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A Level · Cambridge (CIE) · 9702

Use Coulomb's law for point charges

Apply the inverse-square law to point charges and model the external field of a spherical conductor as a central point charge.

Electric fields · Cambridge International AS & A Level Physics 9702 · 18.3

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

What happens to the Coulomb force magnitude if point-charge separation doubles?

What you will learn

  • Model the external field of a spherical conductor as a point charge at its centre
  • Use Coulomb's law for the force between charges in free space
  • Determine whether point charges attract or repel

A spherical conductor acts like a point charge from outside

At a point outside a spherical conductor, its charge can be treated as if it were concentrated at the centre. This point-charge model applies to the external field; do not infer that the field inside a conductor follows the same inverse-square expression.

For two point charges separated by distance r in free space, Coulomb's law gives the force magnitude F = |Q₁Q₂|/(4πε₀r²), where ε₀ is the permittivity of free space. The force acts along the line joining the charges.

Signs set attraction or repulsion

Like signs repel and unlike signs attract. The equation with magnitudes gives a positive force magnitude; state the direction separately from the charge signs. Doubling separation makes the force one quarter as large if the charges remain fixed.

Use coulombs and metres with ε₀ = 8.85 × 10⁻¹² F m⁻¹, or use 1/(4πε₀) ≈ 8.99 × 10⁹ N m² C⁻². Keep powers of ten visible when multiplying microcoulomb or nanocoulomb charges.

F = |Q₁Q₂|/(4πε₀r²) · like charges repel · unlike charges attract

Pause and explain

How do two negative point charges interact?

Put the idea to work

Worked example

Charges +2.0 μC and −3.0 μC are 0.30 m apart in free space. Find the force magnitude and state whether it is attractive.

Show the worked solution
  1. Use F = k|Q₁Q₂|/r² with k = 8.99 × 10⁹ N m² C⁻².
  2. Convert charges to coulombs and substitute.
  3. Opposite signs attract.

Answer F = 8.99 × 10⁹ × (2.0 × 10⁻⁶ × 3.0 × 10⁻⁶)/(0.30²) ≈ 0.60 N; the force is attractive.

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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

Two charges +4.0 μC and +1.0 μC are separated by 0.20 m. Calculate the force magnitude and state its direction for each charge.

Give me a hint

Use the Coulomb constant form and remember that like charges repel.

Compare my reasoning
  1. F = k|Q₁Q₂|/r².
  2. F = 8.99 × 10⁹ × (4.0 × 10⁻⁶)(1.0 × 10⁻⁶)/(0.20²) ≈ 0.90 N.
  3. The forces have equal magnitude and opposite directions along the line; the charges repel.

Each charge experiences a 0.90 N repulsive force, in opposite directions.

Look for these in your work

  • Inverse-square law used
  • Coulomb conversion applied
  • Repulsion and paired directions stated
2 · Independent

A spherical conductor carries charge +6.0 nC. Explain how to calculate the field at an external point 0.40 m from its centre.

Give me a hint

Use the stated external point-charge model for a spherical conductor.

Compare my reasoning
  1. Treat the conductor's charge as concentrated at its centre for an external point.
  2. Use the point-charge field expression E = k|Q|/r².
  3. Because Q is positive, the field points radially outward.

Use E = k(6.0 × 10⁻⁹)/(0.40²), directed radially outward; this point-charge model is for the exterior.

Look for these in your work

  • External model applied
  • Correct field equation identified
  • Direction and scope stated
3 · Transfer

The separation between two fixed point charges increases from r to 3r. By what factor does the force magnitude change?

Give me a hint

Compare 1/(3r)² with 1/r².

Compare my reasoning
  1. Initial force is proportional to 1/r².
  2. At 3r, the factor is 1/(3r)² = 1/(9r²).
  3. The new force is one ninth of the original.

The force magnitude becomes one ninth as large.

Look for these in your work

  • Inverse-square dependence used
  • Distance factor squared
  • Force ratio stated

Common mistakes

  • Forgetting to square the separation
  • Using charge in microcoulombs without conversion
  • Using charge signs to make a negative magnitude instead of stating direction
  • Applying the spherical-conductor model to a point inside the conductor
Recall without your notes

What can you explain now?

What happens to the Coulomb force magnitude if point-charge separation doubles?

Compare with the explanation

It becomes one quarter

Force is proportional to 1/r².

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

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Make it stick

How do charge signs and separation determine the direction and magnitude of Coulomb force?

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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