Lab #2: Mapping Electric ChargeExperiment 1Madison McVeyDate: July 16, 2016Running Head: Mapping Electric ChargeAbstract:In this experiment, students defined the electric potential energy or the electric potential in order to map an electric field. The purpose of this experiment was to measure and record the electric potential of numerous points in an electric field using a multimeter. Students connected points with equal electrical potential, which in turn produced a “contour plot” of “equipotential” lines. In this experiment, students will attempt to determine the relationship between the electric field and the equipotential lines.1Running Head: Mapping Electric ChargeBackground: There was a physicist by the name of Michael Faraday that introduced the concepts of an electric field. His studies helped define how a field, which is surrounded by electrically charged particles, differs within the field. This idea is based on that an electric field exists around any positive or negative charged particles. The electric field is defined as a ratio of force to charge. If the source charge is positive, the proton is repelled and the force vectors point outwards. If the source charge is negative, the proton is attracted and the force vectorspoint inwards. This electrical charge produces a force on all other charges present. This experiment attempts to determine the relationship between the electric field and the equipotential lines. Methods: Students began by preparing the digital multimeter by inserting the black cord in the “COM” port and the red cord in the “V mA” port. They then turned the dial until the Ωarrow pointed to the “20” in the “DCV” section located in the top left corner of the multimeter, as seen in Figure 6. Students printed out Figures 7, 8 and 9, and set the printout with the circles on the table. Students opened and laid the Petri dish over the field map in Figure 7a and rolled two identical balls of Play-Doh© with approximately the same diameterof the circles on the field map. They stuck the two Play-Doh© balls inside the Petri dish over the two circles and ensured that they are stuck to the dish. Two 5 x 5 cm squares from the aluminum foil were cut and rolled to form foil rods, and stuck into the Play-Doh© balls. A 250 mL beaker was filled with 50 mL of tap water from the sink and a transfer pipette was used to fill in a THIN LAYER of water in the base of the Petri dish. Students then loosened upthe alligator clip wires by stretching and bending them, and connected one end of an alligator clip to the positive side of the battery holder and the other end to the aluminum foilrod on the left circle. A second alligator clip end was connected to the negative side of the battery holder and the other end of the alligator clip to the aluminum foil rod on right circle. The multimeter was turned on using the switch under the dial and the black probe was put in contact with the right sphere and the red probe in contact with the left sphere. Students observed the reading on the multimeter, and divided the observed reading by six to obtain six even increments. Students then found the six equipotentials by holding the black probe on the right sphere and moving the red probe around the field map. After an equipotential had been found, its location was marked on the field map in Figure 7b. Once all of the equipotential locations had been found, students cleaned up the Petri dish by removing the clay, water and foil. Students repeated the entire process for the field maps in Figure 8. Results: 2Running Head: Mapping Electric ChargeThe following graphic displays the analysis of the procedure performed in lab 2: Discussion:While performing the experiment, a voltage of 2V was recorded during the experiment with figure 7 and a voltage of 1.86V was recorded during the experiment with figure 8. Dividing each of these numbers by 6 resulted in increments of .33 and .31 respectively. The equipotential lines were drawn and from these, an electric field map formed as well. The data collected agreed with my predictions that the forces surrounding the positive charge would be repelled and resembled on the left side of the experiment and the forces surrounding the negative charge would be attracted and resembled on the right side of the experiment. References: eScience Labs. (2011). Lab #21: Mapping Electric Charge. Tables, Charts, and FiguresPre-Lab Quiz Results Experiment #1 Set-Up 3Running Head: Mapping Electric ChargeFigure 9: Equipotential mapping areas for Post-Lab Questions 1 and2.4Figure 6: Multimeter set up.Figure 7: Equipotential mapping areas for Step 5 (left) andStep 21 (right).Figure 8: Equipotential mapping areas for Step