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MYP Physics · 15 · data analysis

Test an inverse-square electric field

Fields and gravity · Original GioPhysics question with a detailed, mark-by-mark answer guide.

Demand
discriminating
Marks
7
Topics
3
Answer
Complete
data analysis7 marks

A simulation reports the electric field magnitude at different distances from one isolated positive point charge.

Electric field around the point charge
Distance from charge / mField magnitude / N C⁻¹
0.10360
0.2090
0.3040
0.4022.5
  1. a

    Show Use two data pairs to show that the field follows an inverse-square pattern.

    3 marks
  2. b

    Predict Predict the field magnitude at 0.50 m.

    2 marks
  3. c

    Evaluate State two reasons why a classroom field-line diagram is not a literal picture of this field.

    2 marks
Ready to self-mark?Reveal the detailed answer guide
Answer overviewKey answer: Selects two suitable distances, such as 0.10 m and 0.20 m. Shows that distance doubles while field falls from 360 to 90 N C⁻¹, a factor of four. Connects a factor-four decrease to 1 ÷ 2², supporting E ∝ 1/r².
01

a

3 marks

Show Use two data pairs to show that the field follows an inverse-square pattern.

How to approach it

Read the data before explaining it. Quote the relevant values or trend, show the comparison or calculation, and then connect that numerical evidence to the physical conclusion—including uncertainty or anomalies when they matter.

  1. 1

    Selects two suitable distances, such as 0.10 m and 0.20 m.

  2. 2

    Shows that distance doubles while field falls from 360 to 90 N C⁻¹, a factor of four.

  3. 3

    Connects a factor-four decrease to 1 ÷ 2², supporting E ∝ 1/r².

02

b

2 marks

Predict Predict the field magnitude at 0.50 m.

How to approach it

Read the data before explaining it. Quote the relevant values or trend, show the comparison or calculation, and then connect that numerical evidence to the physical conclusion—including uncertainty or anomalies when they matter.

  1. 1

    Uses the constant Er² = 360 × 0.10² = 3.6 N m² C⁻¹.

  2. 2

    Calculates E = 3.6 ÷ 0.50² = 14.4 N C⁻¹.

03

c

2 marks

Evaluate State two reasons why a classroom field-line diagram is not a literal picture of this field.

How to approach it

Read the data before explaining it. Quote the relevant values or trend, show the comparison or calculation, and then connect that numerical evidence to the physical conclusion—including uncertainty or anomalies when they matter.

  1. 1

    States that the lines are a chosen representation and there are not physical threads in space.

  2. 2

    States another limitation, such as line number or spacing being chosen, a flat drawing representing a three-dimensional field, or arrows showing test-charge direction rather than motion.

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