Physics 1 Topic 1: Atoms, Isotopes and Photons

Extended Writing Task: Nuclear Model of the Atom

The basic structure of the atom is a scientific idea that has changed and developed over time. The most
recent model of the atom is the nuclear model that was proposed by Ernest Rutherford and his team back in
1911. Describe and explain what atoms are like, how they are different and how they can be changed.
You should include:
 The constituents and structure of the atom
A
 What the notation Z X means and where the numbers in the periodic table come from
 What an isotopes is
 What ions are and how they are formed
 What photons are and how they are formed
 Examples to support your explanations.

Continue this task on lined paper and attach it behind this sheet.

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Physics 1 Topic 1: Atoms, Isotopes and Photons Extended Writing Task: Nuclear Model of the Atom
This work was done by ________________________________________ and was marked by __________________________________________
Praise. What were the positive aspects of the work? What did they do well? What skills did they demonstrate?

P Improvements. What were the literacy issues in the piece of work? Write in ink. Draw in Pencil. Use a ruler.
Always use capital letters at the beginning of a sentence. Learn the spellings identified in your work.

I
Always use capital letters for proper nouns. Ensure sentences make sense.
Make sure you write on the line and not above or below it. Use correct punctuation.
Use scientific vocabulary appropriate to the task. Vary your sentences to demonstrate your understanding.

D answer B answer A* answer

The atom is described as a central nucleus
containing positive protons and neutral neutrons
with negative electrons orbiting. The number of
electrons is the same as the number of protons...
The notation is described as X being the chemical
symbol, Z is the number of protons and A is the
number of protons and neutrons...
An isotope is described as a different version of
the same element. It contains a different number
of neutrons but the same number of protons...
An ion is described as an atom with an overall
charge due to gaining or losing electrons...
A photon is described as a ‘packet’ or ‘chunk’ of
energy given by the equation E=hf…
Photons are released from annihilation...
Next Steps. How can they move their work onto the next grade? What didn’t they include?
...this gives the atom an overall charge of zero/the
atoms is hence uncharged…
The actual masses or charges are given.
...in the nucleus. Z is also the number of electrons
that orbit the nucleus. The number of neutrons is
calculated by A – Z...
...A (the nucleon number) is calculated from the
different isotopes that exist for each element...
...an atom gaining electrons has an overall
negative charge...
...h is named as the Planck constant and f as the
frequency...
...where a particle and its antiparticle touch and *
convert in to energy...
...the nucleus accounts for less than 1% of the
entire atom/the nucleus is tiny compared to the
atom (owtte).
The actual masses and charges are given.
...A is named as the ‘nucleon number’.
Examples are given.
...and their abundances (owtte).
Examples are given.
...an atom losing electrons has an overall positive
charge.
...the word ‘discrete’ is used in the definition.
*mass is converted into energy. There is a
reference to the conservation of mass-energy.
Grade Effort

N
Physics 1 Topic 2: Particle Classification
Extended Writing Task: Classification
Hadrons and leptons are two groups of particles. Write an account of how particles are placed into one or the
other of these two groups. Your account should include the following:
 Examples of each type of particle
 Details of the similarities anddifferences between the two groups
 Details of how one group may be further sub-divided
 Information on the antiparticles of these groups and sub group
 How the type of interaction is used to classify the particles.

Continue this task on lined paper and attach it behind this sheet.

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Physics 1 Topic 2: Particle Classification Extended Writing Task: Classification
This work was done by ________________________________________ and was marked by __________________________________________

Praise. What were the positive aspects of the work? What did they do well? What skills did they demonstrate?

P Improvements. What were the literacy issues in the piece of work? Write in ink. Draw in Pencil. Use a ruler.
Always use capital letters at the beginning of a sentence. Learn the spellings identified in your work.

I
Always use capital letters for proper nouns. Ensure sentences make sense.
Make sure you write on the line and not above or below it. Use correct punctuation.
Use scientific vocabulary appropriate to the task. Vary your sentences to demonstrate your understanding.

D answer B answer A* answer

An example of a lepton is given, typically electron
or muon.
An example of a hadron is given, typically proton
or neutron.
Hadrons are made from smaller particles and
leptons are not.
Hadrons and leptons both experience gravity...
The different quarks are named as up (u), down
(d) and strange (s)...
Hadrons can be sub-divided into baryons and
mesons...
Antiparticles are described as having the opposite
charge and lepton/baryon number to their
corresponding particles...
Hadrons and leptons both experience the
electromagnetic interaction if they are charged...
Next Steps. How can they move their work onto the next grade? What didn’t they include?
Two or three examples of leptons are given,
typically electrons, muons and tauon.
At least three examples of hadrons are given,
typically proton, neutron and a pion or kaon.
Hadrons are made from quarks but leptons are not.
...and have (rest) masses...
...the quark combinations of protons and neutrons
are given...
...baryons are made from three quarks and mesons
are made from two quarks...
...an anti-baryon is described as being made from
three anti-quarks...
...both are affected by the weak interaction...
All six leptons are named as electron, muon, tauon
and corresponding neutrinos.
Protons, neutrons, at least one pion and one kaon
are given as examples of hadrons.
Hadrons are made from quarks but leptons are
fundamental (owtte).
...both are involved in decay processes.
...the quark combinations of at least one pion and
one kaon are given.
...mesons are made from a quark and an anti-
quark.
...an anti-meson is described as being made from
the opposite quark and anti-quark combination.
...only hadrons experience the strong (nuclear)
interaction.
Grade Effort

N
Physics 1 Topic 3: Fundamental Forces
Extended Writing Task: Exchange Particles
The current theory of forces is that there are four fundamental forces that all other forces can be derived
from: gravity, electromagnetism, the weak interaction and the strong interaction. These forces or interactions
occur because of the exchange of particles. Describe the similarities and difference between the four forces.
You should include:
 Which particles experience each force
 The exchange particles involved
 The ranges and strengths of the forces
 The relationship between the exchange particle and the range of each force
 An explanation of what Feynman diagrams show with the example for beta minus decay drawn.

Continue this task on lined paper and attach it behind this sheet.

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Physics 1 Topic 3: Fundamental Forces Extended Writing Task: Exchange Particles
This work was done by ________________________________________ and was marked by __________________________________________

Praise. What were the positive aspects of the work? What did they do well? What skills did they demonstrate?

P Improvements. What were the literacy issues in the piece of work? Write in ink. Draw in Pencil. Use a ruler.
Always use capital letters at the beginning of a sentence. Learn the spellings identified in your work.

I
Always use capital letters for proper nouns. Ensure sentences make sense.
Make sure you write on the line and not above or below it. Use correct punctuation.
Use scientific vocabulary appropriate to the task. Vary your sentences to demonstrate your understanding.

D answer B answer A* answer

All particles experience the force of gravity and
the e.m. interaction if they are charged...
The exchange particles are named as (virtual)
photon, (graviton), W+ and/or W– bosons and
pions and/or gluons.
...There is some indication of the order of their
strengths (S, EM, W, G)...
The relationship is described as the heavier the
exchange particle the shorter the range (of the
force) (accept the converse)...
Feynman diagrams are explained as showing the
particles before and after an interaction.
The diagram has straight lines and arrows. One of
the decay products is labelled as β– or e–...
Next Steps. How can they move their work onto the next grade? What didn’t they include?
...hadrons (or baryons and mesons) and leptons
may experience the weak interaction...
The exchange particles are correctly named and
matched to the correct force...
...there is some indication of the order of their
ranges (W, S, G and EM)...
...the mass of a large particle requires large
amounts of energy to be borrowed (to create it)...
The lines from the bottom represent the particles
before and the lines above (the wiggle) represent
the particles after the interaction...
...the decaying particle is labelled as n and becomes
p, the other decay product is labelled as ν́ ...
...but only hadrons (or quarks) experience the
strong interaction.
...the strong interaction is explained in more detail
as gluons exchanged between quarks and pions
between hadrons.
...with values of ~10–18, ~10–15 and infinity (∞) or
detailed description eg, within a quark, within a
nucleus and no limit to the range.
...meaning it only exists for a short time and hence
has a short range.
...the ‘wiggly’ line represents the exchange of a
particle (owtte).
...the decaying particle is labelled as d and becomes
u. The exchange particle is labelled as W–.
Grade Effort

N
Physics 1 Topic 4: Quantum Phenomena
Extended Writing Task: Line Spectra
Line spectra were observed before they could be explained by theory. We now know that photons of
characteristic frequency are emitted from the vapour of an element. The spectrum of the light emitted
contains lines, each of a definite wavelength. Explain how this supports the idea that atoms have discrete
energy levels. Your explanation should include:
 What in meant by the ‘ground state’ of an atom
 What the process of excitation involves and how it occurs
 How line spectra is produced
 How this leads to the idea of discrete energy levels
 How a florescent tube works with an explanation of the purpose of the white coating.

Continue this task on lined paper and attach it behind this sheet.

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Physics 1 Topic 4: Quantum Phenomena Extended Writing Task: Line Spectra
This work was done by ________________________________________ and was marked by __________________________________________

Praise. What were the positive aspects of the work? What did they do well? What skills did they demonstrate?

P Improvements. What were the literacy issues in the piece of work? Write in ink. Draw in Pencil. Use a ruler.
Always use capital letters at the beginning of a sentence. Learn the spellings identified in your work.

I
Always use capital letters for proper nouns. Ensure sentences make sense.
Make sure you write on the line and not above or below it. Use correct punctuation.
Use scientific vocabulary appropriate to the task. Vary your sentences to demonstrate your understanding.

D answer B answer A* answer

The ground state is the lowest or most stable
energy level.
Excitation involves an (orbital) electron moving to
a higher energy level...
When electrons deexcite (move to a lower energy
level) they release a photon...
Photons released will have a particular* energy
which means a specific colour is produced...
If the photons have a fixed energy then the energy
levels must have a fixed value.
In a florescent tube a current is passed through a
tube of ~ gas†. The electrons (current) collide with
the (orbital) electrons of the gas†...
The white coating is for protection.
It changes the frequency/wavelength of the light.
Next Steps. How can they move their work onto the next grade? What didn’t they include?
The ground state is the lowest and most stable
energy level...
...when it is given the exact amount of energy by
absorbing a photon...
...that has energy equal to the energy difference of
the energy levels that it has moved between...
This could have been shown using the equations.
...each ΔE is linked to the frequency of the photon
and hence the wavelength (which governs colour)...
Each element produces a range of photons with
fixed values of wavelength (and frequency)...
...which excites them to a higher energy level. The
electron then falls down to a more stable/lower
energy level and releases a photon...
The powder absorbs the high energy # photons
emitted by the vapour ¤ and gives out visible light...
...that an atom/electron can occupy (owtte).
...or a collision with another (current/fast moving)
electron.
...the electron could fall straight to the ground state
or fall to the various levels between its excited
energy level and the ground state.
...so a range of coloured photons are released.
* discrete is used instead of particular
...suggesting fixed values of the energy levels.
~ mercury
† vapour is used instead of gas
# ultra violet (UV)
¤ which are dangerous to humans
Grade Effort

N
Physics 1 Topic 5: Electrical Circuits
Extended Writing Task: Resistance
Describe how you would use a voltmeter, ammeter and other standard laboratory equipment to obtain
accurate and reliable measurement of the resistance of a wire at temperatures between 0°C and 100°C. Your
description should include:
 A labelled circuit diagram
 Details of measurements you would take
 An account of how you would use your measurements
 Details of how to improve the precision of your measurements
 A risk assessment.

Continue this task on lined paper and attach it behind this sheet.

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Physics 1 Topic 5: Electrical Circuits Extended Writing Task: Resistance
This work was done by ________________________________________ and was marked by __________________________________________
Praise. What were the positive aspects of the work? What did they do well? What skills did they demonstrate?

P Improvements. What were the literacy issues in the piece of work? Write in ink. Draw in Pencil. Use a ruler.
Always use capital letters at the beginning of a sentence. Learn the spellings identified in your work.

I
Always use capital letters for proper nouns. Ensure sentences make sense.
Make sure you write on the line and not above or below it. Use correct punctuation.
Use scientific vocabulary appropriate to the task. Vary your sentences to demonstrate your understanding.

D answer B answer A* answer

There is a circuit diagram that contains a
voltmeter, ammeter and cell or battery...
There is a description of how the temperature will
be increased using a beaker of water and Bunsen
burner or a water bath...
The interval of temperature values is missing or
described vaguely such as ‘wide range of values’...
For each temperature of the water the current and
voltage is measured(at least) three times...
Resistance is calculated using the equation
R=V/I...
The precision of the measurements could be
improved by using instruments with smaller scale
divisions (owtte)...
Next Steps. How can they move their work onto the next grade? What didn’t they include?
...the voltmeter is connected in parallel to the wire
and the ammeter in series...
...and decreased by adding ice.
...the interval is present...
The risk of burns at high temperatures is stated...
...anomalous results are removed and a mean is
calculated...
...resistance is plotted against temperature and a
line of best fit is drawn...
...such as a digital temperature probe set to 0.1°C
(or smaller)...
...there is some means of heating (water bath or
beaker) and a thermometer.
...the water must be stirred (so that the
thermometer gives the actual temperature).
...between (and including) 0°C and 100°C.
...and an appropriate control measure is given.
...accuracy is improved further by reducing the
interval so that R (or V and I) is measured at more
temperatures so a more detailed line (of best fit)
can be drawn.
...temperature is plotted on the x axis and
resistance on the y axis.
...connected to a data logger.
Grade Effort

N
Physics 1 Topic 6: Energy in Circuits
Extended Writing Task: Finding ε and r
Describe how you would use a voltmeter, ammeter and other standard laboratory equipment to obtain
accurate and reliable measurement of the e.m.f. and internal resistance of a battery. Your description should
include:
 A labelled circuit diagram
 Details of measurements you would take
 An account of how you would use your measurements to determine the values
 Details of how to improve the precision of your measurements and values.

Continue this task on lined paper and attach it behind this sheet.

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Physics 1 Topic 6: Energy in Circuits Extended Writing Task: Finding ε and r
This work was done by ________________________________________ and was marked by __________________________________________

Praise. What were the positive aspects of the work? What did they do well? What skills did they demonstrate?

P Improvements. What were the literacy issues in the piece of work? Write in ink. Draw in Pencil. Use a ruler.
Always use capital letters at the beginning of a sentence. Learn the spellings identified in your work.

I
Always use capital letters for proper nouns. Ensure sentences make sense.
Make sure you write on the line and not above or below it. Use correct punctuation.
Use scientific vocabulary appropriate to the task. Vary your sentences to demonstrate your understanding.

D answer B answer A* answer

The circuit diagram contains a voltmeter,
ammeter, battery and external resistor...
There is a description of how the external
resistance will be changed either by replacing the
external resistor or altering the variable resistor...
For each value of external resistance (R) the
current and voltage is measured(at least) three
times...
The voltmeter reading is plotted (on the y axis)
against the ammeter reading (on the x axis)...
The e.m.f. is obtained from where the line (of best
fit) intercepts (or cuts) the y axis...
The precision of the measurements could be
improved by using a probe with smaller scale
divisions connected to a data logger...
Next Steps. How can they move their work onto the next grade? What didn’t they include?
...the voltmeter is connected in parallel to the
batteryand the ammeter in series...
...with (between 5 and 10) values of external
resistance (R)...
The battery must be disconnected or switched off
between readings...
...anomalous results are removed and a mean is
calculated...
...a (straight) line of best fit is drawn...
...the internal resistance is given by the *gradient
of the line (of best fit)
...the values of e.m.f. and internal resistance could
be more precise by having smaller scale divisions
on the graph...
...there is a switch and a variable resistor in series
with the battery and ammeter.
...to clearly show the relationship between
voltmeter reading and ammeter reading.
...as this will change the value of the e.m.f./the
battery will run down.
...accuracy is improved further by using a wide(r)
range of values of R so a more detailed line (of
best fit) can be drawn.
...and extrapolated (owtte).
*some reference to ‘negative’ or the gradient
giving –r.
...or using a computer program to draw the graph
(previous statements needed for this to be
awarded).
Grade Effort

N
Physics 1 Topic 7: Alternating Currents
Extended Writing Task: Oscilloscopes
An alternating current power supply provides an output voltage of 12 V rms at a frequency of 50 Hz.
Describe how you could use an oscilloscope to check the accuracy of the rms output voltage and the
frequency of the supply. Your answer should include the following:
 Details of how the controls of the oscilloscope will affect the trace which is shown
 Details of measurements you would take
 An account of how you would use your measurements to determine the values
 Details of how to improve the precision of your measurements and values.

Continue this task on lined paper and attach it behind this sheet.

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Physics 1 Topic 7: Alternating Current Extended Writing Task: Oscilloscopes
This work was done by ________________________________________ and was marked by __________________________________________

Praise. What were the positive aspects of the work? What did they do well? What skills did they demonstrate?

P Improvements. What were the literacy issues in the piece of work? Write in ink. Draw in Pencil. Use a ruler.
Always use capital letters at the beginning of a sentence. Learn the spellings identified in your work.

I
Always use capital letters for proper nouns. Ensure sentences make sense.
Make sure you write on the line and not above or below it. Use correct punctuation.
Use scientific vocabulary appropriate to the task. Vary your sentences to demonstrate your understanding.

D answer B answer A* answer

Connect power supply to the oscilloscope and turn
the time base off...
Increasing the volts per division setting...
Measure the length of the trace (or measure from a
peak to a trough) to find the peak to peak voltage.
The peak to peak voltage is halved to find the peak
voltage which is divided by root two to find the
rms voltage...
Increasing the time base setting...
The time base should be turned on to produce a
wave and measure the length to find the time
period.
The frequency is 1/time period...
Next Steps. How can they move their work onto the next grade? What didn’t they include?
...adjust the x and y controls until the trace is
visible on the screen...
...will mean each division/box is worth a higher
value of volts...
Measure the length of the trace, half this value and
then multiply by the volts per division to find the
peak to peak voltage...
...this is compared to 12 V or the stated/given
value...
...will mean each division/box is worth a higher
value of time...
The time base is adjusted so that (at least) one
wave fills the screen, measure the length and
multiply it by the time base setting...
...this is compared to 50 Hz/the given value...
...the trace will be a vertical line.
...so traces will appear shorter/smaller.
Accept the opposite but check the same
relationship.
...making the line fill as much of the screen as
possible will make the results more precise as a
smaller scale will be used.
...the closer this is to 12 the more accurate the
value is or repeat the reading several time and
calculate a mean.
...so the wavelength of the traces will decrease.
Accept the opposite but check the same
relationship.
...making the wave fill as much of the screen as
possible will make the results more precise as a
smaller scale will be used.
...time period must be measured in seconds.
Grade Effort
N