.04
m
Notice that the units V/m are equivalent to
force per unit of charge, newtons per coulomb
(N/C).
Figure C. Equipotential and electric field lines, point source

PA GE S
Table 1. Calculating Electric Field Strength
Line Contact Points Voltage ( V ) Distance ( m ) Electric Field ( V / m )

1 A to C 8−4=4 0.039 100

2 B to D 6−2=4 0.046 90

TEA CHER
3 C to D 4−2=2 0.021 100

4 A to G 8 − (−4) = 12 0.107 110

5 C to I 4 − (−8) = 12 0.127 90

3. The electric field between the point charges

varies depending on the distance from +
each charged point, becoming weaker with
increasing distance. The electric field between
the parallel lines is relatively constant.

Figure D. Equipotential and electric field lines, parallel lines

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 7
 Physics – Equipotential Lines and Electric Fields

ANSW ER KEY ( CO NTINUED)

CONCLUSION QUESTIONS

1. An electric field is a region in space where one 4. a. The work along an electric field line depends
charge experiences a force from another charge. on the magnitude of the charge and the
Electric potential is the amount of energy potential difference through which the charge is
stored in an electric charge due to its position moved.
in an electric field. The strength of an electric b. No work is required to move a charge along
field is directly related to the magnitude of the an equipotential line because no force is
electric charge producing the field. required, and there is no change in potential.
2. Electric field lines begin on positive charges 5. a. Closely spaced electric field lines indicate a
and radiate away from them toward negative strong electric field. The closer the lines, the
charges, where they terminate. stronger the electric field.
3. Equipotential lines are lines connecting b. Equally spaced electric field lines indicate
points of the same electric potential. All the electric field is uniform.
electric field lines cross all equipotential lines
perpendicularly.

PA GE S
TEA CHER

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 8
 Physics

Equipotential Lines
and Electric Fields
Plotting the Electric Field
PURPOSE

I
n this experiment, the concept of electric field will be developed by
investigating the space between a pair of electrodes connected to a source
MATERIALS of direct current. You will plot equipotential lines and sketch in
5 alligator clip leads representing the electric field between the electrodes.
lines
2 batteries, 9 V
2 binder clips, large
computer
LabQuest®
multimeter, seven-function
picture frame, plastic
box-style, 8.5 in. × 11 in.
sensor, voltage probe
ruler, clear metric
tape, masking
2 pieces wires, copper,
#16 gauge, approx. 20 cm

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 1
 Physics – Equipotential Lines and Electric Fields

PROCEDURE

RUN #1

1. Tape the grid diagram with the squares and dots on the outside face of the
plastic container, aligning the edges so that it can be seen through the picture
frame.
2. Prepare two pieces of copper wire each approximately 50 cm in length.
(If the wire is insulated, remove about 1 cm of insulation from each end.)
Place the wires over the edge of the plastic frame and clip them securely, one
to each short side, using a binder clip. Adjust the wires so that the point is
down and directly over one of the dots on the paper diagram.
3. Snap the two 9-V batteries together so the positive terminal of one connects
to the negative terminal of the other. This essentially makes a battery with
a potential of 18 V.
4. Using an alligator clip, connect the negative terminal of the battery to one of
the wires attached to the picture frame with the binder clip. Attach the other
wire to the positive terminal of the battery with another alligator clip.
Using a third alligator clip, connect the common or black lead from the
voltmeter to the center where the two batteries are clipped together. For the
compete setup, see Figure 1.

Common Data Collection Device

Two 9 V Batteries
Figure 1. Experimental Clipped Together or Meter
setup, point
Positive
probes Positive
Negative -
+

Picture Frame with about 1/2 cm of Water

Check that the alligator clips are connected to the positive and negative
terminals and are not also touching the casing of any of the batteries.

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 2
 Physics – Equipotential Lines and Electric Fields

PROCEDURE ( CONTINUED)

5. Add enough tap water to just evenly cover the bottom of the plastic
container. Turn the voltmeter on, making sure it is set for DC volts and to the
smallest range greater than 6 V. The positive or red lead of the meter is used
to measure the potential in the water.
6. Data Collection
a. Manual – Using a second grid, have your lab partner write down the
measurements as you move the probe from dot to dot along the rows of
dots. Try to keep the probe straight and make sure the water depth is the
same all over the plastic container.
Move as quickly as you can. Do not be concerned that the readings will
not be steady. These are digital averaging meters. Allow the meter to
adjust, and record the number that stays displayed for the longest period
of time.
b. Alternate – You may also use a data collection device with a voltage
sensor to collect data. This data may be exported to your data analysis
software or directly onto a computer with Microsoft Excel®. You may
use this alternate procedure to speed up data collection and enhance the
analysis.
One partner should place the probe as you move from dot to dot along
the rows. When the reading stabilizes somewhat, your lab partner should
press the appropriate button to collect and record the data point on the
device or software.
Make sure that the stored data set is always moved to the end of the table.
This may need to be done manually when the data is moved into your
spreadsheet software.
Each data set may be accompanied with an event number or other
designation. You will need to remove all these extra columns, leaving
only the voltage readings for the corresponding cells. Select each of these
columns and delete them, leaving only the potentials in the spreadsheet.

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 3
 Physics – Equipotential Lines and Electric Fields

PROCEDURE ( CONTINUED)

7. After completing the measurements, enter or import the data into a

Microsoft Excel® spreadsheet.
When the data is entered, follow these steps to generate a graph:
a. Use the cursor to highlight all the data.
b. From the “Insert” menu, select “Chart.”
c. Pick the “Surface” plot from the standard types and “3-D Surface” as the
subtype.
d. Select “Finish” and examine the resulting graph.
The graph may be rotated by grabbing a corner with the cursor and moving
the corner to view the graph from different perspectives. In newer versions
of Excel, you will need to use the dialog box to rotate the plot to view it from
various angles to see the potential peaks and potential wells.
8. To complete the analysis, view and print the graph viewed from directly
above.
This is not the best view to gain insight into the significance of both
equipotential and electric field lines. However, printing the graph from this
angle will be best for completing the Data and Observations section of the
student pages.
You may need to change the number of divisions along each axis, especially
the potential axis, to produce a smoother plot showing more equipotential
and field lines.

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 4
 Physics – Equipotential Lines and Electric Fields

PROCEDURE (CO NTI NUED)

RUN #2

Repeat the entire procedure except instead of the ends of the wire touching the
grid dots, add straight pieces of clean copper wire so they make parallel lines
(Figure 2). Repeat the data collection and analysis.

Common Data Collection Device

Two 9 V Batteries
Figure 2. Experimental or Meter
Clipped Together
setup, parallel line
probes Positive
Positive
Negative -
+

Picture Frame with about 1/2 cm of Water

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 5
 Physics – Equipotential Lines and Electric Fields

DATA AN D OBSERVATIONS

After both sets of equipotential lines are drawn, draw a set of electric field lines
starting from the positive 20 V and going to 0 V, crossing each equipotential line
perpendicular to the line (Figure 3).

Electric
Figure 3. Equipotential field lines Equipotential
and electric field lines
lines

Begin by drawing the first line straight between the two pins. Draw five additional
lines above and five lines below this straight line, keeping the newly drawn lines
perpendicular to each equipotential line. Repeat this procedure for the other sheet.
These perpendicular lines that you have drawn on the paper represent the electric
field between the two electrodes. The electric field lines are always directed from
positive to negative (or from greater positive potential to lesser positive potential).
When the data is copied and exported into Excel extra columns (“Event”,
Figure 4) may have to be deleted, leaving only the voltage data in the spreadsheet.

Figure 4. Data as it
appears in Logger
Pro

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 6
 Physics – Equipotential Lines and Electric Fields

DATA AN D OBSERVATIONS ( CONTI NUED)

The following graphs represent sample data generated from Excel.

Figure 5. Three-
dimensional plot
of
potential

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 7
 Physics – Equipotential Lines and Electric Fields

DATA A ND OBSERVATIONS ( CONTINUED)

Figure 6. Plot of potential

viewed from
above

Figure 7. Plot of potential

viewed from side

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 8
 Physics – Equipotential Lines and Electric Fields

ANALYSIS

1. The strength of an electric field is measured in units of volts per meter. The
field strength at a point is found by selecting a second point fairly close to
the first and dividing the difference in voltage between the two points by the
distance in meters between the electric field lines:

V (Eq. 1)
E d

Make a sketch of the equipotential and electric field lines in the space
provided. Where is the electric field constant?

2. Using the sheet with the parallel conducting lines, select two points along the
same field line and measure the difference in potential between the points
and the distance between them. Use Equation 1 to calculate the strength of
the field.
Calculate the field strength for five pairs of points between the parallel lines
from the second sheet of paper. Record your values in Table 1 and make a
sketch of the equipotential and field lines in the space provided.

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 9
 Physics – Equipotential Lines and Electric Fields

ANALYSIS ( CONTI NUED)

Table 1. Calculating Electric Field Strength

Line Contact Points Voltage ( V ) Distance ( m ) Electric Field ( V / m )

3. Compare the variations observed in electric field strength between electrodes

that are small points and between electrodes that are long parallel lines.

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 10
 Physics – Equipotential Lines and Electric Fields

CONCLUSION QUESTIONS

1. Compare and contrast electric field and electric potential.

2. In general, how are electric field lines drawn in the vicinity of electric
charges?

3. Define equipotential line. How are electric field lines and equipotential lines
drawn relative to each other?

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 11
 Physics – Equipotential Lines and Electric Fields

CONCLUSION QUESTIONS ( CO NTI NUED)

4. Describe the amount of work you would have to do to move a positive

charge along:
a. An electric field line

b. An equipotential line

5. Describe the strength of an electric field represented by electric field lines

that are:
a. Closely spaced

b. Equally spaced

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org. 12
 A1 B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.

2 • • • • • • • • • • • • • • • • • • • • • • • • •
3 • • • • • • • • • • • • • • • • • • • • • • • • •
4 • • • • • • • • • • • • • • • • • • • • • • • • •
5 • • • • • • • • • • • • • • • • • • • • • • • • •
6 • • • • • • • • • • • • • • • • • • • • • • • • •
7 • • • • • • • • • • • • • • • • • • • • • • • • •
8 • • • • • • • • • • • • • • • • • • • • • • • • •
9 • • • • • • • • • • • • • • • • • • • • • • • • •

Physics – Equipotential Lines and Electric Fields

10 • • • • • • • • • • • • • • • • • • • • • • • • •
11 • • • • • • • • • • • • • • • • • • • • • • • • •
12 • • • • • • • • • • • • • • • • • • • • • • • • •
13 • • • • • • • • • • • • • • • • • • • • • • • • •
14 • • • • • • • • • • • • • • • • • • • • • • • • •
15 • • • • • • • • • • • • • • • • • • • • • • • • •
16 • • • • • • • • • • • • • • • • • • • • • • • • •
17 • • • • • • • • • • • • • • • • • • • • • • • • •
18 • • • • • • • • • • • • • • • • • • • • • • • • •
13

L E SSO N CO N SU M A BL E