Learning Objectives

17.1.a understand the

concept of an electric field
as an example of a field of
force and define electric
field strength as force per
unit positive charge acting
on a stationary point charge
17.1.b
represent an electric field
by means of field lines
17.2.a
Recall and use

Physics

17.3.a understand that, for

any point outside a
spherical conductor, the
charge on the sphere may
be considered to act as a
point charge at its centre

Electric Field

CLASS: grade 12A2

Activities
(see notes below re: differentiation details, etc)
W: whole class; G: group; I: individual.
Evidence of achievement
Description

17.1.a Before starting work on electric fields, revise learners

previous knowledge of static
electricity, charged particles and the concept of discharging by
connecting to earth.
Learners draw up a table of the similarities and the differences
between gravitational
and electric fields. They can begin this by comparing the
definitions of electric and

E= V / d

to calculate the field

strength of the
uniform field between
charged parallel plates in
terms of potential
difference and separation

UNIT:

gravitational field strengths, noting the similarity; the symbols

used (E and g
respectively) must also be made clear. Remind learners of the
vector nature of E
and g.
17.1.b
Learners predict and draw the shape of the electric field
around a point charge and
between two parallel plates. (
Expand to include attracting and repelling charges, a pint

Resources

Subject :
pgs.
Reference /
Syllabus breakdown

(no. Of sessions)Timing

Week

Cambridge International
AS and A Level
Physics Text book
Internet Videos and
animations

charge and a flat plate.

Draw out the ideas of radial and uniform fields, the field lines
reaching the surface of
17.3.b recall and use Coulombs
law in the form

F=

Q1 Q2

4 r2

the object at 90o. Go through the need for an arrow on the

field line to show the
direction of the force on a positive charge. Learners should be
aware of radial and

for the force between two point

charges in free space or air

uniform fields.

17.4.a recall and use

Q
E=
4 r2

17.2.a
Learners derive this expression. Having established the
definition of electric field

for the field strength of a point

charge in free space or air
17.5.a define potential at a point as
work done per unit positive charge
in bringing a small test charge from
infinity to the point
17.5.b state that the field strength of
the field at a point is equal to the
negative of potential gradient at that
point
17.5.c use the equation

V=

Q
4 r

for the potential in the field of a

point charge

strength as

E=F /q

(compare this to the definition of gravitational field strength,

g). Hint that they need
to think about the work done by the field in moving a charge Q
from the positive to
the negative plate (distance d).
Learners show the two units are identical: that N C1 is
equivalent to
V m1 and also the equivalence of N kg1 and m s2 in the
gravitational case.

17.3.a
Le ar n e r s dr a w di a gr a m s t o illus tr a t e t h e field a r o u n d a s p h e ric al c o n d u c t or
a n d a p oint c h a r g e . Disc u s s h o w t h e field a r o u n d t h e s p h e ric al c o n d u c t or is
t h e s a m e a s t h a t a r o u n d a p oint c h a r g e .
Not e: You will n e e d t o illustr a t e t his id e a t o le ar n e r s pictorially, e n a blin g t h e m
t o u n d e r s t a n d t h a t t h e field s urro u n din g t h e m e t al s p h e r e is r a di al, jus t like
t h a t fro m a p oin t c h ar g e. Sinc e t h e c h a r g e is distrib u t e d e v e nly o v e r t h e
s urf a c e , t h e field will h a v e t h e s a m e s tr e n g t h a s it wo uld if all t h e c h ar g e w a s
co n c e n tr a t e d a t t h e c e n tr e. Th e y s h o uld als o u n d e r s t a n d t h a t t h e field s tr e n g t h
insid e a h ollow c h ar g e d s p h er e is z ero.
1 7. 3. b
Br ain s t or m wit h le ar n e r s wh a t t h e forc e b e t w e e n t wo p oint c h a r g e s d e p e n d s
u p o n a n d dr a w o u t t h e e q u a tio n fro m t h e disc u s sio n. (W) (B a sic) Le ar n e r s
r e s e a r c h 0, its m e a nin g a n d its u nit s. (P) (Ba sic) By ins p e c tio n of t h e for m ul a
le ar n e r s e s t a blis h whic h q u a n titie s a r e co n s t a n t. Le a d o n t o Coulo m bs law in
t h e for m:

F=

k Q 1 Q2
4 r

Le ar n e r s fin d t h e u nit s t his co n s t a n t m u s t h a v e a n d co m p ar e wit h t h e u nit s of

t h e gr a vit a tio n al c o n s t a n t, Le ar n e r s c o m p a r e t h e m a g nit u d e s of t h e t wo
co n s t a n t s a n d disc u s s t h e c o n s e q u e n c e s of t h e di ffer e n c e; t h e v alu e of k b ei n g
a b o u t t w e n t y or d e r s of m a g nit u d e lar g e r t h a n G.) wh e n d e d u cin g it; giv e a n
o u tlin e d e d u c tio n r a t h e r t h a n m e r ely q u o t e t h e for m ul a. Le ar n e r s s h o uld
m a k e c ar eful n o t e of t h e followin g p oin t s:
o Th e y m u s t b e a bl e t o s t a t e t h e law in wor d s, u si n g t h e corr e c t t er min olo g y,
a s w ell a s u s e t h e for m ul a
o Th e law is a p pr o pri a t e for p oint c h a r g e s, or c a s e s wh er e t h e s e p a r a tio n is
v er y m u c h larg e r t h a n t h e r a dii
o This is a n o t h e r e x a m pl e of a n inv er s e-s q u ar e law
17.4.a

 Using suitable data plot a graph of E versus r, which will give a curve (which is not exponential),
and then another graph of E versus 1/r (which will give a straight line). Learners derive this
relationship, knowing that E is the force on unit charge (i.e. the force when Q = 1C).

Note:
Learners should note carefully the idea that a negative charge gives an attractive field (the line is
under the horizontal axis) but a positive charge gives rise to a repulsive field (the line is above the
horizontal axis).

17.5.a
Le ar n e r s c o m p a r e el e c tric a n d gr a vit a tio n al p o t e n ti al.
Not e:
Th e n e g a tiv e sig n of all gr a vit a tio n al p o t e n ti als will n o t a p ply t o el e c tric
p o t e n ti als a t p oint s in a r e p ulsiv e (p o sitiv e) field. Le ar n e r s m u s t b e c ar eful t o
d e fin e el e c tric p o t e n ti al in t er m s of u nit p o sitiv e c h ar g e. Le ar n e r s m u s t
r e c o g nis e t h e followin g fe a t ur e s a s c o m m o n t o b o t h el e c tric a n d gr a vit a tio n al
p o t e n ti al:
o Th e a r bitr ar y z ero of p o t e n ti al is t ak e n a s in finity
o Eq uipo t e n ti al lin e s a r e a n alt er n a tiv e w a y t o r e pr e s e n t field s
Th e y s h o uld r e a d t h e r el ev a n t s e c tio n of a t e xt b o ok a n d writ e o u t t h e
d e finitio n of el e c tric p o t e n ti al a t a p oint u sin g t h e corr e c t wor din g.
17.5.b
Discuss walking or running uphill and the concept of doing work. What is the effect of a steeper
hill? Introduce the concept of increase of potential energy per unit distance.
asking them to consider walking or running uphill. They are doing work to increase their
gravitational potential energy; the steeper the hill, the greater is the increase of potential energy per
unit distance. For unit mass, the ratio (GPE)/d is the (gravitational) potential gradient, i.e. rate of
change of potential with distance. Some discussion, with suitable illustrations, of potential wells

may be helpful to demonstrate the varying nature of potential gradient in a radial field. In the
electrical case for a uniform field, learners will be able to see that the potential energy of unit
charge would change at a steady rate as it moved between one plate and the other. The potential
gradient is therefore constant, and measured in J C1 m 1 or V m1. They will have already noted
that the units of E are also V m1, so they can therefore justify equating field strength with potential
gradient. One more important point: learners must note that the electric potential, by definition,
increases from the negative to the positive plate. But the direction of the field is opposite to this.
This is the reason why the relationship has the negative sign: E = (potential gradient)

17.5.c
Learners draw a graph of V versus r and compared with that for E versus r 2, they will see that the
two curves are different shapes (and neither of them are exponential). Learners practise using this
relationship to solve problems involving electric potential in a radial field. Note: Learners will
find, as with the graphs of E against r2, that their V-r graph is below the horizontal axis for a
negative (attractive) field, but above the horizontal axis for a positive (repulsive) field. It is
instructive for learners to compare the units of measurement for gravitational potential (J kg 1) and
electric potential (J C1). The closeness of the similarity is sometimes not recognised because the
unit J C1 is usually expressed as V but there is no equivalent abbreviation for J kg 1.

Organisation: details of differentiation / groups / adult role

(linked to activities)

Homework
Related past papers
Booklet

Reflection
Students are found to be familiar with several points of this chapter due to similarity with gravitational field