Name: ________________________

AQA A Level Physics

Fields and Their Consequences 3.7.3: Electric Class: ________________________
Fields
Date: ________________________

Time: 84 minutes

Marks: 60 marks

Q1 to Q8 to be worked through with tutor. Q9 to Q16 to

Comments:
be worked through independently.

Answers: http://www.harrowsmithtuition.co.uk/topictests/alevel/
aqa/3.7.3.pdf
 (a) (i) Define electric field strength, and state whether it is a scalar quantity or a vector
1 quantity.

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(ii) Complete the diagram below to show the electric field lines in the region around two
equal positive point charges. Mark with a letter N the position of any point where the
field strength is zero.

(6)

(b) Point charges A, of +2.0 nC, and B, of –3.0 nC, are 200 mm apart in a vacuum, as shown
by the figure. The point P is 120 mm from A and 160 mm from B.

(i) Calculate the component of the electric field at P in the direction AP.

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 (ii) Calculate the component of the electric field at P in the direction PB.

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(iii) Hence calculate the magnitude and direction of the resultant field at P.

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(6)

(c) (i) Explain why there is a point X on the line AB in part (b) at which the electric
potential is zero.

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(ii) Calculate the distance of the point X from A.

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(4)
(Total 16 marks)
 The Earth has an electric charge. The electric field strength outside the Earth varies in the same
2 way as if this charge were concentrated at the centre of the Earth. The axes in the diagram below
represent the electric field strength E and the distance from the centre of the Earth r. The electric
field strength at A has been plotted.

(a) (i) Determine the electric field strength at B and then complete the graph to show how
the electric field strength varies with distance from the centre of the Earth for
distances greater than 6400 km.
(3)

(ii) State how you would use the graph to find the electric potential difference between
the points A and B.

______________________________________________________________

______________________________________________________________
(1)

(b) The permittivity of free space ε0 is 8.9 × 10–12 F m–1 .

(i) Calculate the total charge on the Earth.

(2)

(ii) The charge is distributed uniformly over the Earth's surface. Calculate the charge per
square metre on the Earth's surface.
(2)
(Total 8 marks)
 The mass of the nucleus of an isolated copper atom is 63 u and it carries a charge of +29 e. The
3
diameter of the atom is 2.3 × 10–10 m.

P is a point at the outer edge of the atom.

(a) Calculate

(i) the electric field strength at P due to the nucleus,

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(ii) the gravitational potential at P due to the nucleus.

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(5)

(b) Draw an arrow on the above diagram to show the direction of the electric field at the
point P.
(1)
(Total 6 marks)

The electric potential at a distance r from a positive point charge is 45 V. The potential increases
4
to 50 V when the distance from the point charge decreases by 1.5 m. What is the value of r?

A 1.3m

B 1.5m

C 7.9m

D 15m

(Total 1 mark)
 The diagram shows the field lines in a region of an electric field created by a positive charge.
5

Which one of the following statements is correct?

When moving from X to Y

A the electric potential is constant.

B the electric potential increases.
C the electric potential decreases.
D the electric potential changes from positive to negative.
(Total 1 mark)

A +2.0 nC point charge X is at a fixed distance from a –1.0 nC point charge Y. The force between
6
the two charges is F.

If an additional charge of +2.0 nC is supplied to both X and Y, which line, A to D, in the table
gives the magnitude and direction of the force on X?

Magnitude Direction

A 2F from X to Y

B 4F from X to Y

C 2F from Y to X

D 4F from Y to X

(Total 1 mark)
 The diagram shows a small negative charge at a point in an electric field, which is represented
7 by the arrowed field lines.

Which of the following statements, about what happens when the charge is displaced, is correct?

When the negative charge is displaced

A to the left the magnitude of the electric force on it

decreases.

B to the right its potential energy increases.

C along the line PQ towards Q its potential energy

decreases.

D along the line PQ towards P the magnitude of the electric

force on it is unchanged.

(Total 1 mark)
 The diagram shows four point charges, each +Q, at the corners of a square of side 2a.
8

What is the electric field strength at P, the centre of the square?

A zero

(Total 1 mark)

(a) An electron moves parallel to, but in the opposite direction to, a uniform electric field, as
9 shown in Figure 1.

Figure 1
 (i) State the direction of the force that acts on the electron due to the electric field.

______________________________________________________________

(ii) What is the effect of this force on the motion of the electron?

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(2)

(b) An electron, which is travelling in a horizontal path at constant speed, enters a uniform
vertical electric field as shown in Figure 2.

Figure 2

(i) Sketch on Figure 2 the path followed by the electron.

(ii) Explain the motion of the electron whilst in this field.

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(3)
(Total 5 marks)

(a) Show that the kinetic energy of an α particle travelling at 2.00 × 107 m s–1 is 1.33 × 10–12 J
10
when relativistic effects are ignored.

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___________________________________________________________________

___________________________________________________________________
(2)
 (b) Calculate the closest distance of approach for a head-on collision between the α particle
referred to in part (a) and a gold nucleus for which the proton number is 79. Assume that
the gold nucleus remains stationary during the collision.

___________________________________________________________________

___________________________________________________________________

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___________________________________________________________________

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(4)

(c) State one reason why methods other than α particle scattering are used to determine
nuclear radii.

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(1)
(Total 7 marks)

(a) An electron travels at a speed of 3.2 × 107 ms–1 in a horizontal path through a vacuum.
11
The electron enters the uniform electric field between two parallel plates, 30 mm long
and 15 mm apart, as shown in the figure below. A potential difference of 1400 V is
maintained across the plates, with the top plate having positive polarity. Assume that there
is no electric field outside the shaded area.

(i) Show that the electric field strength between the plates is 9.3 × 104 Vm–1.

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______________________________________________________________
 (ii) Calculate the time taken by the electron to pass through the electric field.

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(iii) Show that the acceleration of the electron whilst in the field is 1.6 × 1016 m s–2 and
state the direction of this acceleration.

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(5)

(b) Determine the magnitude and direction of the velocity of the electron at the point where it
leaves the field.

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(3)
(Total 8 marks)

Which one of the following statements is correct?

12
When a negative ion is projected into an electric field

A the field can change the magnitude of the velocity but not its direction

B the field can change the direction of the velocity but not its magnitude

C the field can change both the magnitude and the direction of the velocity

D the ion will accelerate in the direction of the field

(Total 1 mark)
 Which one of the following statements is correct?
13
The force between two charged particles

A is always attractive

B can be measured in C2 F–1 m–1

C is directly proportional to the distance between them

D is independent of the magnitude of the charges

(Total 1 mark)

The diagram below shows the field lines and equipotential lines around an isolated positive point
14 charge.

Which one of the following statements concerning the work done when a small charge is moved
in the field is incorrect?

A when it is moved from either P to Q or S to R, the work done is the same in each case

B when it is moved from Q to R no work is done

C when it is moved around the path PQRS, the overall work done is zero

D when it is moved around the path PQRS, the overall work done is equal to twice the work
done in moving from P to Q
(Total 1 mark)
 A positive ion has a charge−to−mass ratio of 2.40 × 107 C kg–1. It is held stationary in a vertical
15
electric field.
Which line, A to D, in the table shows correctly both the strength and the direction of the electric
field?

Electric field strength Direction

/ V m–1

A 4.09 × 10–7 upwards

B 4.09 × 10–7 downwards

C 2.45 × 106 upwards

D 2.45 × 106 downwards

(Total 1 mark)

The diagram shows two point charges of magnitude +Q and −2Q placed a distance r apart.
16

What is the electric potential at point P, a distance r to the right of the −2Q charge?

(Total 1 mark)
Mark schemes
(a) (i) force per unit positive charge (1)(1)
1 [force on a unit charge (1) only]
vector (1)

(ii)

overall correct symmetrical shape (1)

outward directions of lines (1)
spacing of lines on appropriate diagram (1)
neutral point, N, shown midway between charges (1)
6

(b) (i) (1)

= 1250 V m–1 (1)

(ii) EPB = = 1050Vm–1 (1)

(iii)

allow e.c.f. from wrong numbers in (i) and (ii)

E= (1) 1630Vm–1 (1)

θ = tan-1 = 50.0° to line PB and in correct direction (1)

max 6

(c) (i) potential due to A is positive, potential due to B is negative (1)

at X sum of potentials is zero (1)
 (ii) = 0 (1)

gives AX (= x) = 0.080m (1) (only from satisfactory use of potentials)

4
[16]

2 (a) (i) E at 2R = 20 to 21 (NC–1) i.e. no up

B1

(i.e. have used inverse square law possibly misreading the E axis)

correct curvature with line through given point

must not increase near tail
(ignore below 6400 km)
B1

no intercept on distance axis and through correctly

calculated point
B1

(ii) determine the area under the graph

B1

between A and B or between the points

ignore any reference to V = Ed)
B1

(b) (i) E = q/4πε0r2 (Q = 84 × 4π 8.9 × 10–12 (6400 000)2

C1

(3.8–3.9) × 105 C
A1

(ii) surface area of the Earth = 5.15 × 1014 (m2)

C1

or:
charge per square metre = total charge/ surface area of
Earth
(may be seen as a numerical substitution with wrong area)

738 – 760 pC (m–2) ecf for Q from (b)(i)

A1

NB

(i) answer is the same when unit is left in km since r2

cancels so condone
(ii) Use of E = q / 4πε0r followed by area = 4πr gives
correct value but no marks
[8]
3 (a) (i) E (= )= (1)

= 3.15 × 1012Vm‑1 (or (NC‑1) (1)

(ii) V(= – ) = (–) (1)

= (–) 6.07 × 10‑26 (1) – sign and J kg‑1

5

(b) arrow pointing to the right (1)

1
[6]

D
4
[1]

C
5 [1]

C
6 [1]

D
7
[1]

A
8 [1]

(a) (i) (force) to the right (1)

9
(ii) electrons accelerate or speed increases (1)
2

(b) (i) sketch to show path curving upwards in the field

(must not become vertical) (1)

(ii) horizontal component of velocity is unchanged (1)

vertical or upwards acceleration (or force) (1)
parabolic path described (or named) (1)
max 3

The Quality of Written Communication marks are awarded for the quality of
answers to this question.
[5]

10 (a) m = 4.0026 × 1.66 × 10–27 (kg) (1) (= 6.6 × 10–27 kg – electron masses are not significant)

kinetic energy = 0.5 × 6.65 × 10–27 × (2.00 × 107)2 (1)

(= 1.33 × 10–12 J)
2
 (b) loss in k.e. = gain in p.e. (1)

loss of ke. [or 1.33 × 10–12] = (1)

R= (1)

=2.73 × 10–14 m (1)

4

(c) any valid point including:

strong force complicates the process (*)
scattering caused by distribution of protons not whole nucleon distribution (*)
α particles are massive causing recoil of nucleus which complicates results (*)
(*) any one (1)
1
[7]

11 (a) (i) (1)

(ii) s (1)

(iii) may = Ee (1)

ay = (1) (= 1.64 × 1016 m s−2)

acceleration is upwards [or towards + plate](1)

5

(b) vy (= ayt) = 1.64 × 1016 × 9.38 × 10−10 (1) (= 1.54 × 107 m s−1)

= 3.55 × 107m s–1(1)

at tan−1 above the horizontal (1)

3
[8]

C
12
[1]

B
13
[1]

D
14
[1]
 A
15
[1]

A
16 [1]
Examiner reports
Few of the definitions in part (a) included any reference to a positive charge, and “force on a unit
1 charge” seemed more common than the more correct “force per unit charge”. The only field
patterns tested in previous PH03 papers have been magnetic ones, so the need here to draw an
electric field caught out the vast majority of candidates. Examiners found that almost all of the
drawings more closely resembled the field between two current-carrying wires than that between
two point charges.

Attempts to answer part (b) were variable and it was not uncommon for candidates having a
good understanding of vector addition to score full marks. Misinterpretation of nanocoulomb was
a problem for some candidates. The direction of the resultant field caused some difficulty,
principally because candidates did not understand the fact that an electric field is directed
inwards towards a negative charge.

Only a minority of able candidates showed a clear understanding of the concept of electric
potential in part (c). Most answers tried to present arguments which were concerned with field
rather than potential. It needs to be more clearly accepted that potential is a scalar quantity and
therefore does not have an associated direction; potential values may add to zero but they can
never “balance”. In part (c)(ii) there were many intuitive answers of 80 mm, which quoted 3≤ of
200 mm as the reasoning. Credit was given only for answers which were properly reasoned in
terms of potential.

(a) This question was generally well answered.

2
(i) Most candidates knew the correct curvature but many failed to produce the correct
graph because they either misread the scale or applied a 1 / r law instead of a 1 / r2
law.

(ii) This was frequently answered correctly but many simply stated ‘ find the area under
the graph’ without stating any limits.

(b) (i) The process was generally well known and there were many correct answers
although too many significant figures cost a number of candidates a mark here. The
most common error was however failure to convert the radius of the Earth to m.

(ii) Even though the formulae are now on the formula sheet a large number used an
incorrect formula for the surface area of the Earth which, at this level, is matter of
some concern. Many gained one mark for dividing the charge by what they thought
was the area. Those who used 6400 km again without conversion were able to get
full credit. A significant number of candidates had a unit penalty applied here by
giving the answer in C m−1.
 There were many pitfalls en route to successful answers to part (a). Most candidates obtained
3 little reward in this question because they could not steer clear of them. Examiners were pleased
that so many of the candidates were not put off by the slightly unfamiliar way in which charge
was given in part (a)(i), or by the mass given in u in part (a)(ii). This, at least, showed that some
learning is taking place across the topic boundaries within Module 4. The really serious problems
arose with arithmetic, units and the need to take care in calculations. Typical errors in part (i)
were failing to halve the diameter and forgetting to square the denominator. The unit of electric
field strength was known by some, yet hardly any of the candidates could give a correct unit for
gravitational potential. Carelessness was apparent in the work of all those who omitted the
negative sign from the final value for gravitational potential.

The subject area tested in part (a) remains totally confusing for so many candidates, who
obviously cannot distinguish between the words gravitational and electric or field and potential.
Perhaps they did not read the wording of the question correctly. This may be more excusable
than the huge number of wrong answers to the electric field direction in part (c): an arrow
pointing inwards at P was common, a tangential arrow at P was fairly frequent, and a vague
arrow drawn some distance from P was not exceptional.

This question concerned the relationship between field strength and potential in a region of a
5 radial electric field created by a point positive charge. 71% correctly realised that the electric
potential would decrease as the distance from the point charge was increased, but almost a
quarter thought it would increase (distractor B).

This question, with a facility of 34.6%, was the most demanding in this test. Actually 68.5% of the
6 students realised that, once the charge on each of X and Y had been increased by +2.0 nC, the
force on X would become 2F. But practically half of them failed to spot that both charges would
now be positive, and the force on X would now be one of repulsion i.e. from Y to X.

The vector nature of E was the essential point in deciding the answer. At the centre of the
8 square, equidistant from each of the four equal point charges, E is bound to be zero. This
question had been used previously, and its facility improved from 53% then to 66% in 2016. A
significant number of students chose distractors B and C.

Many of the attempts to answer this question showed a complete lack of understanding of forces
9 in electric fields and much confusion between magnetic fields and electric fields. Taken as a
whole, the question proved to be an excellent discriminator of the proficient physics student.

Perhaps it is understandable that many candidates wrongly chose ‘to the left’ in part (a)(i) and
therefore followed it with ‘deceleration’ in part (ii). It is much more difficult to appreciate why the
electron might be considered to follow a curved or circular path in part (a) - as stated by some
candidates. The parabolic path in part (b) was often shown curving downwards. Part (b)(ii)
required an explanation based on an understanding of projectile motion. Quite a large number of
candidates preferred to refer to Fleming’s left hand rule!

Only the weaker candidates made errors in part (a). These errors included finding the mass of
10 four nucleons or incorrect units.

Part (b) discriminated well. Errors occurred in the algebra, in the use of a calculator and in giving
the formula. Most candidates omitted the opening statement that kinetic energy is converted to
potential energy.

In answering part (c), some candidates stated why they would choose another technique rather
than explaining the limitations of alpha particle scattering.
 Application of E = V/d and t = d/v brought two straightforward marks for most candidates in the
11 first two parts of (a). Part (iii) caused greater difficulty, often because F = EQ was not known. One
incorrect approach, adopted in several scripts, involved assuming a vertical displacement of 7.5
mm, corresponding to half the vertical separation of the deflecting plates. Using t = 9.4 × 10–10 s
from part (ii), a = 2s/t2 was then applied, giving a vertical acceleration of 1.7 × 1016 m s–2. The
question required candidates to give the direction of the acceleration as well as its magnitude,
but this requirement was often overlooked. A few candidates wrote more than they need have
done, and in doing so condemned their own answer; ‘the acceleration is upwards in a parabola’.
Confusion between the trajectory and the directions of acceleration and velocity are
understandable, but cannot be tolerated in examination answers.

Part (b) was either omitted or answered in a descriptive, non-mathematical way in more than half
of the scripts. Those who understood the principles of projectile motion usually had little difficulty
in gaining all three marks. A very common mistake however, was attempting to find the new
velocity by use of v = u + at with u taken to be 3.2 × 107m s−2. In the work of the more able
candidates, whether the direction of the calculated angle (about 26°) was ‘up’ or ‘down’ was often
clarified by a diagram.

In this question, 66% of the students knew that an electric field can change both the magnitude
12 and the direction of a moving charge, in the same way that a gravitational field can for a moving
projectile. Confusion with the effect of a magnetic field on a moving charge may have caused
20% of the responses being for distractor B (direction can be changed but magnitude is
unaffected).

This question was on Coulomb’s law. In this question the incorrect statements were readily
13 identifiable by those who had understood the topic. The correct one could then be found by a
process of elimination, without necessarily working out that the electrostatic force could be
measured in C2 F−1m−1. 80% of the answers were correct; perhaps it is remarkable that only 51%
of the responses were correct when this question was pre-tested.

This question was the first of the two questions in this test where the students had to select a
14 “wrong” statement. This always highlights the need for careful reading of the question. When a
charge is moved completely around a closed path in an electric field the net work done is zero;
this correct statement was given in distractor C, which was chosen by 26%. Distractor D – the
correct response – directly contradicts distractor C. 67% made the right choice.

This question concerned the strength and direction of an electric field in which a positive ion of
15 given charge-to-mass ratio was held at rest. Application of mg = EQ was the key to finding the
field strength. This question was re-used from an earlier year and its facility improved only
slightly, from 46% to 53%. The most popular wrong answers were distractor B (wrong direction),
which was chosen by 18%, and distractor C (wrong strength), chosen by 19%.

This question, about the magnitude of the electric potential in a region close to two charges, was
16 the most discriminating question in the test. Its facility was 58%. It appears that algebraic
weakness caused 26% of the students to opt for distractor B.