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A Level · Cambridge (CIE) · 9702

Calculate uniform electric fields

Find field strength between charged parallel plates and describe the force and motion of charged particles in that field.

Electric fields · Cambridge International AS & A Level Physics 9702 · 18.2

A Level; Cambridge International Physics 9702, 2025–2027 syllabus, Topic 18. These original explanations and calculations are study aids; full timed assessment and human subject-teacher review remain outstanding.

Before you begin

  • Use force, charge, work, energy, potential difference, inverse-square relationships and SI units.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Between ideal parallel plates, which way does the electric field point?

What you will learn

  • Use E = ΔV/Δd between parallel plates
  • Relate a charged particle's force to the uniform field
  • Describe how a uniform field changes charged-particle motion

Potential difference sets the field between parallel plates

Away from the plate edges, oppositely charged parallel plates produce an approximately uniform electric field. The field is perpendicular to the plates and directed from the positive plate towards the negative plate.

For a uniform field of magnitude E across plate separation Δd and potential difference magnitude ΔV, E = ΔV/Δd. With volts and metres, E is in V m⁻¹, equivalent to N C⁻¹. Use the potential change in magnitude for the field strength.

Charge sign determines the force and deflection

A charge experiences F = qE and acceleration a = qE/m when the electric force is the resultant force. A positive particle accelerates along the field; a negative particle accelerates against it. The acceleration is constant in an ideal uniform field if the field and charge are constant.

A particle entering with velocity perpendicular to the field keeps its velocity component parallel to the plates while the field changes its perpendicular component. Its path bends towards the force direction; reversing the sign of charge reverses the deflection.

E = ΔV/Δd · F = qE · a = qE/m

Pause and explain

A uniform field points right. How does an electron accelerate?

Put the idea to work

Worked example

A potential difference of 480 V is applied across parallel plates separated by 0.020 m. Find the field strength between them.

Show the worked solution
  1. Use E = ΔV/Δd.
  2. Divide 480 V by 0.020 m.
  3. Give either V m⁻¹ or N C⁻¹.

Answer E = 480/0.020 = 2.4 × 10⁴ V m⁻¹.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

A 600 V potential difference is maintained across plates 0.030 m apart. Calculate E.

Give me a hint

Divide the potential difference by the plate separation in metres.

Compare my reasoning
  1. E = ΔV/Δd.
  2. E = 600/0.030 = 20 000 V m⁻¹.
  3. The field points from the positive plate to the negative plate.

E = 2.0 × 10⁴ V m⁻¹, from the positive plate towards the negative plate.

Look for these in your work

  • Uniform-field relation used
  • Separation in metres used
  • Magnitude and direction stated
2 · Independent

An electron enters a region between parallel plates with velocity parallel to the plates. The electric field points downward. Describe its trajectory while inside the field.

Give me a hint

Resolve the motion parallel and perpendicular to the field.

Compare my reasoning
  1. The horizontal velocity component is unchanged if other forces are negligible.
  2. The electron's force and acceleration point upward, opposite the field.
  3. It therefore follows a curved path deflected upward while the field acts.

It curves upward: its horizontal motion continues while the downward field gives the electron an upward acceleration.

Look for these in your work

  • Parallel component addressed
  • Force direction correct
  • Curved deflection explained
3 · Transfer

A proton and an electron enter the same uniform field with equal initial velocity perpendicular to it. Compare the initial force directions and acceleration magnitudes.

Give me a hint

Use F = qE, then a = F/m; compare charge signs and masses.

Compare my reasoning
  1. Their charges have equal magnitude and opposite sign, so the force directions are opposite and force magnitudes equal.
  2. The electron's mass is much smaller than the proton's mass.
  3. Since |a| = |q|E/m, the electron has the larger acceleration magnitude.

The forces are equal in magnitude and opposite in direction; the electron's acceleration magnitude is much greater because its mass is smaller.

Look for these in your work

  • Force signs compared
  • Force magnitudes compared
  • Acceleration mass dependence used

Common mistakes

  • Using plate area instead of separation in E = ΔV/Δd
  • Forgetting to convert centimetres to metres
  • Deflecting positive and negative charges in the same direction
  • Assuming the charged-particle path is straight when the field is perpendicular to its velocity
Recall without your notes

What can you explain now?

Between ideal parallel plates, which way does the electric field point?

Compare with the explanation

From the positive plate to the negative plate

That is the direction for a positive test charge.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Why do equal-magnitude positive and negative particles bend in opposite directions in one uniform field?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Physics

Course scope and assessment

One hundred and sixty-two original lessons cover all 12 published subject-content outcomes in Topic 1 (sections 1.1–1.4), all nine outcomes in Topic 2 (section 2.1), all 13 outcomes in Topic 3 (sections 3.1–3.3), all 13 outcomes in Topic 4 (sections 4.1–4.3), all 11 outcomes in Topic 5 (sections 5.1–5.2), all 10 outcomes in Topic 6 (sections 6.1–6.2), all 16 outcomes in Topic 7 (sections 7.1–7.5), all 12 outcomes in Topic 8 (sections 8.1–8.4), all 15 outcomes in Topic 9 (sections 9.1–9.3), all 16 outcomes in Topic 10 (sections 10.1–10.3), all 18 outcomes in Topic 11 (sections 11.1–11.2), all seven outcomes in Topic 12 (sections 12.1–12.2), all 12 outcomes in Topic 13 (sections 13.1–13.4), all eight outcomes in Topic 14 (sections 14.1–14.3), and all nine outcomes in Topic 15 (sections 15.1–15.3), plus all four outcomes in Topic 16 (sections 16.1–16.2), and all ten outcomes in Topic 17 (sections 17.1–17.3), plus all 12 outcomes in Topic 18 (sections 18.1–18.5), all nine outcomes in Topic 19 (sections 19.1–19.3), all 19 outcomes in Topic 20 (sections 20.1–20.5), and all eight outcomes in Topic 21 (sections 21.1–21.2), and all 17 outcomes in Topic 22 (sections 22.1–22.4), and all 13 outcomes in Topic 23 (sections 23.1–23.2), and all 16 outcomes in Topic 24 (sections 24.1–24.3), and all 11 outcomes in Topic 25 (sections 25.1–25.3), of the 2025–2027 syllabus. Each lesson has guided, independent and application practice with explained answers. All 25 syllabus topics now have mapped teaching and practice; the 2028–2030 changes outside Topics 23–25 still need reconciliation. Online study cannot demonstrate supervised Paper 3 laboratory competence. Paper 5 planning and analysis, full timed cumulative assessment and human subject-teacher review remain outstanding.

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