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A Level · Cambridge (CIE) · 9702

Define electric fields and read field lines

Define electric field strength as force per unit positive charge and use field-line direction and spacing to interpret a field.

Section 18 · Electric fields

Electric fields · Cambridge International AS & A Level Physics 9702 · 18.1

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

Electric field direction at a point is defined using which test charge?

What you will learn

  • Define an electric field as a field of force
  • Define field strength as force per unit positive charge
  • Use F = qE and represent electric fields with field lines

A field describes the force a charge would experience

An electric field is a region where a charged particle experiences an electric force. At a point, electric field strength E is the force per unit positive test charge: E = F/q for a positive test charge. Its direction is the direction of force on a positive charge, and its unit is N C⁻¹ (equivalently V m⁻¹).

For a charge q placed in a field, F = qE. A positive q experiences force along E; a negative q experiences force opposite E. The equation is vectorial: when calculating magnitudes, use |F| = |q|E and state the direction separately.

Field lines show direction and relative strength

Electric field lines point in the direction a positive test charge would move. They leave positive charges and enter negative charges. Around an isolated point charge they are radial; between oppositely charged parallel plates, the central region is approximately uniform and the lines are parallel.

Closer field lines represent a stronger field in a qualitative diagram. Lines do not cross, because the field at one point cannot point in two different directions. Field lines are a representation of the field, not paths that every charged particle must follow.

E = F/q for a positive test charge · F = qE

Pause and explain

A negative charge is placed in an electric field pointing north. Which way is its force?

Put the idea to work

Worked example

A charge of +2.0 μC is placed in an electric field of 3.0 × 10⁴ N C⁻¹ directed east. Find the force on it.

Show the worked solution
  1. Use F = qE.
  2. Convert 2.0 μC to 2.0 × 10⁻⁶ C.
  3. A positive charge's force follows the field direction.

Answer F = 2.0 × 10⁻⁶ × 3.0 × 10⁴ = 6.0 × 10⁻² N east.

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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 +4.0 μC charge is in a uniform field of 1.5 × 10⁴ N C⁻¹. Calculate the force magnitude and direction relative to the field.

Give me a hint

Use F = qE and convert microcoulombs to coulombs.

Compare my reasoning
  1. q = +4.0 × 10⁻⁶ C.
  2. F = qE = 4.0 × 10⁻⁶ × 1.5 × 10⁴ = 6.0 × 10⁻² N.
  3. The positive charge's force is along the field.

6.0 × 10⁻² N along the field.

Look for these in your work

  • Charge converted
  • Product calculated
  • Direction stated
2 · Independent

An electron is in a field directed vertically downward. State the direction of its electric force and explain.

Give me a hint

An electron has negative charge, so use the field direction for a positive charge as the reference.

Compare my reasoning
  1. The field points in the direction of force on a positive charge.
  2. An electron has negative charge.
  3. Its force is opposite to the field, so it is vertically upward.

The electron's electric force is vertically upward, opposite the downward field.

Look for these in your work

  • Positive-charge convention recalled
  • Electron sign used
  • Opposite direction stated
3 · Transfer

Describe two rules for sketching field lines around an isolated positive charge and an isolated negative charge.

Give me a hint

Use the field direction for a positive test charge and the radial symmetry of a point charge.

Compare my reasoning
  1. Lines around an isolated point charge are radial.
  2. They point outward from a positive charge and inward towards a negative charge.
  3. Line density can indicate relative field strength; lines must not cross.

Draw radial lines outward from + and inward to −; use spacing to show relative strength and never let lines cross.

Look for these in your work

  • Radial pattern stated
  • Directions for both signs correct
  • Density and non-crossing rule included

Common mistakes

  • Defining field direction as the force on a negative charge
  • Ignoring that F changes direction when q is negative
  • Treating field lines as actual particle paths
  • Drawing crossing field lines
Recall without your notes

What can you explain now?

Electric field direction at a point is defined using which test charge?

Compare with the explanation

A positive test charge

The field points in the direction of force on a positive charge.

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

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Make it stick

How do field direction and force direction differ for a negative charge?

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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