Capacitor Lab
Capacitor Lab
ACTIVITY No. 1
CAPACITORS IN SERIES AND IN PARALLEL
A capacitor is an element used to control the flow of charge in a circuit. The name
derives from their capacity to store charge, rather like a small battery. In a way, a
capacitor is a little like a battery. Although they work in completely different ways,
capacitors and batteries both store electrical energy.
I. OBJECTIVES
1. To relate the total voltage of a circuit to the individual voltages across capacitors
2. To determine the capacitance, stored charge, stored energy and electric field of a single
capacitor
3. To determine the capacitance, stored charge, stored energy and electric field of a single
capacitor with a dielectric
4. To determine the capacitance, stored charge, stored energy and electric field of a
combination of capacitors
II. PROCEDURES
1. Run the Capacitor Lab Simulation in the PhET.
2. Assemble a circuit with a 1.50 – V battery with a single parallel – plate capacitor of a
chosen surface area and separation distance.
3. Measure the capacitance, stored charge, stored energy and electric field of the
capacitor.
4. Compute for the capacitance, stored charge, stored energy and electric field of the
capacitor.
5. Fill – in the table below.
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PHYSED 202
Second Semester S.Y. 2018 – 2019
SAINT MARY’S UNVERSITY
8. Repeat steps 2 – 4 using two series capacitors in parallel with a third capacitor.
9. Fill – in the table below
III. OBSERVATIONS
For Table 1.1 here are the observed computed and simulated values for the single parallel – plate
capacitor with dimensions A = 400 mm2 and d = 6.6 mm
Simulate values for the Capacitance, Plate Simulated value for the
Charge and Stored Energy Electric Field
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PHYSED 202
Second Semester S.Y. 2018 – 2019
SAINT MARY’S UNVERSITY
For Table 1.2 with Single – Parallel Plate Capacitor with Dielectric here are the computed and
simulated values with dimensions A = 400 mm2 and d = 6.6 mm, with a chosen customized
dielectric having a dielectric constant of K = 2.99.
My chosen dielectric
value was 2.99. I could
actually pick a certain
material from it but I
want my values more
random so I decided for
a customized one. I am
curious if there is a real
world material with this
amount of dielectric
Lastly, here are the observed simulated and computed values for the Table 1.3 having two series
capacitors in parallel with a third one.
A circuit of capacitors having two series capacitors The simulated values for the total capacitance,
in parallel with a third one stored charge and stored energy
Simulated value for the voltage difference and Simulated value for the voltage difference Simulated value for the voltage difference and
electric field across capacitor 1 and electric field across capacitor 2 electric field across2019;
capacitor 3
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Simulated value for the electric field with assumed plate area – distance separation ratio. Note that
it is essential to pick certain values for plate area and separation distance as the electric field cannot
be computed without a specific dimension of the capacitor.
IV. ANALYSIS
( )( )
2 −4 2
C 4 × 10 m
C= 8.85 ×10−12 ⋅ =5.36 ×10−13 Farads
Nm
2
0.0066 m
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PHYSED 202
Second Semester S.Y. 2018 – 2019
SAINT MARY’S UNVERSITY
2
Q
2
( 8.04 × 10 Coulombs )
−13
−13
U= = =6.03× 10 Joules
2 C 2(5.36 × 10−13 Farads)
V 1.5 Volts V
E= = =227.26
d 0.0066 m m
2
Q
2
( 2.40 ×10 Coulombs )
−12
U= = =1.80 ×10−12 Joules
2C 2 ( 1.60 ×10 Farads )
−12
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E free
To determine the electric field, we use the fact that E= , where K is the dielectric constant,
K
while Efree is the electric field without the capacitor and E is the electric field within the plates
with the dielectric material. But Efree = 227.26 V/m from our computation in Table 1.1 (d), so
V
227.26
E free m V
E= = =76.00
K 2.99 m
a. Computation for the total Capacitance of the Capacitors (Simulated Value = 2.8x10-13 F)
The chosen values for the capacitance were:
C1 = 3.00x10-13 Farads
C2 = 1.00x10-13 Farads
C3 = 2.00x10-13 Farads
In this section, we calculate the total capacitance of the capacitor circuit. Because C1 and C2 are in
series with one another, then C12 is given by.
1 1 1
= +
C12 C 1 C❑2
Solving for C12 we obtain:
Now, C12 is in parallel with C3. Combining them produces the total capacitance so
b. Computation for the individual and total stored charge of the capacitors.
(Simulated Value = 4.1x10-13, Total Charge)
The simulated values of the charge were based on the simulated voltage and capacitance values.
The following are the observe values of the simulated charges.
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Now in order to calculate the computed value of charges, we use the result of C12 from (a) and we
use the fact that charges on a capacitor in a series system are equal such that
Q12=Q 1=Q2
Q12 =C 12 V 12
We already know C12. To determine V12, observe that C12 is in parallel with V3 whereas in a
parallel system, the voltages are equal so
V 12=V 3=1.5 V
−13
Q1=Q 2=1.125× 10 C
Next, we determine Q3. Since C3 is already known and V3 is obviously 1.5 V, then
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2 2
Q1 ( 1.125× 10−13 C ) −14
U 1= = =2.11 ×10 Joules
2 C1 2(3.00 ×10−13 F)
2
Q 22 ( 1.125× 10−13 C )
U 2= = =6.33 ×10−14 Joules
2 C2 2(1.00 ×10 F)
−13
2
Q23 ( 3.00× 10−13 C )
U 3= = =2.25 ×10−13 Joules
2 C3 2(2.00 ×10−13 F)
But it was already shown that in (b) that the values for the simulated charge and the computed
one is equal. Furthermore, the capacitance is already given, then we expect to calculate the same
values for the computed stored energy. Next, we determine the total stored energy from the
computed total charge and computed total capacitance.
2 2
QT ( 4.125 ×10−13 C ) −13
UT= = =3.11× 10 Joules
2C T 2(2.75 ×10−13 F)
V. CONCLUSION
I have learned a lot personally in this activity. Aside from strengthening my muscle
memory on the equations, I gained a lot of conceptual learning based from the conflict I have
faced in this challenge. Here, I outline the general concepts I have deduced from this
wonderful activity.
1. That theoretical calculation and simulated values have almost no significant
difference
- There is no need to subjugate the data results into t – test in order to verify our
claim. The superficial feature of the values itself was enough evidence. Yet, this
is at ‘almost’ event. The simulator isn’t as perfect as we expect it to be.
Anyways, as far as the Physics of the system is logical, systematic and consistent,
we expect for the agreement of empirical data to theoretical data. The unity of
theory and experiment is one of the wonders of science. It depicts how powerful
mathematics is in describing the mechanism of reality. Moreover, this also reflect
that the algorithm of the program was precisely working its own task, however,
we show later that there exists a slight problem.
2. That the voltage is the same for capacitors in parallel circuit and different for
capacitors in series circuit. That the total charge is the same for capacitors in
series circuit but different for capacitors in parallel circuit system.
- These are observed claims both in experiment and in theory and the basis for the
derivation of the general formula for capacitance whether they are in parallel or
series connection.
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PHYSED 202
Second Semester S.Y. 2018 – 2019
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- The claim can be verified theoretically from the definition of dielectric itself
which shows
Ck
K=
Co
- If Co is said to be the capacitance of the original capacitor having no dielectric
then computing for Ck results as
C k =K ⋅C o
- where, Ck is the capacitance of the capacitor with the dielectric. It is proportional
to the dielectric having K > 0, therefore it is easy to show using some algebraic
property of inequality that
C k > Co
- which is our claim.
4. The existence of a dielectric with K > 0, increases the potential total stored
charge of the capacitor.
- Like as we did with our result in (2), we can verify the above claim using the fact
that
C k > Co
- then, we use the definition of capacitance as Q = CV, derive for C and substitute
we have
Qk Qo
>
Vk Vo
- Holding the potential difference as a constant as Vk = Vo then we arrive
Qk >Qo
- which is our claim, again.
5. The existence of a dielectric with K > 0, increases the total potential stored
energy of the capacitor.
- We use the result in (3) to verify this claim theoretically, we start with the
inequality,
Qk >Qo
- Utilizing the definition that U = ½ QV, holding V as constant we arrive at,
1 1
Qk V > Q o V
2 2
- Note that because V > 0 and ½ > 0, the inequality is conserved. We define, Uk =
½ QkV as the stored energy associated with the capacitor having a dielectric and
Uo = ½ QoV as the stored energy associated with the same capacitor having no
dielectric. Substituting it in our inequality then we have,
U k >U o
- which is our claim.
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PHYSED 202
Second Semester S.Y. 2018 – 2019
SAINT MARY’S UNVERSITY
6. The existence of a dielectric with K > 0, decreases the magnitude of the net
electric field between the capacitor.
- We prove the above claim again theoretically, other than what is shown from the
result of the Capacitor Lab, we use the definition
E free
Ek =
K
- where Ek is the net electric field between the plates of capacitor having the
dielectric material and Efree as the net electric field between the plates of the same
capacitor having no dielectric material. By manipulation, we arrive as
E free=Ek ⋅ K
- because K > 0, we arrive at the inequality showing that,
E free> E k
- which is our claim.
7. The curious case of the electric field detector of the Capacitor Lab
- Upon exploration of the Capacitor Lab, I discovered a contradiction upon
comparing the result of computed values and theoretical values provided by
instrument in the simulation. This contradiction was observed on the electric field
detector for a single parallel plate capacitor having some dielectric K. It was
shown from the result of (5) that
E free> E k
- However, the result of the computation and simulation with K = 2.99 were as
follows
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PHYSED 202
Second Semester S.Y. 2018 – 2019
SAINT MARY’S UNVERSITY
- I speculate that the programming algorithm had made its error here. The
programmers might have been confused and had switched Efree and Ek
respectively. The capacitor lab is overall awesome, creative and unique but the
creators of the program must address problems such as this because it might
threaten to induce misconceptions to the learners using the simulation.
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