Name: ________________________

3.2.2.4 Wave particle duality Class: ________________________

Date: ________________________

Time: 267 minutes

Marks: 219 marks

Comments:

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 A particle of mass m has a kinetic energy of E.
1.
What is the de Broglie wavelength of this particle?

(Total 1 mark)

Cosmic rays are high-energy particles coming from Space. They collide with the air molecules in
2. the Earth’s atmosphere to produce pions and kaons.

(a) Pions and kaons are mesons. Identify the quark–antiquark composition for a meson.

Tick (✔) the correct answer in the right-hand column.

✔ if correct

qqq

qq̄q̄

qq̄

qq
(1)

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(b) A positron with a kinetic energy of 2.0 keV collides with an electron at rest, creating two
photons that have equal energy.

Show that the energy of each photon is 8.2 × 10−14 J.

(3)

(c) Calculate the wavelength of a photon of energy 8.2 × 10−14 J.

wavelength = _______________________ m
(2)

(d) Show that the speed of the positron before the collision was about 2.7 × 107 m s−1.

(3)

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 (e) Calculate the de Broglie wavelength of the positron travelling at a speed of
2.7 × 107 m s−1.

wavelength = _______________________ m
(2)

(f) The separation between the carbon atoms in graphite is about 0.15 nm.

Discuss whether electrons travelling at 2.7 × 107 m s−1 can be can be used to demonstrate
diffraction as they pass through a sample of graphite.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 15 marks)

Which of the following statements about muons is incorrect?

3.

A A muon is a lepton.

B A muon has a greater mass than an electron.

If a muon and an electron each have the same de Broglie

C
wavelength then they each have the same momentum.

A muon with the same momentum as an electron has a larger

D
kinetic energy than the electron.

(Total 1 mark)

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 Which of the following classes of electromagnetic waves will not ionise neutral atoms?
4.
What is the reason for this?

A ultraviolet

B X radiation

C gamma radiation

D microwave

(Total 1 mark)

Experiments on which of the following suggested the wave nature of electrons?

5.

A electron diffraction by a crystalline material

B β− decay

C line spectra of atoms

D the photoelectric effect

(Total 1 mark)

Which graph best shows the relationship between the momentum p and the wavelength λ for
6.
photons?

(Total 1 mark)
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 Electrons and protons in two beams are travelling at the same speed. The beams are diffracted
7. by objects of the same size.

Which correctly compares the de Broglie wavelength λe of the electrons with the de Broglie
wavelength λp of the protons and the width of the diffraction patterns that are produced by these
beams?

comparison of de diffraction pattern

Broglie
wavelength

A λe > λp electron beam width > proton beam width

B λe < λp electron beam width > proton beam width

C λe > λp electron beam width < proton beam width

D λe < λp electron beam width < proton beam width

(Total 1 mark)

(a) What phenomenon can be used to demonstrate the wave properties of electrons?
8.
___________________________________________________________________
(1)

(b) Calculate the wavelength of electrons travelling at a speed of 2.5 × 105 ms–1.

Give your answer to an appropriate number of significant figures.

wavelength ____________________ m
(3)

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 (c) Calculate the speed of muons with the same wavelength as these electrons.

mass of muon = 207 × mass of electron

speed ____________________ ms–1

(2)
(Total 6 marks)

(a) When monochromatic light is shone on a clean cadmium surface, electrons with a range of
9.
kinetic energies up to a maximum of 3.51 × 10–20 J are released. The work function of
cadmium is 4.07 eV.

(i) State what is meant by work function.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Explain why the emitted electrons have a range of kinetic energies up to a maximum
value.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)

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 (iii) Calculate the frequency of the light. Give your answer to an appropriate number of
significant figures.

answer = ____________________ Hz
(4)

(b) In order to explain the photoelectric effect the wave model of electromagnetic radiation was
replaced by the photon model. Explain what must happen in order for an existing scientific
theory to be modified or replaced with a new theory.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 12 marks)

(a) J.J. Thompson investigated the nature of cathode rays in discharge tubes.
10. Suggest how he could have demonstrated that the cathode rays were negatively charged
particles.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

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(b) In an experiment, electrons are incident on a thin piece of graphite. The electrons emerging
from the graphite strike a fluorescent screen and produce the pattern shown in the figure
below.

State and explain the evidence this provides about the nature of moving electrons.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) High energy electrons may be used to investigate the nature of protons of diameter
2.4 × 10–15 m.

(i) Calculate the lowest value of the momentum of the high energy electrons that would
be suitable for this investigation.
State an appropriate unit for your answer.

momentum ____________________ unit __________

(3)

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 (ii) Calculate the kinetic energy of the electrons.

kinetic energy ____________________ J

(2)
(Total 9 marks)

(a) When free electrons collide with atoms in their ground state, the atoms can be excited or
11. ionised.

(i) State what is meant by ground state.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(1)

(ii) Explain the difference between excitation and ionisation.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

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 (b) An atom can also become excited by the absorption of photons. Explain why only photons
of certain frequencies cause excitation in a particular atom.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(c) The ionisation energy of hydrogen is 13.6 eV. Calculate the minimum frequency necessary
for a photon to cause the ionisation of a hydrogen atom. Give your answer to an
appropriate number of significant figures.

answer ____________________Hz
(4)
(Total 12 marks)

An electron has a speed of 8.4 × 105 m s–1.

12.
Calculate the de Broglie wavelength of this electron.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

de Broglie wavelength ______________________ m

(Total 2 marks)

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 When a clean metal surface in a vacuum is irradiated with ultraviolet radiation of a certain
13. frequency, electrons are emitted from the metal.

(a) (i) Explain why the kinetic energy of the emitted electrons has a maximum value.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Explain with reference to the work function why, if the frequency of the radiation is
below a certain value, electrons are not emitted.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii) State a unit for work function.

______________________________________________________________
(1)

(b) Light energy is incident on each square millimetre of the surface at a rate of
3.0 × 10–10 J s–1. The frequency of the light is 1.5 × 1015 Hz.

(i) Calculate the energy of an incident photon.

answer = ______________________ J
(2)

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 (ii) Calculate the number of photons incident per second on each square millimetre of the
metal surface.

answer = ______________________
(2)

(c) In the wave theory model of light, electrons on the surface of a metal absorb energy from a
small area of the surface.

(i) The light striking the surface delivers energy to this small area at a rate of
3.0 × 10–22 J s–1.
The minimum energy required to liberate the electron is 6.8 × 10–19 J.
Calculate the minimum time it would take an electron to absorb this amount of
energy.

answer = ______________________ s
(1)

(ii) In practice the time delay calculated in part c (i) does not occur. Explain how this
experimental evidence was used to develop the particle model for the behaviour of
light.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 12 marks)

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 Electrons exhibit wave properties.
14.
(a) What phenomenon can be used to demonstrate the wave properties of electrons? Details
of any apparatus used are not required.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Calculate the de Broglie wavelength of electrons travelling at a speed of 4.50 × 105 m s–1.

answer = ______________________ m
(2)

(c) The muon has a mass equal to 207 times the mass of an electron.
Calculate the speed of muons with the same de Broglie wavelength as the electrons in part
(b).

answer = ______________________ m s–1

(3)
(Total 6 marks)

(a) State what is meant by the wave-particle duality of electrons.

15.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

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(b) Electrons of wavelength 1.2 × 10–10 m are required to investigate the spacing between
planes of atoms in a crystal.

(i) Calculate the momentum of an electron of this wavelength stating an appropriate unit.

momentum of electron = ____________________

(3)

(ii) Calculate the speed of such an electron.

speed of electron = ____________________ m s–1

(2)

(iii) Calculate the kinetic energy of such an electron.

kinetic energy of electron = ____________________ J

(2)
(Total 8 marks)

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 The diagram shows some of the electron energy levels of an atom.
16.

An incident electron of kinetic energy 4.1 × 10–18 J and speed 3.0 × 106 m s–1 collides with the
atom represented in the diagram and excites an electron in the atom from level B to level D.

(a) For the incident electron, calculate

(i) the kinetic energy in eV,

______________________________________________________________

______________________________________________________________

(ii) the de Broglie wavelength.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)

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 (b) When the excited electron returns directly from level D to level B it emits a photon.
Calculate the wavelength of this photon.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

(a) (i) Name a force which acts between an up quark, u, and an electron. Explain, with
17. reference to an exchange particle, how this force operates.

You may be awarded marks for the quality of written communication in your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(ii) With what particle must a proton collide to be annihilated?

______________________________________________________________
(4)

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 (b) A sigma plus particle, Σ+, is a baryon.

(i) How many quarks does the Σ+ contain?

______________________________________________________________

(ii) If one of these quarks is an s quark, by what interaction will it decay?

______________________________________________________________

(iii) Which baryon will the Σ+ eventually decay into?

______________________________________________________________
(3)
(Total 7marks)

(a) Electrons behave in two distinct ways. This is referred to as the duality of electrons.
18.
(i) State what is meant by the duality of electrons.

______________________________________________________________

______________________________________________________________

(ii) Give one example of each type of behaviour of electrons.

______________________________________________________________

______________________________________________________________
(3)

(b) Calculate the speed of electrons that have a de Broglie wavelength of 1.70 × 10–10 m.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 5 marks)

Electrons travelling at a speed of 5.00 × 105 m s–1 exhibit wave properties.

19.
(a) What phenomenon can be used to demonstrate the wave properties of electrons? Details
of any apparatus used are not required.

___________________________________________________________________
(1)

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(b) Calculate the wavelength of these electrons.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Calculate the speed of muons with the same wavelength as these electrons.
Mass of muon = 207 × mass of electron

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) Both electrons and muons were accelerated from rest by the same potential difference.
Explain why they have different wavelengths.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

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 (a) Calculate the de Broglie wavelength of an electron travelling at 2.00% of the speed of light.
20.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

(b) Determine the frequency of the electromagnetic radiation that would have the same
wavelength as this electron.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(Total 5 marks)

(a) Calculate the energy, in J, of a photon of wavelength 4.50 × 10–7 m.

21.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

(b) Calculate the speed of an electron which has the same wavelength as the photon in part
(a).

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(Total 5 marks)

(a) (i) State what is meant by the wave-particle duality of electromagnetic radiation.
22.
______________________________________________________________

______________________________________________________________

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 (ii) Which aspect of the dual nature of electromagnetic radiation is demonstrated by the
photoelectric effect?

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) A metal plate is illuminated with ultra violet radiation of frequency 1.67 × 1015 Hz. The
maximum kinetic energy of the liberated electrons is 3.0 × 10–19 J.

(i) Calculate the work function of the metal.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(ii) The radiation is maintained at the same frequency but the intensity is doubled. State
what changes, if any, occur to the number of electrons released per second and to
the maximum kinetic energy of these electrons.

number per second ______________________________________________

maximum kinetic energy __________________________________________

(iii) The metal plate is replaced by another metal plate of different material. When
illuminated by radiation of the same frequency no electrons are liberated. Explain
why this happens and what can be deduced about the work function of the new
metal.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(8)
(Total 10 marks)

(a) Electrons and electromagnetic waves exhibit properties of both waves and particles.
23. Suggest evidence which indicates that

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 (i) electrons have wave properties,

______________________________________________________________

(ii) electromagnetic radiation has particle properties,

______________________________________________________________

(iii) electromagnetic radiation has wave properties.

______________________________________________________________
(3)

(b) Calculate the de Broglie wavelength of an electron travelling at 5.0 × 106 m s–1. You should
ignore relativistic effects.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 6 marks)

(a) (i) Explain what is meant by duality of electrons.

24.
______________________________________________________________

______________________________________________________________

(ii) Give one example of each type of behaviour of electrons.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

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 (b) Electrons, of mass m and charge e, are accelerated from rest through a potential
difference, V, and acquire a kinetic energy of ½mυ2, where υ is the final velocity of the
electrons.

Show that

where h is the Planck constant and λ is the electron wavelength.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 6 marks)

(a) Calculate the speed of electrons which have a de Broglie wavelength of 1.5 × 10–10 m.
25.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Would you expect the electrons in part (a) to be diffracted by crystals in which the atom
spacing is 0.10 nm? Explain your answer.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 4 marks)

(a) Calculate the wavelength of a γ-ray photon which has an energy of 1.6 × 10−15 J.
26.
___________________________________________________________________

___________________________________________________________________
(2)

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 (b) An X-ray photon is generated which has the same energy as the γ-ray photon described in
part (a).

(i) How do the speeds in a vacuum of these two photons compare?

______________________________________________________________

(ii) How do their abilities to penetrate a given material compare?

______________________________________________________________
(2)
(Total 4 marks)

(a) (i) Explain what is meant by the duality of electrons.

27.
______________________________________________________________

______________________________________________________________

______________________________________________________________

(ii) State the relation between the electron mass, electron velocity and the wavelength for
a monoenergetic beam of electrons.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(b) The spacing of atoms in a crystal is 1.0 × 10–10 m.

mass of the electron = 9.1 × 10–31 kg

the Planck constant = 6.6 × 10–34 J s

Estimate the speed of electrons which would give detectable diffraction effects with such
crystals.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(c) Give one piece of evidence to demonstrate that electrons have particle properties.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 8 marks)

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 The diagram below shows a simple model of a hydrogen atom in which a single electron
28. stationary wave fits the radius of an atom. This model suggests that the electron cannot exist
outside this atomic sphere. The atomic radius is 3.0 ×10–10 m.

(a) Explain what the electron stationary wave represents and state what you can infer about
the location of the electron.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) (i) Show that the kinetic energy of the electron can be written as

where p is the momentum and me is the mass of the electron.

(1)

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 (ii) Show that the kinetic energy of this electron can be written as

where h is the Planck constant and λ is the wavelength of the electron stationary
wave.

(2)

(c) (i) Calculate the kinetic energy of the electron shown in the diagram above.

mass of electron = 9.1 × 10–31 kg

Planck constant = 6.6 × 10–34 J s

(3)

(ii) Calculate the potential energy of the electron in a hydrogen atom when it is at a
distance of 1.5 × 10–10 m from the proton that forms the nucleus of the atom.

permittivity of free space = 8.9 × 10–12 F m–1

(4)

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 (iii) Hence, calculate the total energy of the electron.

(2)

(iv) State and explain whether this model leads to a stable atom or not.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 17 marks)

The diagram below shows electrons being fired at a polycrystalline graphite target in a vacuum.
29. The electrons are emitted from a heated cathode and pass through an accelerating p.d. The
inside surface on the far side of the chamber is coated with fluorescent material that emits light
when the electrons release their energy to it.

Mass of electron me = 9.1 × 10–31 kg

Planck constant h = 6.6 × 10–34 J s

(a) The electrons travel at a speed of 4.0 × 107 m s–1. Calculate their de Broglie wavelength.

(1)

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 (b) Sketch on the front view of the fluorescent screen shown in the diagram the pattern of light
you would expect to see emitted by the fluorescent material.

Explain why this pattern suggests that electrons have wave-like properties.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Explain one aspect of the experiment that suggests that electrons have particle-like
properties.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 5 marks)

(a) Discovery of the photoelectric effect was largely responsible for the development of the
30. theory that electromagnetic radiation can behave as a particle or as a wave under different
circumstances. The diagram below shows an experimental arrangement used to
demonstrate aspects of the photoelectric effect. When photoelectrons are emitted the
ammeter registers a current.

(i) The metal plate is illuminated with radiation but does not emit photoelectrons. The
intensity of the radiation is increased. State and explain what effect this increase in
intensity has.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

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 (ii) The metal plate is illuminated with radiation such that photoelectrons are emitted. The
intensity of the radiation is increased. State and explain what effect this increase in
intensity has.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii) The metal plate is illuminated with radiation such that photoelectrons are emitted. Air
is now allowed to enter the enclosure. State and explain what effect allowing air into
the enclosure has.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) (i) Show that the de Broglie wavelength of an electron travelling at 0.15c should be
approximately 1.6 × 10–11 m.

the Plank constant, h = 6.6 × 10–34 J s

the speed of electromagnetic waves in a vacuum, c = 3.0 × 108 m s–1
the mass of an electron, me = 9.1 × 10–31 kg

(2)

(ii) Suggest a suitable material to give an observable diffraction pattern with electrons.
Explain your choice.

______________________________________________________________

______________________________________________________________
(2)
(Total 10 marks)

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 The photoelectric effect is one piece of evidence that suggests that light behaves like a stream of
31. particles or photons.

(a) State what is meant by the threshold frequency in an experiment to investigate the
photoelectric effect.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) State and explain the effect of increasing the intensity of light on the rate at which electrons
are emitted.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) In an experiment to investigate the photoelectric effect the radiation incident on the surface
caused the emission of electrons of energy 1.5 × 10−19 J. The work function of the surface
was known to be 3.2 × 10−19 J.

The Planck constant h is 6.6 × 10−34 J s.

The speed of electromagnetic radiation is 3.0 × 108 m s−1.
The mass of an electron is 9.1 × 10−31 kg.

(i) Calculate the wavelength of the incident radiation.

(2)

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 (ii) Calculate the de Broglie wavelength of the emitted electrons.

(3)
(Total 9 marks)

Which one of the graphs best represents the relationship between the energy W of a photon and
32.
the frequency f of the radiation?

(Total 1 mark)

An electron initially at rest is accelerated through a potential difference. It is then brought to rest
33. in a collision, and all of its kinetic energy is converted into a single photon of electromagnetic
radiation. Which one of the following quantities is not required to find a value for the wavelength
of the photon?

A The mass of the electron

B The charge on the electron

C The velocity of electromagnetic waves

D The value of the potential difference

(Total 1 mark)

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 (a) The diagram below shows schematically an arrangement for producing interference fringes
34. using a double slit.

A dark fringe (minimum intensity) is observed at the point labelled P.

(i) Show clearly on the diagram the distance that is equal to the path difference between
the light rays from the two slits to the point P.
(1)

(ii) Explain how the path difference determines that the light intensity at point P is a
minimum.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(iii) Explain briefly the role of diffraction in producing the interference patterns (You may
draw a sketch to support your explanation if you wish.)

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

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(b) In one experiment the separation of the slits is 4.0 × 10–4 m. The distance from the slits to
the screen is 0.60 m.

Calculate the distance between the centres of two adjacent dark fringes when light of
wavelength 5.5 × 10–7 m is used.

(2)

(c) A student has learned that electrons behave like waves and decides to try demonstrate this
using the arrangement in the diagram above. The lamp is replaced by a source of electrons
and the system is evacuated.

The student accelerates the electrons to a velocity of 1.4 × 106 m s–1. The beam of
electrons is then incident on the double slits. The electrons produce light when incident on
the screen.

mass of an electron = 9.1 × 10–31 kg

Planck constant = 6.6 × 10–34 J s

(i) Calculate the de Broglie wavelength associated with the electrons.

(3)

(ii) Explain briefly, with an appropriate calculation, why the student would be
unsuccessful in demonstrating observable interference using the slit separation of 4.0
× 10–4 m.

______________________________________________________________

______________________________________________________________
(2)
(Total 13 marks)

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Mark schemes
D
1.
[1]

(a) qq̄✔
2. 1

(b) Total energy = 2keV + 2 × 511 keV = 1024 keV✔

= 1024 × 1.6 × 10−19 = 1.64 × 10−13J✔

Energy of each photon = 1.64 × 10−13/2 = 8.19 × 10−14 (J) ✔

First mark for calculating the total energy in keV.
Second mark is for converting correctly into joules.
Third mark is for dividing by two so ecf for incorrect conversion into
joules. Student must show at least 3sf.
3

(c) ✔

= 2.43 × 10−12 (m) ✔

First mark for the correctly rearranged equation or correct values
substituted into equation.
Correct answer only scores 2 marks, ecf from 1 (b)
2

(d) Ek= 2 keV = 2000 × 1.6 × 10−19 J = 3.2 × 10−16J✔

= 2.65 × 107(m s−1) ✔

First mark for converting KE into joules.
Second mark for rearranging equation correctly or substituting
correct values into equation.
Third mark for correct answer, must be to at least 3sf.
3

(e) ✔

= 2.75 × 10−11(m) ✔
First mark for rearranging equation correctly or substituting correct
values into equation.
Second mark for correct answer.
2

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 (f) Recognition that separation is 1.5 × 10−10 m and compared to 0.28 × 10−10 (ecf)✔

wavelength is about 5 times less than gap width✔

yes (diffraction would be observable)✔

Or words to that effect
4
[15]

D
3.
[1]

D
4.
[1]

A
5.
[1]

6. C
[1]

A
7.
[1]

(a) (electron) diffraction / interference / superposition ✓

8.
Accept derfraction
1

(b) (use of λ = h / mv)

λ = 6.63 × 10-34 / (9.11 × 10-31×2.5×105) ✓
λ = 2.9 × 10-9m ✓ ✓ (2 sig figs.)
3

(c) v = 2.5 × 105 / 207 ✓

v = 1200 m s-1 ✓
OR use v = h / mλ with CE from part (b)
Answer alone gets 2 marks
2
[6]

(a) (i) minimum energy required

9.
to remove electron from metal (surface) OR cadmium OR the material
2

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 (ii) photons have energy dependent on frequency OR energy of photons constant

one to one interaction between photon and electron

Max KE = photon energy – work function in words or symbols

more energy required to remove deeper electrons

4

(iii) (use of hf = Ø + Ek(max))

6.63 × 10–34 × f = 4.07 × 1.60 × 10–19 + 3.51 × 10–20

f = 1.04 × 1015 (Hz) OR 1.03 × 1015 (Hz) (3 sig figs)

4

(b) theory makes predictions tested by repeatable/checked by other

scientists/peer reviewed (experiments) OR new evidence that is repeatable/
checked by other scientists/peer reviewed
2
[12]

(a) passed them between charged plates / near charged object

10.
or

use magnetic field

M1

correct deviation

or

circular path in direction indicating negative charge

A1
2

(b) diffraction

B1

electron is behaving as a wave

B1
2

Archbishop Beck Catholic Sports College Page 36 of 56

 (c) (i) p = h/λ or substitution of wavelength into λ = h/p or λ = h/mv

C1

2.76 or 2.8 × 10–19

A1

kg m s–1 / N s / J s m–1 / J Hz–1 m–1

B1
3

(ii) EK = p2/2m or quotes p = mv and Ek = ½ mv2

(symbols or numbers)

C1

4.1 or 4.2 × 10–8 (J)

A1
2
[9]

(a) (i) when electrons/atoms are in their lowest/minimum energy (state) or

11. most stable (state) they (are in their ground state)
1

(ii) in either case an electron receives (exactly the right amount of) energy

excitation promotes an (orbital) electron to a higher energy/up a level

ionisation occurs (when an electron receives enough energy) to leave

the atom
3

(b) electrons occupy discrete energy levels

and need to absorb an exact amount of/enough energy to move to a higher level

photons need to have certain frequency to provide this energy or e = hf

energy required is the same for a particular atom or have different energy levels

all energy of photon absorbed

in 1 to 1 interaction or clear a/the photon and an/the electrons

4

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 (c) energy = 13.6 × 1.60 × 10−19 = 2.176 × 10−18 (J)

hf = 2.176 × 10−18

f = 2.176 × 10−18 ÷ 6.63 × 10−34 = 3.28 × 1015 Hz 3 sfs

4
[12]

correct substitution into formula, condone power of ten error

12.
C1

8.7 × 10–10 (m)

A1
[2]

(a) (i) hf is energy available/received or same energy from photons (1)

13.
energy required to remove the electron varies (hence kinetic
energy of electrons will vary) (1)
2

(ii) (work function is the) minimum energy needed to release

an electron (1)
(or not enough energy to release electron)

below a certain frequency energy of photon is less than

work function or energy of photon correctly related to f (1)
2

(iii) joule (1) (accept eV)

1

(b) (i) (use of E = hf)

energy = 6.63 × 10–34 × 1.5 × 1015 (1)
energy = 9.9 × 10–19 (J) (1)
2

(ii) number of photons per second = 3.0 × 10–10/9.9 × 10–19 (1)

number of photons per second = 3.0 × 108 (1)

2

(c) (i) (time taken = 6.8 × 10–19/3 × 10–22)

time taken = 2.3 × 103 s (1)

1

Archbishop Beck Catholic Sports College Page 38 of 56

 (ii) light travels as particles/ photons (1)
(or has a particle(like) nature)

(which transfer) energy in discrete packets (1)

or 1 to 1 interaction
or theory rejected/modified (in light of validated evidence)
2
[12]

(a) (electron) diffraction/interference/superposition (1)

14. 1

(b) (use of λ = h/mv)

λ = 6.63 × 10–34/(9.11 × 10–31 × 4.50 × 105) (1)

λ = 1.6 × 10–9 (m) (1)

2

(c) 207 × 9.11 × 10–31 (1) × v = 6.63 × 10–34/1.6 × 10–7 (1)

v = 2200 (2170) (m s–1) (1)

3
[6]

(a) electrons can have wavelike properties and particle like properties (1)
15. 1

(b) (i) (use of λ = h/mv)

mv = 6.63 × 10–34/1.2 × 10–10 (1)

mv = 5.5 × 10–24 (1) kg m s–1 (1) (or Ns)

(ii) v = 5.5 × 10–24/9.11 × 10–31 (1)

v = 6.1 × 106 m s–1 (1)

(iii) (use of E = ½mv2)

E = ½ × 9.11 × 10–31 × (6.1 × 106)2 (1) (must see working

or equation)

E = 1.6(9) × 10–17 J (1) (no working max 1)

7
[8]

Archbishop Beck Catholic Sports College Page 39 of 56

16.
(a) (i) k.e. = (1)

= 26 (eV) (1) (25.6 eV)

(ii) (use of λdB = gives) λdB = (1)

= 2.4 × 10–10 m (1) (2.42 × 10–10 m)

4

(b) (use of hf = E1 – E2 gives) f = (1)

(= 1.05 × 1015 (Hz))

(use of λ = gives) λ = (1)

= 2.9 × 10–7 m (1) (2.86 × 10–7 m)

3
[7]

(a) (i) (named force) from weak (nuclear), electromagnetic or gravity (1)
17.
uses a mediating/exchange particle, named particle from W(±) (boson),
(g) photon or graviton (1)
to transfer energy/momentum (1)
when electron emits/receives exchange particle,
disappearance/creation of new particle occurs (1)
QWC 1

(ii) anti proton (1)

max 4

(b) (i) 3 (quarks) (1)

(ii) weak (nuclear) (1)

(iii) proton (1)

3
[7]

(a) (i) electrons behave as both particles and waves (1)

18.
(ii) particle: deflection in an electromagnetic field
or other suitable examples (1)
wave: electron diffraction (1)
3

Archbishop Beck Catholic Sports College Page 40 of 56

 (b) (use of λ = gives) = (1)

= 4.28 × 106 m s–1 (1)

2
[5]

(a) electron diffraction or interference (1)

19. 1

(b) (use of λ = gives) λ = (1)

= 1.46 × 10–9 m (1)

2

(c) mμ = 207 × 9.11 × 10–31 (kg) (1) ( = 1.89 × 10–28 (kg))

(use of meve = mμvμ , = when λ is constant, gives)

vμ = (1)

= 2.4 × 103 m s–1(2.41 × 103 m s–1)

[or recalculate using v = ]

(d) gain in energy or work done on particle is the same for both (1)
wavelength is inversely proportional to momentum (1)
gain in momentum is different for both (1)
the smallest mass has the largest acceleration/gain in speed (1)
[or wavelength proportional to m–½ with constant k.e.]
max 2
[8]

20.
(a) speed of electron = (1) (=6.00 × 106(m s-1))

(use of λ = gives) λ = (1)

= 1.21 × 10-10 m (1)

(b) (use of c = fλ gives) f = (1)

(allow C.E. for value of λ from (i))

= 2.48 × 1018Hz (1)
5
[5]
Archbishop Beck Catholic Sports College Page 41 of 56
21.
(a) (use of f = gives) f = (1) (= 6.6.7 × 1014Hz)

(use of E = hf gives) E = 6.63 ×10–34 × 6.67 × 1014 (1)

= 4.42 × 10–19(J) (1)

(b) (use of λ = gives) v (= )= (1)

= 1.62 × 103 m s–1 (1)

[5]

(a) (i) electromagnetic radiation behaves either as a particle or as a wave (1)

22.
(ii) (electromagnetic radiation) behaves as a particle (1)
(2)

(b) (i) hf = φ + Ek (1)

φ = (6.63 × 10–34 × 1.67 × 1015) – (3.0 × 10–19) (1)
= 8.1 × 10–19 (1) J (1) (8.07 × 10–19)

(ii) (number per second) doubled (1)

(maximum kinetic energy) remains constant (1)

(iii) (all) electrons have insufficient energy to leave the (new) metal (1)
the work function of the (new) metal is greater than hf
[or the work function of the (new) metal is greater than
that of the original metal] (1)

The Quality of Written Communication marks were awarded primarily for the
quality of answers to this part.
(8)
[10]

(a) (i) (wave property) (electron) diffraction (1)

23.
(ii) (particle-property) photoelectric effect (1)

(iii) (wave property) interference / diffraction / refraction (1)

(3)

Archbishop Beck Catholic Sports College Page 42 of 56

 (b) (momentum of electron =) mυ = 9.11 × 10–31 × 5.0 × 106 (1)

(= 4.56 × 10–24 (kg m s–1)) (1)

[(λ = h/mυ gives) λ = 6.6(3) × 10–34 / 4.56 × 10–24 (1)

(allow e.c.f. for value of mυ)

= 1.5 × 10–10 m (1) (1.45 × 10–10 m)

(3)
[6]

(a) (i) electrons behave sometimes as particles, sometimes as waves (1)

24.
(ii)
particle example: deflection in electric [or magnetic] field (1)

wave example: diffraction (1)

(3)

(b) (kinetic energy) mυ2 = eV (1)

p (= mυ ) =

λ= , gives result (1)

(3)
[6]

25.
(a) υ= (1) = 4.86 × 106 ms–1 (1)
2

(b) yes (1)

same order as λ (1)
2
[4]

26.
(a) = 1.2(4) × 10–10 m (1)
(2)

(b) (i) same (1)

(ii) same (1)

(2)
[4]

Archbishop Beck Catholic Sports College Page 43 of 56

 (a) (i) electrons behave sometimes as particles (1)
27. and sometimes as waves (1)

(ii) mυ ∝ 1 / λ (or mυ = h / λ) (1)

(3)

(b) For (crystal) diffraction, electron wavelength must be of order of atom spacing (1)
hence λ ≈ 10–10 m (1)

(1)
4

(c) deflection in E-field

(or deflection in B-field, or any other correct evidence) (1)
(1)
[8]

(a) e– likely where amplitude is max [or at r = 1.5 × 10–10 m]

28.
B1

or impossible where amplitude is zero/probability of

finding electron amplitude of stationary wave is related
to probability

C1

probability is proportional to amplitude squared

A1

(b) (i) shows ½ mv2 = ½ (mv)2/m and states p = mv

B1

(ii) States mv = h/λ

B1

½ mv2 = ½ (mv)2/m (i.e. re-writes k.e. in momentum

terms)

[k.e. = ½ h2/λ2/m]

B1

Archbishop Beck Catholic Sports College Page 44 of 56

(c) (i) λ = 6 × 10–10

B1

k.e. = ½ × (6.6 × 10–34)2 /(6 × 10–10 )2 × 9.1 × 10–31 [ecf]

C1

= 6.65 × 10–19 J

A1

(ii) Uses kQ/r or variant

C1

p.e. = kQ1Q2/r1 = 8.98 × 109 × (1.6 × 10–19)2/1.5 × 10–10

C1

= (–)15.3 × 10–19 J

A1

makes it explicit that this is a negative

quantity relative to k.e.

allow use of symbol/stated value for electron/proton

charge

A1

(iii) adds ((c)(i)) and ((c)(ii)) calcs correctly without regard

to sign

C1

quotes answer as –ve, addition is correct

(cao range –8 → –9 –8.57 × 10–19 J)

A1

(iv) this is stable [ecf, must be consistent with (c)(iii)]

B1

negative total energy so energy must be supplied

to break up

B1
[17]

Archbishop Beck Catholic Sports College Page 45 of 56

 (a) 1.8/1.81 × 10–11 m
29.
B1
1

(b) circular bands of light on diagram

B1

diffraction/interference effect or electron λ ≈ atomic

spacing in graphite

B1
2

(c) state correct and appropriate particulate aspect

B1

quote evidence from this expt that shows electrons possess

aspect

B1
2

e.g.
electrons carry momentum/kinetic energy to screen
excite other electrons in atoms/cause emission of energy/light
or
electrons carry charge
can be accelerated by electric field/p.d.
etc
[5]

(a) (i) no electrons will be released / no current / no effect

30. B1

work function energy not being exceeded / insufficient

photon energy to exceed work function / photon
frequency below threshold frequency
B1

(ii) more electrons released per second / current increases

B1

more photons (of sufficient energy) striking metal surface per second
B1

Archbishop Beck Catholic Sports College Page 46 of 56

 (iii)
answers must be in corresponding pairs below

cause – B1 consequence – B1

electrons collide with air less electrons reach anode

molecules (s–1)

less photons reach plate so

photons absorbed by air
fewer electrons emitted (s–1)

(work function ↑) so fewer

air contaminates plate photons sufficiently energetic
to release electrons

cause must be
ammeter reading or current
everything in one
falls
pair of boxes above

(b) (i) λ= or correctly substituted values irrespective of powers of 10

B1

1.61 × 10–11 m N.B. “show that”

B1

(ii) crystal (or named crystalline material) / graphite

B1

atomic spacing (condone atomic diameter or distance

between nuclei) ≈ λ electrons
B1
[10]

(a) the frequency needed to liberate an electron (electrons) from the surface of a material
31. or
minimum frequency to cause photoelectric effect
C1
the minimum frequency of the radiation / light / photon needed to liberate an electron
(electrons) from (the surface of) a material or from the surface
A1
(2)

(b) the rate increases or more electrons per second

M1
there are more photons striking the surface each second
A1
no change in rate if frequency is below threshold frequency – allow 1
(2)

Archbishop Beck Catholic Sports College Page 47 of 56

 (c) (i) Calculation using hc / E for (4.7 or 1.5 or 3.2) × 10–19 J
use of 1.5 leads to 1.32 × 10–6;
use of 3.2 leads to 6.2 × 10–7
C1
4.2 × 10–7 m
A1
(2)

(ii) use of 1.5 × 10–19 J

B1
p = √(2mE) and λ = h / p or E = ½ mv2 and λ = h / mv
C1
correct answer for their energy
1.26 × 10–9 m for 1.5 × 10–19 J
1.2 × 10–9 m for 1.7 × 10–19 J
0.86 × 10–9 m for 3.2 × 10–19 J
0.71 × 10–9 m for 4.7 × 10–19 J
A1
(3)
[9]

B
32.
[1]

A
33.
[1]

(a) (i) path difference clearly indicated correctly

34. B1
(1)

(ii) path difference must be (n + ½)λ not just ½λ

(accept odd number of wavelengths) (allow diagram)
.

waves arrive at P antiphase / totally out of phase / exactly out of phase / out of
phase by by π or 180° (allow diagram)
B1

interfere destructively / cancel / “crests and troughs” at same time

B1
(3)

(iii) idea of waves spreading out at a slit / slits

(allow diagram for this mark)
B1

production of overlapping beams from the double slit or illuminating both slits in
double slit
B1
(2)

Archbishop Beck Catholic Sports College Page 48 of 56

(b) fringe spacing = λD / d
or correct substitution of data
C1

0.83 mm
A1
(2)

(c) (i) momentum of electrons = 1.27 × 10−24 (kg m s−1)

or m × v and correct substitution
C1

wavelength = h / p
C1

5.2 × 10−10 m
A1

or wavelength = h / p and p = mv; or h / mv

C1

correct substitution of data

C1

correct answer
A1
(3)

(ii) calculation of fringe spacing ( = 7.8 × 10−7 m)

allow e.c.f. for d / D confusion in (b)

or ratio λ / d for each

B1

the fringe spacing is too small (to enable separate fringes to be seen)
B1

or calculation of D or of λ / d or speed for λ ≈ d

B1

speed in apparatus much larger than

that needed to make λ ≈ d
B1
(2)
[13]

Archbishop Beck Catholic Sports College Page 49 of 56

Examiner reports
Students were less confident with this question, with less than 38.8% selecting the correct
1. answer. B and C were often selected as the answer, with students demonstrating limited ability to
re-arrange the de Broglie equation in the required manner.

This question was well answered and there and there were no major issues raised by it.
8.
A significant proportion of candidates did however; lose the significant figure mark in part (b).
This was usually because they gave their answers to three significant figures instead of two.

It was quite common for candidates to obtain full marks for part (c) by to using the de Broglie
equation to calculate the speed of the muons rather than simply dividing the speed of the
electrons by 207.

Students have found questions on the photoelectric effect quite challenging in previous series. In
9. view of this it was pleasing to see more confident answers this time around. The explanation of
work function and the calculation were well answered by a significant proportion of students.
Explanations of the range of kinetic energies were less sound and as has been the case in the
past there was frequent confusion between the photoelectric effect and excitation of electrons
from discrete energy levels. The idea of validated evidence which was required in part (b), seems
now to be well understood.

Strictly correct answers to part (a) were rare but credit was given to answers involving charged
10. objects rather than parallel plates. Those who chose to use magnets, almost universally
mentioned positive and negative poles of magnets! This was penalised.

Although there were some good answers to part (b) referring to the diffraction pattern and top the
wave–particle duality, some interpreted the diagram as representing the energy levels in an
atom.

In part (c) (i), the correct equation was generally used but students often did not use the correct
substitution for wavelength. The unit for momentum was often correct. A disappointing number
chose to give a version of the unit derived from the equation instead of an appropriate,
remembered unit. A significant minority of students did not attempt (c) (ii). Most had no idea of
how to find the kinetic energy from the momentum.

Many students were able to distinguish between excitation and ionisation successfully and also
11. to define the ground state. They clearly found the structured format of this question helpful.
However, students were not so good at explaining the process of excitation of atoms by the
absorption of photons. It was common to see muddled answers that confused the photoelectric
effect with excitation. The term work function was often used incorrectly in candidate responses
as was threshold frequency. A significant minority focused on the photon released after excitation
rather than the incident photon.

The calculation in part (c) was generally done well and most students gave answers to the
correct number of significant figures. A common error by some students was to fail to convert
electron volts to joules, this mistake limited them to a maximum of two marks.

Many candidates were able to obtain full marks for this calculation. The two most common errors
12. made were the lack of substitution for the mass of the electron and a calculator error involving
the order in which the calculation was performed. This calculation error meant that candidates
performed (h ÷ m) × v.

Archbishop Beck Catholic Sports College Page 50 of 56

 The initial parts of this question caused considerable problems to candidates. They found it very
13. difficult to explain why the kinetic energy of the emitted electrons had a maximum value and also
fully explain the link between photon energy, work function and maximum kinetic energy. The
idea that some electrons require more energy to be emitted than others did appear to be well
understood. Candidates also had a tendency to confuse the photoelectric effect with excitation
and ionisation. Evidence from this and previous papers suggests that this is a topic candidates
find very difficult and this is particularly true when they are required to explain aspects of the
phenomena.

Parts (b) and (c) proved much more accessible and candidates used the various relevant
equations confidently. Full marks for calculations were quite common. Part (c) (ii), which
assessed How Science Works, did confuse some candidates. When this happened, candidates
tended to explain the significance of validated evidence in general terms, rather than how it was
used to develop the particle model of light.

This question was well answered and the majority of candidates appreciated that diffraction is a
14. wavelike property that electrons exhibit. The calculation in part (b) proved to be quite
straightforward and full marks were obtained by a pleasing number of candidates.

Part (a) was answered reasonably well and candidates generally understood the meaning of
15. particle wave duality. Some candidates just referred to wave properties, presumably assuming
that particle properties were self-evident.

In part (b) (i) it was noticeable that less able candidates confused momentum with energy. The
unit for momentum also caused significant problems. The penalty for not being able to calculate
momentum was not a major one, as consequential error was allowed for parts b (ii) and b (iii).

Parts (a) and (b) of this question showed errors at different levels of ability. The slightly better
16. candidates used the correct equations but often used the speed of light in the de Broglie
relationship. The very weak candidates did not know when to apply or . In other

cases, the wrong energy was used to calculate the wavelength of a photon and it was not
uncommon to see the electron energies at levels D and B being added together.

Part (a) (i) in particular showed a variety of errors. Multiplying, rather than dividing by the electron
charge was the obvious error. Some of the better candidates used the electron speed to
calculate the kinetic energy, arriving at the energy in joules which had already been given in the
question, and then failing to convert this to eV. About 15% of the candidates incurred a significant
figure error on this question by quoting an answer to five significant figures.

In part (a) most candidates referred correctly to the Weak Nuclear Force, giving the W+ or W-
17.
boson as the exchange particle. Fewer candidates gave the alternative gravity force or
electromagnetic force as answers, but a few thought a possible interaction was through the
Strong Nuclear Force, even though the electron is a lepton and not subject to the SNF. Even
good candidates found it difficult to obtain full marks in this part because only a few stated that
the exchange particle transfers energy or momentum, and an even smaller number wrote about
particles being created or annihilated. Almost all candidates answered (a) (ii) correctly.

Part (b) turned out to be quite a discriminating section. The better candidates appreciated that
this question could be answered by just knowing that a baryon was involved and the fact it was a
Σ+ particle was purely incidental. Surprisingly, even when this fact was understood, the three
sub-sections proved to be too difficult for candidates lacking the required knowledge.

Archbishop Beck Catholic Sports College Page 51 of 56

 Most candidates were aware of wave particle duality, but they sometimes lost marks through lack
18. of care. For example, a statement such as “an electron can behave as a wave or as a photon”
was common but did not gain any marks. In identifying the behaviour of electrons, weaker
candidates often gave an example but failed to state which type of behaviour it represented.

In part (b) only the weaker candidates had trouble with the calculation. They either failed to use
the de Broglie equation or could not rearrange the equation to make the speed, v, the subject.

Most candidates knew that electrons exhibited wave properties when they were diffracted but it
19. was sad to see that the correct spelling of diffraction was accomplished by only a minority of
candidates. The de Broglie calculation in part (b) was attempted correctly by most candidates but
a significant number gave an answer to only 1 significant figure. This showed that candidates did
not set their calculator to display scientific notation and 0.000000001 was unthinkingly used as
the final answer.

Part (c) was found to be a little more difficult than part (b) due to the given information being fairly
complicated and also the need to rearrange the working equation.

Part (d) proved to be difficult even for the good candidate. Many candidates made links between
variables without any justification; for example, “the wavelength must be different because their
masses are different”, appeared frequently. Also, vague statements rather than specific
statements were made, e.g. candidates stated that the mass of the moon was different rather
than larger than that of the electron.

Most candidates showed that they could perform these types of calculations with ease. A number
20. of candidates however did pick up a significant figure penalty. Part (b) did show more physics
errors than part (a), the most common being using the electron speed rather than the speed of
light in the equation c = fλ

This question provided very good discrimination with the majority of candidates failing to make
21. any worthwhile attempt at all the calculations. Although a significant number of candidates
completed part (a) correctly, many of the others simply invented formulae to fit the data provided
e.g. energy = hλ appeared quite often. In part (b) the majority of candidates failed to use the de
Broglie relationship, but instead chose to misinterpret the question and tried to find the speed of
an electron having the same energy as the photon.

Overall, the candidates had a sound understanding of the photoelectric effect and there was a
22. good response to part (a). The most common error was for candidates to refer to the
wave-particle duality of electrons rather than of electromagnetic radiation.

The calculation in part (b)(i) was carried out correctly by most candidates but a large number of
answers were presented without units. Good candidates had no difficulty with part (ii) but many
simply stated that “the number of electrons released per second increases”, rather than “the
number doubles”. Answers to part (iii) indicated that candidates seemed to have a much better
understanding of the photoelectric effect than those who sat the examination in January.
Pleasingly few candidates referred to electrons in shells, ionisation or the electronic bond with a
single atom. The weaker candidates often lost marks because they expressed ideas in an
unclear fashion, for example, “the work function needs to be higher in the new metal” was a
statement commonly seen.

Archbishop Beck Catholic Sports College Page 52 of 56

 There was some evidence that quite a number of candidates were not prepared for this topic.
23. Candidates who were conversant with it usually gave a completely correct answer, but others
usually failed to score at all. In the calculation in part (b), a number of candidates started with
½mv2, showing that they were unfamiliar with the subject.

Most candidates answered part (a)(i) well, but part (a)(ii) produced many inaccurate or poorly
24. expressed ideas.

Part (b) produced many answers which earned full marks, but it also showed that many
candidates could not rearrange simple algebraic equations. Common mistakes were to rearrange
½ mʋ2 =eV into ʋ = (2meV)½ , or to use ½ mʋ2 = meV.

Most candidates found part (a) to be straightforward and did it well.

25.
Many candidates showed that they had clear, correct ideas in part (b), but a few talked vaguely of
electrons which were too small or going too fast.

(a) Candidates were usually able to suggest what the diagram showed (in terms of the likely
28. position of the electron) but only better candidates went on to discuss the relationship
between amplitude and probability.

(b) (i) This simple algebraic manipulation was done well by many.

(ii) Similarly, many were able to identify the relationship required and to manipulate it for
an easy two marks.

(c) (i) Although most were able to spot that they needed the equation from (b)(ii) for this
calculation (surprisingly some could not), a number of common errors crept in. Some
failed to recognise that the wave shown in the diagram is half of a wavelength, some
recognised this but divided the half wavelength by two rather than multiplying by two
and arrived at answers that were considerably adrift of the correct value. The unit
was often missing here.

(ii) Unfortunately, the value of the charge of the electron was omitted from this question.
However, the value appeared twice elsewhere in the paper and the omission did not
present any problem to the vast majority of candidates. (The mark scheme allowed
full credit for solutions which used an incorrect value for e or which provided an
algebraic solution.) In fact, the major problem in this part was not the absence of the
charge, but a complete misunderstanding of the physics. About half the candidates
used the equation for electric field strength (with the correct values for the charge on
the electron and proton). Others, whilst recognising the correct equation, failed to
include the proton charge. A very common error was to disregard the sign of the
answer, expressing it as a positive value. This had consequences for the remaining
parts of the question.

Archbishop Beck Catholic Sports College Page 53 of 56

 (iii) Errors were carried forward to part (iii) but even so there was much poor physics.
Even those who had arrived at both the correct magnitude and sign for part (ii)
dropped the sign as they moved to part (iii), and lost a mark in consequence. Again,
algebraic/incorrect values were accepted here as ecf from (ii)

(iv) There was little understanding of the concept of atomic stability shown in this part.
Often, candidates made incorrect assertions about stability. There is no general
understanding that a negative value of total energy means a stable situation because
energy will be required from elsewhere to release the electron.

The remaining questions were based on a text passage that dealt with some
elements of the physics of loudspeakers.

(a) This simple calculation of the de Broglie wavelength was well done by many.
29.
(b) A pleasing number could give an indication of the likely diffraction pattern on the front of the
tube and then go on to offer an explanation of the wave behaviour in terms of diffraction or
interference effects.

(c) This was less impressive. Only about one-third of candidates reasoned that (for example)
charge is a particulate property and that it is demonstrated by the acceleration of the
electron in the electric field.

(a) (i) Answers to this were variable with only better candidates making direct references
30. relating the photon energy to the threshold frequency or work function.

(ii) This part was often very poorly answered – very few candidates made reference to
increased rate of arrival of photons and to the rate of emission of photoelectrons.
Many candidates appeared to believe that greater intensity meant more energetic
photons.

(iii) Again there few totally convincing answers given to this part. Many candidates
recognised that the likely outcome would be that the current would fall but only the
best candidates were able to give satisfactory reasons for this either in terms of
absorption of some photons by the air or the collisions between the photoelectrons
and the air molecules (reducing the rate at which photoelectrons reached the anode).
Many candidates answered in a manner which indicated confusion between the
photons and the photoelectrons.

(b) (i) Most candidates were able to show that the de Broglie wavelength was
approximately equal to the given value. Weaker candidates were confused by the
difference between c and v in the momentum relationship.

(ii) Most candidates were able to suggest a crystalline or polycrystalline material. The
majority of these candidates did not make an overt comparison between the atomic
(ionic) spacing and the de Broglie wavelength of the electron.

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 (a) A large number of candidates gave a complete answer. However, failure to state that it is
31. the frequency of the electromagnetic radiation (or light) that is relevant or to state that
electrons were emitted from the surface were causes of many lost marks. A significant
proportion of the candidates did not know what happens in the photoelectric effect and had
the idea that photons were emitted due to the incidence of electrons.

(b) Many gave loose answers that did not refer to the rate at which electrons were emitted and
stated simply ‘more electrons emitted’. The fact that higher intensity meant more photons
arriving per second per square metre was not well known.

(c) Many were confused between the equations that they needed to use for electromagnetic
radiation and for particles. Correct answers to the two parts were, therefore, frequently
seen the wrong way round.

(i) Those who used the correct formula in this part often used the wrong energy (usually
1.5 × 1019 J).

(ii) Although many quoted h / mv they were clearly confused and 20 to 30% of the
candidates used c as the velocity. Most who knew the correct process used 1.5 ×
1019 J in their attempt to determine the velocity but errors with arithmetic were
common.

(a) (i) Surprisingly few candidates were able to show the path difference clearly. This was
34. considered to be an easy beginning to the question considering that knowledge of
this distance is the first basic step in determining whether a signal is maximum or
minimum at a given point.

(ii) There were many good thorough answers to this part. Even candidates who could not
identify what the path difference was in (i) were able to produce a clear answer in
many instances. Some candidates spoiled their answer by being specific and stating
that the path difference had to be a half wavelength. The phase difference resulting
from the different path lengths was the most commonly overlooked point.

(iii) Candidates usually gained credit for showing the spreading of waves at a slit but
fewer explained clearly that this diffraction was necessary to produce two coherent
sources or overlapping beams, which then interfered. Many ignored the question and
proceeded to describe the conditions for maxima and minima.

(b) This part was usually well done. Some candidates spoiled their attempt by doubling the
answer obtained using the correct formula.

(c) (i) This was completed successfully by the majority of the candidates although there was
a reluctance to give the unit as m. Many tried to deduce a composite formula and
many of these attempts were unsuccessful.

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(ii) Many good answers were given in this part. Candidates were able to undertake a
variety of relevant calculations but the most important feature of an explanation was
that the fringe spacing would be too small to be visible. Some candidates were
clearly confused between slit width and slit separation. These candidates often
deduced the ratio of λ / d and then wrote about the need to have a slit width of the
same order as the wavelength to produce diffraction. Candidates need to be more
sceptical about such a statement as in a typical Young's slits experiment fringes are
visible although this condition is clearly not met. A few candidates appreciated that
for the same slit width less diffraction would take place and therefore there would be
less likelihood of the beams overlapping within 0.6 m.

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