0% found this document useful (0 votes)

1K views106 pages

3.2.2 Quantum Exam Q and A

This document appears to be a practice exam for a quantum mechanics course consisting of 4 multiple choice questions: 1. Questions about LEDs - calculating power output, comparing power outputs of different colored LEDs, and explaining fluorescence. 2. Questions about the photoelectric effect - explaining minimum frequency needed, calculating photoelectron rate, and explaining current variations with voltage. 3. Questions about atomic energy levels - explaining excitation and emission of specific wavelengths, calculating wavelength from energy, and identifying transition from energy level diagram. 4. No information provided about the 4th question.

Uploaded by

Sameer Uddin

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as RTF, PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

1K views106 pages

3.2.2 Quantum Exam Q and A

Uploaded by

Sameer Uddin

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as RTF, PDF, TXT or read online on Scribd

You are on page 1/ 106

Name: ________________________

Quantum practice exam

questions
Class: ________________________

Date: ________________________

Time: 443 minutes

Marks: 394 marks

Comments:

Page 1 of 106
Q1.
(a) A light emitting diode (LED) emits blue light with a wavelength of 440 nm. The rate of
photon emission is 3.0 × 1016 s−1.

Show that the power output of the LED is approximately 0.014 W.

(2)

(b) A different LED emits red light with a wavelength of 660 nm.
The graph below shows how the rate of photon emission varies with current up to
the maximum operating current of this LED.

A student claims that the red LED can have twice the power output of the blue LED.

Deduce whether the student’s claim is correct.

___________________________________________________________________

Page 2 of 106
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) The student has paint that fluoresces when light of any wavelength is incident on it.
She coats the blue LED and the red LED with the paint.

Compare the wavelengths of light emitted by the paint on each LED.

In your answer you should also explain the processes that cause the paint to
fluoresce.

___________________________________________________________________

___________________________________________________________________
(6)
(Total 11 marks)

Q2.
Figure 1 shows an arrangement used to investigate the photoelectric effect.

Figure 1

Page 3 of 106
A current is measured on the microammeter only when electromagnetic radiation with a
frequency greater than a certain value is incident on the photoemissive surface.

(a) Explain why the frequency of the electromagnetic radiation must be greater than a
certain value.

___________________________________________________________________

___________________________________________________________________
(2)

The apparatus in Figure 1 is used with a monochromatic light source of constant intensity.
Measurements are made to investigate how the current I in the microammeter varies with
positive and negative values of the potential difference V of the variable voltage supply.

The Figure 2 shows how the results of the investigation can be used to find the stopping
potential.

Figure 2

Page 4 of 106
(b) Determine the number of photoelectrons per second leaving the photoemissive
surface when the current is a maximum.

number of photoelectrons per second = _______________

(2)

(c) Explain why I reaches a constant value for positive values of V.

___________________________________________________________________

___________________________________________________________________
(2)

(d) Explain why I decreases as the value of V becomes more negative.

___________________________________________________________________

Page 5 of 106
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(e) The investigation is repeated with a different photoemissive surface that has a

smaller value of the work function. The source of electromagnetic radiation is
unchanged.

Discuss the effect that this change in surface has on the value of the stopping
potential.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 12 marks)

Q3.
The diagram shows some energy levels, in eV, of an atom.

Page 6 of 106

Photons of specific wavelengths are emitted from these atoms when they are excited by
collisions with electrons.

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

(a) Explain

(i) what is meant by the process of excitation,

______________________________________________________________

(ii) why the emitted photons have specific wavelengths.

______________________________________________________________

______________________________________________________________
(5)

(b) One of the emitted photons has an energy of 9.92 × 10–19 J.

(i) Calculate the wavelength of this photon.

______________________________________________________________

Page 7 of 106
(ii) Determine which transition is responsible for this emitted photon.

______________________________________________________________

(iii) Draw an arrow on the energy level diagram above to show the transition
responsible for the emission of a photon with the shortest wavelength.
(7)
(Total 12 marks)

Q4.
(a) The photoelectric effect is represented by the equation

hf = + Ek.

What does Ek represent?

___________________________________________________________________

___________________________________________________________________
(2)

(b) A metal plate is illuminated with electromagnetic radiation of wavelength 190 nm.
The metal has a work function of 7.9 × 10–19 J.

(i) Calculate the frequency of the incident electromagnetic radiation.

______________________________________________________________

(ii) Show that the metal plate will emit photoelectrons when illuminated with
radiation of this wavelength.

______________________________________________________________

(iii) The radiation incident on the metal plate remains at a constant wavelength of
190 nm but its intensity is now doubled.
State and explain the effect this has on the emitted photoelectrons.

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

Page 8 of 106
______________________________________________________________

______________________________________________________________

______________________________________________________________
(6)
(Total 8 marks)

Q5.
The diagram shows some of the electron energy levels of an atom.

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,

______________________________________________________________

Page 9 of 106
(ii) the de Broglie wavelength.

______________________________________________________________

______________________________________________________________
(4)

(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)

Q6.
(a) Explain what is meant by the term work function of a metal.

___________________________________________________________________

___________________________________________________________________
(2)

(b) In an experiment on the photoelectric effect, the maximum kinetic energy of the
emitted photoelectrons is measured over a range of incident light frequencies. The
results obtained are shown in the figure below.

(i) A metal of work function Φ is illuminated with light of frequency f. Write down
the equation giving the maximum kinetic energy, EK, of the photoelectrons

Page 10 of 106
emitted in terms of Φ and f.

EK =

(ii) Use the data in the figure to determine the work function of the metal.

______________________________________________________________

(iii) Determine the maximum kinetic energy of the photoelectrons when the
frequency of the incident radiation is 2.5 × 1015 Hz.

______________________________________________________________

______________________________________________________________
(6)

(c) The experiment is repeated but with the light incident on a metal of lower work
function. Draw a new line on the figure that results from this change.
(2)
(Total 10 marks)

Q7.
Some energy levels of an atom of a gas are shown in Figure 1.

Figure 1

When a current is passed through the gas at low pressure, a line spectrum is produced.
Two of these lines, which correspond to transitions from levels B and C respectively to the
ground state, are shown in Figure 2.

Page 11 of 106

Figure 2

(a) Describe what happens to an electron in an atom in the ground state in order for the
atom to emit light of wavelength 4.0 × 10–7 m.

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

___________________________________________________________________

___________________________________________________________________
(3)

(b) Determine the energy, in J, of

(i) the photons responsible for each of the two lines shown in Figure 2,

______________________________________________________________

(ii) levels B and C in Figure 1.

______________________________________________________________

Page 12 of 106
energy of level B = ______________________________________________

energy of level C = ______________________________________________

(5)
(Total 8 marks)

Q8.
The apparatus shown in the figure below can be used to demonstrate the photoelectric
effect. Photoelectrons are emitted from the metal cathode when it is illuminated with white
light which has passed through a blue filter.

You may be awarded additional marks to those shown in brackets for the quality of written
communication in your answers to parts (a) and (b).

(a) The intensity of the light source is reduced. State and explain the effect of this on
the emitted photoelectrons.

___________________________________________________________________

___________________________________________________________________
(3)

(b) Explain why no photoelectrons are emitted when the blue filter is replaced by a red
filter.

___________________________________________________________________

Page 13 of 106
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) When a metal of work function 2.30 × 10–19 J is illuminated with ultraviolet radiation
of wavelength 200 nm, photoelectrons are emitted.

Calculate

(i) the frequency of the ultraviolet radiation,

______________________________________________________________

(ii) the threshold frequency of the metal,

______________________________________________________________

(iii) the maximum kinetic energy of the photoelectrons, in J.

______________________________________________________________

______________________________________________________________
(5)
(Total 11 marks)

Q9.
(i) Calculate the longest wavelength of electromagnetic radiation that will cause
photoelectric emission at a clean lithium surface.
work function for lithium φ = 4.6 × 10–19 J

Page 14 of 106
Longest wavelength = ____________________ m
(3)

(ii) Calculate maximum kinetic energy of the electrons emitted when electromagnetic
radiation of frequency 8.5 × 1014 Hz is incident on the surface.

Maximum energy = ____________________ J

(3)
(Total 6 marks)

Q10.
The diagram below shows the apparatus used to demonstrate the photoelectric effect. A
clean zinc plate is placed on the cap of a gold leaf electroscope. The plate is then charged
negatively and both visible and ultraviolet radiation are shone onto the plate. The gold leaf
is seen to fall.

(a) Explain why the gold leaf falls.

___________________________________________________________________

___________________________________________________________________
(2)

Page 15 of 106
(b) A clear sheet of glass, placed between the radiation sources and the zinc plate,
absorbs some of the radiation.

(i) Which type of radiation is absorbed?

______________________________________________________________
(1)

(ii) Explain why this effect stops the gold leaf from falling further.

______________________________________________________________

______________________________________________________________
(1)

(c) The glass sheet is removed and the zinc plate is now charged positively. Again
visible and ultraviolet radiation are shone onto the surface. Suggest why the gold
leaf does not fall.

___________________________________________________________________

___________________________________________________________________
(1)

(d) Calculate the maximum speed of electrons emitted when radiation of wavelength
320 nm is shone onto a caesium plate.

work function of caesium = 3.04 × 10–19 J

maximum speed ____________________ m s–1

(4)
(Total 9 marks)

Q11.
Scintillation counters are used to detect beta particles. A scintillation counter consists of a
scintillation material and a photomultiplier tube (PMT).

Page 16 of 106
(a) Beta particles collide with atoms in the scintillation material, which emits photons of
light as a result.

Explain how photons are produced by collisions between beta particles and atoms.

___________________________________________________________________

___________________________________________________________________
(2)

(b) A photon of light from the scintillation material enters the PMT, as shown in Figure
1. The front of the PMT contains a thin photocathode. The photon strikes the
photocathode to release an electron.

Figure 1

The longest wavelength of light that releases an electron from this photocathode is
630 nm.

Calculate the minimum photon energy required to remove an electron from the
photocathode.

minimum photon energy = _______________ J

(2)

(c) The PMT consists of an evacuated glass tube containing the photocathode, an

anode and three metal electrodes, as shown in Figure 2.

Figure 2

Page 17 of 106
The electrodes, anode and photocathode are connected to a potential divider
consisting of four identical resistors R. The emf of the electrical supply is 3.0 kV.

The potential difference between the photocathode and the first electrode
accelerates the electron along the path shown in Figure 2.

Calculate, in J, the maximum kinetic energy transferred to the electron when it

accelerates from the photocathode to the first electrode.

maximum kinetic energy = _______________ J

(2)

(d) The electron hits the first electrode and causes the release of several electrons.
Figure 3 shows how a series of accelerations and collisions produces a large
number of electrons. These electrons hit the anode and produce a pulse of current
in an ammeter.

Figure 3

Page 18 of 106
The Figure 4 shows the variation of current in the ammeter with time due to this
pulse.

Figure 4

Determine the number of electrons that flow through the ammeter.

Page 19 of 106
number of electrons = _______________
(4)
(Total 10 marks)

Q12.
In a discharge tube a high potential difference is applied across hydrogen gas contained
in the tube. This causes the hydrogen gas to emit light that can be used to produce the
visible line spectrum shown in Figure 1.

Figure 1

The visible line spectrum in Figure 1 has been used to predict some of the electron
energy levels in a hydrogen atom.

The energy levels predicted from the visible line spectrum are those between 0 and
−3.40 eV in the energy level diagram.

Some of the predicted energy levels are shown in Figure 2.

Figure 2

(a) Calculate the energy, in eV, of a photon of light that has the lowest frequency in the
visible hydrogen spectrum shown in Figure 1.

Page 20 of 106
energy of photon = ____________________________ eV
(3)

(b) Identify the state of an electron in the energy level labelled 0.

___________________________________________________________________

___________________________________________________________________
(1)

___________________________________________________________________

___________________________________________________________________
(1)

(d) Explain why the energy levels are negative.

___________________________________________________________________

___________________________________________________________________
(1)

(e) Discuss how the discharge tube is made to emit electromagnetic radiation of
specific frequencies.

In your answer you should:

•        explain why there must be a high potential difference across the tube
•        discuss how the energy level diagram in Figure 2 predicts the spectrum
shown in Figure 1
•        show how one of the wavelengths of light is related to two of the energy levels
in the energy level diagram.

___________________________________________________________________

Page 21 of 106
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 12 marks)

Q13.
The diagram below shows the line spectrum of a gas.

Explain how line spectra are produced. In your answer you should describe:

• how the collisions of charged particles with gas atoms can cause the atoms to emit
photons.

• how spectral lines are explained by the concept of discrete energy levels.

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Q14.

Page 22 of 106
(a) Describe what occurs in the photoelectric effect.

___________________________________________________________________

___________________________________________________________________
(2)

(b) Violet light of wavelength 380 nm is incident on a potassium surface.

Deduce whether light of this wavelength can cause the photoelectric effect when
incident on the potassium surface.

work function of potassium = 2.3 eV

(4)

State and explain one piece of evidence that suggests that light also possesses
wave properties.

___________________________________________________________________

___________________________________________________________________
(2)

Page 23 of 106
(Total 8 marks)

Q15.
The table shows results of an experiment to investigate how the de Broglie wavelength λ
of an electron varies with its velocity v.

v / 107 m s–1 λ / 10–11 m
1.5 4.9

2.5 2.9

3.5 2.1

(a) Show that the data in the table are consistent with the relationship

___________________________________________________________________
(2)

(b) Calculate a value for the Planck constant suggested by the data in the table.

Planck constant = ____________________ J s

(2)

Figure 1

Page 24 of 106
An electron beam is incident on a thin graphite target that behaves like the slits in a
diffraction grating experiment. After passing through the graphite target the electrons
strike a fluorescent screen.

Figure 2 shows the appearance of the fluorescent screen when the electrons are
incident on it.

Figure 2

Explain how the pattern produced on the screen supports the idea that the electron
beam is behaving as a wave rather than as a stream of particles.

___________________________________________________________________

Page 25 of 106
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) Explain how the emission of light from the fluorescent screen shows that the
electrons incident on it are behaving as particles.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 10 marks)

Q16.
(a) When free electrons collide with atoms in their ground state, the atoms can be
excited or ionised.

(i) State what is meant by ground state.

______________________________________________________________

______________________________________________________________
(1)

(ii) Explain the difference between excitation and ionisation.

______________________________________________________________

Page 26 of 106
______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(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)

Q17.
(a) When monochromatic light is shone on a clean cadmium surface, electrons with a
range of 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.

Page 27 of 106
______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

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

maximum value.

______________________________________________________________

______________________________________________________________
(4)

(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)

Q18.
The work function of sodium is 2.28 e V.

(a) State what is meant by the term work function.

Page 28 of 106
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Calculate the threshold frequency for sodium.

threshold frequency ____________________ Hz

(3)
(Total 5 marks)

Q19.
When ultraviolet light of frequency 3.0 × 1015 Hz is incident on the surface of a
metal,electrons of maximum kinetic energy 1.7 × 10–18 J are emitted.

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

___________________________________________________________________

___________________________________________________________________
(3)

(b) (i) Show that the work function of the metal is 1.8 eV.

(3)

(ii) Calculate the threshold frequency of the metal. Give your answer to an

Page 29 of 106
appropriate number of significant figures.

threshold frequency____________________Hz
(3)

(c) (i) State and explain the effect on the emitted electrons of decreasing the
frequency of the incident radiation whilst keeping the intensity constant.

______________________________________________________________

______________________________________________________________
(2)

(ii) State and explain the effect on the emitted electrons of doubling the intensity
of the incident radiation whilst keeping the frequency constant.

______________________________________________________________

______________________________________________________________
(2)
(Total 13 marks)

Q20.
The diagram below shows the lowest three energy levels of a hydrogen atom.

Page 30 of 106

(a) An electron is incident on a hydrogen atom. As a result an electron in the ground
state of the hydrogen atom is excited to the n = 2 energy level. The atom then emits
a photon of a characteristic frequency.

(i) Explain why the electron in the ground state becomes excited to the n = 2
energy level.

______________________________________________________________

______________________________________________________________
(2)

(ii) Calculate the frequency of the photon.

frequency = ____________________ Hz
(3)

(iii) The initial kinetic energy of the incident electron is 1.70 × 10–18 J.

Calculate its kinetic energy after the collision.

kinetic energy = ____________________ J

Page 31 of 106
(2)

(iv) Show that the incident electron cannot excite the electron in the ground state
to the n = 3 energy level.

(2)

(b) When electrons in the ground state of hydrogen atoms are excited to the n = 3
energy level, photons of more than one frequency are subsequently released.

(i) Explain why different frequencies are possible.

______________________________________________________________

______________________________________________________________
(1)

(ii) State and explain how many possible frequencies could be produced.

______________________________________________________________

______________________________________________________________
(2)
(Total 12 marks)

Q21.
(a) A fluorescent tube is filled with mercury vapour at low pressure. After mercury atoms
have been excited they emit photons.

(i) In which part of the electromagnetic spectrum are these photons?

______________________________________________________________
(1)

(ii) What is meant by an excited mercury atom?

______________________________________________________________

Page 32 of 106
(1)

(iii) How do the mercury atoms in the fluorescent tube become excited?

______________________________________________________________

______________________________________________________________
(2)

(iv) Why do the excited mercury atoms emit photons of characteristic

frequencies?

______________________________________________________________

______________________________________________________________
(3)

(b) The wavelength of some of the photons emitted by excited mercury atoms is 254
nm.

(i) Calculate the frequency of the photons.

frequency ____________________ Hz
(2)

(ii) Calculate the energy of the photons in electron volts (eV).

energy ____________________ eV
(2)

Page 33 of 106
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 13 marks)

Q22.
The photoelectric effect can be demonstrated by illuminating a negatively charged plate,
made from certain metals, with ultraviolet (UV) light and showing that the plate loses its
charge.

(a) Explain why, when ultraviolet light is shone on a positively charged plate, no
charge is lost by the plate.

___________________________________________________________________

___________________________________________________________________
(2)

(b) Threshold frequency and work function are important ideas in the study of the
photoelectric effect.

Tables 1 and 2 summarise the work functions of three metals and photon energies
of three UV light sources.

Table 1

Metal Work function /
eV

Zinc 4.3

Iron 4.5

Copper 4.7

Table 2

Page 34 of 106
Light source Photon energy /
eV

1 4.0

2 4.4

3 5.0

Discuss the combinations of metal and UV light source that could best be used to
demonstrate the idea of threshold frequency and the idea of work function.

___________________________________________________________________

___________________________________________________________________
(6)

(c) Calculate the maximum kinetic energy, in J, of the electrons emitted from a zinc
plate when illuminated with ultraviolet light.

work function of zinc = 4.3 eV

frequency of ultraviolet light = 1.2 × 1015 Hz

maximum kinetic energy ____________________ J

(3)

(d) Explain why your answer is a maximum.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 12 marks)

Page 35 of 106
Q23.
Sodium metal has a work function of 2.28 eV. An atom of sodium has an ionisation energy
of 5.15 eV.

(a) (i) State what is meant by work function.

______________________________________________________________

______________________________________________________________
(2)

(ii) State what is meant by ionisation energy.

______________________________________________________________

______________________________________________________________
(2)

(b) Show that the minimum frequency of electromagnetic radiation needed for a photon
to ionise an atom of sodium is about 1.2 × 1015 Hz.

(2)

Calculate the maximum possible kinetic energy of an electron that is emitted when a
photon of this radiation is incident on the surface.
Give your answer to an appropriate number of significant figures.

maximum kinetic energy = ____________________ J

(3)

(d) Calculate the speed of an electron that has the same de Broglie wavelength as the
electromagnetic radiation in part (b).

speed = ____________________ m s–1

Page 36 of 106
(3)
(Total 12 marks)

Q24.
The maximum kinetic energy, Ek(max), of photoelectrons varies with the wavelength of
electromagnetic radiation incident on a metal surface.
This variation is shown in the graph.

(a) (i) Define the term work function.

______________________________________________________________

______________________________________________________________
(2)

(ii) Show that the work function of the metal is approximately 4 × 10−19 J.

Use data from the graph in your calculation.

(3)

Page 37 of 106
(b) Monochromatic radiation is incident on the metal surface.
Photoelectrons are ejected with a maximum speed of 4.6 × 105 m s−1.

Determine the wavelength of the incident radiation.

wavelength ____________________ m
(3)
(Total 8 marks)

Q25.
Figure 1 shows a photocell which uses the photoelectric effect to provide a current in an
external circuit.

Figure 1

(a) Electromagnetic radiation is incident on the photoemissive surface.

Explain why there is a current only if the frequency of the electromagnetic radiation
is above a certain value.

___________________________________________________________________

Page 38 of 106
___________________________________________________________________
(3)

(b) State and explain the effect on the current when the intensity of the electromagnetic
radiation is increased.

___________________________________________________________________

___________________________________________________________________
(2)

(c) A student investigates the properties of the photocell. The student uses a source of
electromagnetic radiation of fixed frequency and observes that there is a current in
the external circuit.
The student then connects a variable voltage supply so the positive terminal is
connected to the electrode with a photoemissive surface and the negative terminal
is connected to the wire electrode. As the student increases the supply voltage, the
current decreases and eventually becomes zero. The minimum voltage at which this
happens is called the stopping potential. The student’s new circuit is shown in
Figure 2.

Figure 2

The photoemissive surface has a work function of 2.1 eV. The frequency of the
electromagnetic radiation the student uses is 7.23 × 1014 Hz.

Calculate the maximum kinetic energy, in J, of the electrons emitted from the
photoemissive surface.

Page 39 of 106
maximum kinetic energy = ____________________ J
(3)

(d) Use your answer from part (c) to calculate the stopping potential for the
photoemissive surface.

stopping potential = ____________________ V

(1)

(e) The student increases the frequency of the electromagnetic radiation.

Explain the effect this has on the stopping potential.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 12 marks)

Q26.
(a) The mercury atoms in a fluorescent tube are excited and then emit photons in the
ultraviolet region of the electromagnetic spectrum.

(i) Explain how the mercury atoms become excited.

______________________________________________________________

Page 40 of 106
______________________________________________________________
(3)

(ii) Explain how the excited mercury atoms emit photons.

______________________________________________________________

______________________________________________________________
(2)

(b) Explain how the ultraviolet photons in the tube are converted into photons in the
visible part of the electromagnetic spectrum.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 7 marks)

Q27.
The diagram shows some of the energy levels for a hydrogen atom.

An excited hydrogen atom can emit photons of certain discrete frequencies. Three
possible transitions are shown in the diagram.

(a) The transitions shown in the diagram result in photons being emitted in the

Page 41 of 106
ultraviolet, visible and infrared regions of the electromagnetic spectrum.

To which region of the spectrum do the emitted photons belong?

Tick (✔) the correct box for each transition, A, B and C.

Transition Ultraviolet Visible Infrared

C

(1)

(b) Two ways to excite a hydrogen atom are by collision with a free electron or by the
absorption of a photon.

Explain why, for a particular transition, the photon must have an exact amount of
energy whereas the free electron only needs a minimum amount of kinetic energy.

___________________________________________________________________

___________________________________________________________________
(3)

(c) The surface of a sample of caesium is exposed to photons emitted in each of the

three transitions shown in the diagram.

The threshold frequency of caesium is 5.1 × 1014 Hz

Determine whether any of these transitions would produce photons that would
cause electrons to be emitted from the surface of caesium.

___________________________________________________________________

Page 42 of 106
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) Photons each with energy 12.1 eV are incident on the surface of the caesium
sample.

Calculate the maximum speed of electrons emitted from the caesium.

maximum speed = ____________________ m s–1

(3)
(Total 10 marks)

Q28.
Scientists at CERN have produced atoms of antihydrogen.
An atom of antihydrogen contains the antiparticle of the proton and the antiparticle of the
electron.

(a) State what is meant by an antiparticle.

___________________________________________________________________

___________________________________________________________________
(2)

(b) Complete the table with the names of the antiparticles in an atom of antihydrogen.

Name of particle Name of antiparticle

proton

electron
(2)

(c) The particles in antihydrogen can be made by pair production.

Calculate the total minimum energy, in J, needed to produce the particles in one
atom of antihydrogen.

Page 43 of 106
energy = ____________________ J
(3)

(d) Line emission spectra of hydrogen and antihydrogen have been compared.

Explain in terms of energy changes how line emission spectra are produced.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 10 marks)

Q29.
(a) When illuminated with electromagnetic waves, a metal surface can exhibit the
photoelectric effect. The maximum wavelength that causes the emission of
photoelectrons with zero kinetic energy is 6.8 × 10–7 m.

(i) Show that the threshold frequency for the surface is approximately 4.4 × 1014
Hz.

______________________________________________________________

______________________________________________________________
(2)

Page 44 of 106
(ii) Show that the work function for the surface is approximately 2.9 × 10–19 J.

______________________________________________________________

______________________________________________________________
(2)

(iii) Calculate the maximum kinetic energy of electrons emitted from the surface
when it is illuminated with ultraviolet radiation of frequency 7.8 × 1014 Hz.

______________________________________________________________

maximum kinetic energy ____________________ J

(2)

(b) Explain why the photoelectric effect cannot be explained by the wave theory of light.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Q30.
When monochromatic light is shone on a clean metal surface, electrons are emitted from
the surface due to the photoelectric effect.

(a) State and explain the effect on the emitted electrons of

(i) increasing the frequency of the light,

Page 45 of 106
______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) increasing the intensity of the light.

______________________________________________________________

______________________________________________________________
(2)

(b) The wave model was once an accepted explanation for the nature of light. It was
rejected when validated evidence was used to support a particle model of the nature
of light. Explain what is meant by validated evidence.

___________________________________________________________________

___________________________________________________________________
(2)

(c) The threshold frequency of lithium is 5.5 × 1014 Hz.

(i) Calculate the work function of lithium, stating an appropriate unit,

______________________________________________________________

answer ____________________
(3)

(ii) Calculate the maximum kinetic energy of the emitted electrons when light of
frequency 6.2 × 1014 HZ is incident on the surface of a sample of lithium.

______________________________________________________________

Page 46 of 106
______________________________________________________________

______________________________________________________________

answer ____________________ J
(3)
(Total 12 marks)

Q31.
(a) Experiments based on the photoelectric effect support the particle nature of light. In
such experiments light is directed at a metal surface.

(i) State what is meant by the threshold frequency of the incident light.

______________________________________________________________

______________________________________________________________
(1)

(ii) Explain why the photoelectric effect is not observed below the threshold
frequency.

______________________________________________________________

______________________________________________________________
(2)

(b) Monochromatic light of wavelength 5.40 × 10–7 m is incident on a metal surface

which has a work function of 1.40 × 10–19 J.

(i) Calculate the energy of a single photon of this light.

answer = ____________________ J
(2)

Page 47 of 106
(ii) Calculate the maximum kinetic energy of an electron emitted from the surface.

answer = ____________________ J
(2)

(iii) Calculate the maximum speed of the emitted electron.

answer = ____________________ m s–1

(2)

(iv) Calculate the de Broglie wavelength of the fastest electrons.

answer = ____________________ m
(2)
(Total 11 marks)

Q32.
(a) A fluorescent tube is filled with mercury vapour at low pressure. In order to emit
electromagnetic radiation the mercury atoms must first be excited.

(i) What is meant by an excited atom?

______________________________________________________________

______________________________________________________________
(1)

(ii) Describe the process by which mercury atoms become excited in a fluorescent
tube.

______________________________________________________________

Page 48 of 106
______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(iii) What is the purpose of the coating on the inside surface of the glass in a
fluorescent tube?

______________________________________________________________

______________________________________________________________
(3)

(b) The lowest energy levels of a mercury atom are shown in the diagram below. The
diagram is not to scale.

(i) Calculate the frequency of an emitted photon due to the transition level n = 4
to level n = 3.

answer = ____________________ Hz
(3)

(ii) Draw an arrow on the diagram above to show a transition which emits a
photon of a longer wavelength than that emitted in the transition from level n =

Page 49 of 106
4 to level n = 3.
(2)
(Total 12 marks)

Q33.
Electrons exhibit wave properties.

(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)

Q34.
(a) State what is meant by the photoelectric effect.

___________________________________________________________________

Page 50 of 106
___________________________________________________________________
(1)

(b) Violet light of wavelength 380 nm is incident on a potassium surface.

(i) Calculate the energy of a photon of this light.

______________________________________________________________

photon energy ______________________ J

(3)

(ii) Show that this photon can cause the photoelectric effect when incident on the
potassium surface.

work function of potassium = 2.3 eV

______________________________________________________________

______________________________________________________________
(2)

(c) The potassium surface is now given a positive charge.

Explain why no photoelectric effect is observed.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Q35.
The diagram below shows part of an energy level diagram for a hydrogen atom.

(a) The level, n = 1, is the ground state of the atom.

Page 51 of 106
State the ionisation energy of the atom in eV.

answer = ____________________ eV
(1)

(b) When an electron of energy 12.1 eV collides with the atom, photons of three
different energies are emitted.

(i) On the diagram above show with arrows the transitions responsible for these
photons.
(3)

(ii) Calculate the wavelength of the photon with the smallest energy. Give your
answer to an appropriate number of significant figures.

answer = ____________________ m
(5)
(Total 9 marks)

Q36.
When a clean metal surface in a vacuum is irradiated with ultraviolet radiation of a certain
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)

Page 52 of 106
(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)

(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.

Page 53 of 106
______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 12 marks)

Q37.
(a) The diagram below shows some of the energy levels for an iron atom.

(i) Draw another arrow on the diagram above to represent the smallest energy
change possible for an electron moving between two of the energy levels
shown.
The electron energy change selected must result in energy being emitted from
the atom.
Label this arrow B.
(1)

(ii) In the diagram above, when the energy change labelled A occurs an X-ray
photon is emitted.
Show that the frequency of the photon is approximately 2 × 1018 Hz.

(3)

(b) (i) Radiation of frequency 2 × 1018 Hz has a wavelength of 1.5 × 10–10 m.

Page 54 of 106
Calculate the speed of an electron that has a de Broglie wavelength of
1.5 × 10–10 m.

speed ____________________m s–1

(2)

(ii) Explain why electrons of this wavelength would be suitable to investigate the
structure of a metallic crystal.

______________________________________________________________

______________________________________________________________
(2)
(Total 8 marks)

Q38.
(a) State what is meant by the wave-particle duality of electrons.

___________________________________________________________________

___________________________________________________________________
(1)

(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.

Page 55 of 106

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)

Q39.
When light of a certain frequency is shone on a particular metal surface, electrons are
emitted with a range of kinetic energies.

(a)     Explain
•        in terms of photons why electrons are released from the metal surface, and
•        why the kinetic energy of the emitted electrons varies upto a maximum value.

The quality of your written communication will be assessed in this question.

___________________________________________________________________

Page 56 of 106
(6)

(b) The graph below shows how the maximum kinetic energy of the electrons varies
with the frequency of the light shining on the metal surface.

(i) On the graph mark the threshold frequency and label it f0.
(1)

(ii) On the graph draw a line for a metal which has a higher threshold frequency.
(2)

(iii) State what is represented by the gradient of the graph.

______________________________________________________________
(1)

(c) The threshold frequency of a particular metal surface is 5.6 × 1014 Hz. Calculate the
maximum kinetic energy of emitted electrons if the frequency of the light striking the
metal surface is double the threshold frequency.

answer = ____________________ J
(3)
(Total 13 marks)

Q40.
(a) J.J. Thompson investigated the nature of cathode rays in discharge tubes.
Suggest how he could have demonstrated that the cathode rays were negatively
charged particles.

___________________________________________________________________

Page 57 of 106
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(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)

(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)

(ii) Calculate the kinetic energy of the electrons.

Page 58 of 106

kinetic energy ____________________ J

(2)
(Total 9 marks)

Page 59 of 106
Mark schemes

Q1.
(a) substitution into E = hc/λ ✔

multiplies E by 3.0 × 1016 to give 0.0136 (W)✔

Condone POT error on MP1
2

(b) considers the effect of wavelength on power or emission rate ✔

Red photon energy calculated (3.0 × 10−19 J) and used with P
= Ephoton × rate of emission

Alternative for MP1: red photon energy is times smaller

(than blue photon energy)

considers the maximum possible, or required, emission rate ✔

maximum emission rate is 6.9 × 1016 s−1
OR

evaluates required emission rate as 9.0 × 1016 s−1

combining MP1 and MP2 with reference to graph to reach the conclusion that it is
not possible ✔
not possible as:
max emission rate is 6.9 × 1016 s−1, and required is 9.0 × 1016
s−1
max power is 0.021 W, and required is 0.028 W

max current is 60 mA, and required is > 60 mA

(c) The mark scheme for this question includes an overall assessment for the quality of
written communication (QWC). There are no discrete marks for the assessment of
QWC but the candidate’s QWC in this answer will be one of the criteria used to
assign a level and award the marks for this question.

Mark Criteria QWC

6 All 3 areas A, B and C The student presents

covered Only allow the relevant information
minor omissions coherently, employing
structure, style and
5 2 complete descriptions SP&G to render
with one partial from A, meaning clear. The text
B and C. is legible.

4 Full description of one The student presents

area, with partial relevant information in
description of two other. a way which assists the

Page 60 of 106
OR communication of
Full description of two meaning. The text is
areas with very little on legible. SP&G are
third or nothing at all. sufficiently accurate not
3 A full description of one to obscure meaning.
area and a partial
description of one area.
OR
A partial discussion of
all three areas.

2 A full description of one The student presents

area. some relevant
OR information in a simple
form. The text is usually
A partial discussion of legible. SP&G allow
two areas. meaning to be derived
1 Only one area covered, although errors are
and that partially. sometimes obstructive.

0 No relevant information

Area A - Wavelength comparison:

• Red LED will emit longer wavelengths than 660 nm (accept “longer than red light).
• Blue LED will emit wavelengths longer than 440 nm (accept “longer than blue
light).
• Blue LED will emit visible light. Accept named colours.

Area B - Excitation process:

• Excitation mentioned (as first step of fluoresence)
• Photons are absorbed by atoms in coating
• Atoms are excited/gain energy;
• Atomic electrons move to higher energy levels (than n = 2)
• Photons have sufficient energy to promote electrons to high enough levels

Area C - De-excitation process:

• De-excitation or relaxation mentioned (as subsequent step)
• Photons are emitted by atoms in coating
• Atoms de-excite/lose energy
• Atomic electrons move to lower energy levels
• Electrons move to ground state via other energy levels
• Emitted radiation consists of (a range of) lower photon energies/frequencies or
longer wavelengths
6
[11]

Q2.
(a) Frequency related to energy (of photon) /E = hf ✔
MP1 is for linking photon energy to frequency

Page 61 of 106
There is a minimum energy (of a photon) required to remove photoelectron;
(minimum energy relates to minimum frequency). ✔
MP2 is for explaining what is meant by the work function.
If no other mark awarded, one mark can be given for
relevant mention of work function.
Do not credit mention of threshold frequency unless
explained
If no mention of a photon, 1 max.
Ignore references to energy levels.
2

(b) Evidence of use of maximum current ÷ charge on electron ✔

1.9 × 1014 (electrons per second) ✔

Expect to see 30 × 10–6 ÷ 1.6 × 10–19
Condone e for 1.6x10 in MP1
-19

Allow POT error for current in MP1

Correct answer only for MP2
2

(c) Number of photoelectrons released (per second) depends on intensity of em

radiation/number of (incident) photons (per second) (not pd.) ✔
MP1 is for relating the intensity to either the no. of incident
photons or released photoelectrons per second

Constant current reached when all photoelectrons released (each second) reach
anode (due to anode pd). ✔
MP2 is for linking constant current to all photoelectrons being
detected.
Condone ‘go round the circuit’ for ‘reach anode’.
2

(d) MP1 is for range of KE ✔

MP2 for what happens when V is negative in terms of kinetic energy or potential
energy or work done on/by electron ✔

MP3 is for link to fewer photoelectrons having necessary KE. ✔

Example statements:
MP1: photoelectrons are released with a range of KE.
MP2: (When V negative) photoelectrons lose KE/gain (E)PE
crossing to anode.
MP3: (As V is increasingly negative) fewer of the
photoelectrons (released per second) have sufficient (initial)
KE to cross to anode (so current decreases).
3

(e) Award each mark independently

If no mention of maximum KE do not award MP1.

Page 62 of 106
Stopping potential related to maximum kinetic energy of photoelectrons/ KEmax = eVs
✔

(Max) KE = energy of photon – work function/ ɸ.

OR (max) KE increases as (work function is lower and) radiation same ✔

(max) KE increases, so stopping potential increases. ✔

Alternative
Reference to Einstein equation in the form: hf = ɸ + eVs ✔
rearranged to

So lower work function,( with hf and e constant,) gives higher
Vs. ✔
3
[12]

Q3.
(a) (i) an electron/atom in an energy level/state or an orbiting electron (1)
is given energy (1)
to move to a higher level or orbit (1)

(ii) electromagnetic radiation is emitted when an electron falls (1)

from one fixed level to another fixed level (1)
giving the photon a discrete amount of energy (1)
max 5
QWC 2

(b) (i) (use of E = hf gives) f = (1) ( =1.5 × 1015 (Hz))

(use of c = f gives) = 1.5 (1)

= 2.0 × 10–7 m (1)

(ii) energy (in eV) = 6.2 (eV) (1)

transition from n = 2 to n = 1 (1)

(iii) line between n = 4 and n = 1 (1)

direction from 4 to 1 (1)
7
[12]

Q4.
(a) (Ek =) maximum (1)

Page 63 of 106
kinetic energy of the (emitted) (photo) electrons (1)
2

(b) (i) (use of f = gives) f =

= 1.6 × 1015 Hz (1) (1.58 × 1015 Hz)

(ii) energy of incident photon (= hf) = 6.6 × 10–34 × 1.6 × 1015

or 1.1 × 10–18 (J) (1)

(allow C.E. for value of f from (i))

(use of f = 1.58 × 1015 gives energy = 1.04 × 10–18 (J))

incident energy is greater than the work function (1)

[or threshold frequency (= ) =

= 1.2 × 1015 (Hz) (1)

(incident) frequency is greater than the threshold frequency (1)]

(iii) number of photons per sec is doubled

(maximum) photon/electron (kinetic) energy is constant
number (of photoelectrons) emitted (per second) is increased
(or doubled)
one photon collision with one electron (any three) (1) (1) (1)
6
QWC 1
[8]

Q5.

(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)

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

(= 1.05 × 1015 (Hz))

Page 64 of 106
(use of λ = gives) λ = (1)

= 2.9 × 10–7 m (1) (2.86 × 10–7 m)

3
[7]

Q6.
(a) minimum (energy/work done) (1)
energy required to remove an electron from
the surface (of the metal) (1)
2

(b) (i) Ek = hf – (1)

f0 = 0.50 × 1015 (Hz) (1)

(= hf0) = 6.6 × 10–34 × 0.50 × 1015 (1)

= 3.3 × 10–19 J (1)

(ii) (use of Ek = hf – gives)

Ek = (6.6 × 10–34 × 2.5 × 1015) – 3.3 × 10–19 (1)

= 1.3(2) × 10–18 J (1)

(allow C.E. for incorrect value of from (ii))

[or (using gradient = h = ∆Ek/∆f)

∆Ek = 6.6 × 10–34 × 2 × 1015 (1)

= 1.3(2) × 10–18 J (1)]

(c) same gradient (1)

drawn above existing line with smaller x intercept (1)
2
[10]

Q7.
(a) an electron is excited/promoted to a higher level/orbit (1)
reason for excitation: e.g. electron impact/light/energy externally
applied (1)
electron relaxes/de-excited/falls back emitting a photon/
em radiation (1)
wavelength depends on the energy change (1)
Max 3
QWC 1

Page 65 of 106
(b) (i) use of E = hf gives) E = (1)

= = 5.0 × 10–19 (J) (1)

(4.95 × 10–19 (J))

and = 9.9 × 10–19 (J) (1)

(ii) (energy of) level B = – 1.5 × 10–18 (J) (1)

level C = (–) 1.0 × 10–18 (J) (1)
5
[8]

Q8.
(a) intensity determines the number of photons per second (1)
fewer photoelectrons per second (1)
(individual) photon energies are not changed (1)
with no change in the (kinetic) energy/speed (1)
one photon interacts with one electron (1)
3

(b) energy of a photon is proportional to frequency (or E = hf) (1)

photon of red light has less energy than a photon of blue light
[orfred <fblue or λred > λblue] (1)
the energy is insufficient to overcome the work function of the metal
[or the frequency is below the threshold frequency] (1)
3

(c) (i) Hz (1)

(ii) (1)

=3.5 × 1014Hz (1)

(3.47 × 1014Hz)

(iii) (use of gives)

E -34
x = (6.63 x 10 x 1.5 x 1015) - 2.3 x 10-19 (1)

7.6 × 10–19 (J) (1)

(7.645 × 10–19(J))
(allow C.E for value of f from (i))
5

Page 66 of 106
[11]

Q9.
(i) recognition that work function = hf0 or hc/λ0 (1)

rearrangement or correct substitution of values (1)

4.3 × 10-7 m (1)

(ii) Einstein’s equation seen or used (1)

work function subtracted from energy of incident photon (1)

1.0(1) × 10-19 J (1)

[6]

Q10.
(a) energy in uv is greater than work function of zinc (1)

photoelectrons emitted so electroscope discharges (1)

B1
2

(b) (i) uv (1)

(ii) (visible has) lower frequencies or (visible energy)

less than work function (1)

B1
2

(c) higher voltage means harder for electrons to leave

zinc (owtte) (1)

B1
1

(d) use of photoelectric equation (1)

correct selection of h, c and me (1)

correct ½ mv2 (3.1 × 10–19) (1)

Page 67 of 106
8.3 × 105 (1)

C1
4
[9]

Q11.
(a) Idea that atoms gains energy (from beta particle) eg atoms excited or
atoms/electrons moved to higher energy levels ✔

Idea that atom loses energy by emission of light/photons eg atoms de-excite or

electrons move to lower energy levels ✔
Allow ionisation as named process
2

(b) Use of E = OR use of c = fλ and E = hf ✔

Condone POT error for λ

3.2 × 10–19 (J) ✔

Allow 3.1 × 10–19 (J) if 6.6 × 10–34 used
2

(c) Use of W = QV OR determines pd = 750 V ✔

1.2 × 10–16 (J) ✔

(d) Max 3 from: ✔ ✔ ✔

Attempt to count squares OR calculate unit area OR Statement that area under
curve = charge flow
1 small square = 2 × 10–12 (C) ; 1 large square = 5 × 10–11 (C)

Counts number of squares/Determines area

Converts number of squares to charge

Accept 140 to 180 small or 5.5–7 large squares

Accept base × height for triangle of base 12–

16 ns and height 50 mA

Divides their total charge by 1.60 × 10–19

2 × 109 ✔

Allow 1 sf answer
4
[10]

Q12.

Page 68 of 106
(a) λ = 656 nm ✔
Power of 10 error allow 2

Use of E=hc/λ ✔ = 3.0 × 10–19 (J)

Allow ecf for wrong choice of wavelength

E/ 1.6 × 10–19
= 1.9 (1.88) (allow 1sf if correct)

Treat as skill mark – allow conversion for any value of E

(b) They are (just) free ✔

Allow released from atom
1

(c) This is the ground state ✔

This is the lowest level an electron can occupy

Allow lowest energy state
Condone level for state
Allow description of ground state
1

(d) To become free / to remove an electron (reach zero energy)

energy has to be supplied ✔

Energy decreases from 0 as electrons move to lower energy

levels/relate to energy needed to move from that state to 0
Or
Electrons release energy as they move lower
Or
Zero is the maximum energy
1

(e) The mark scheme gives some guidance as to what

statements are expected to be seen in a 1 or 2 mark (L1),
3 or 4 mark (L2) and 5 or 6 mark (L3) answer. Guidance
provided in section 3.10 of the ‘Mark Scheme
Instructions’ document should be used to assist in
marking this question

Mark Criteria
6 All three aspects analysed. 6 marks can
be awarded even if there is an error
and/or parts of one aspect missing.
5 A fair attempt to analyse all 3 aspects. If
there are a couple of errors or missing

Page 69 of 106
parts then 5 marks should be awarded.
4 Two aspects successfully discussed, or
one discussed and two others covered

partially. Whilst there will be gaps, there
should only be an occasional error.
3 Two aspects discussed, or one
discussed and two others covered

partially. There are likely to be several
errors and omissions in the discussion.
2 Only one aspect discussed successfully,

or makes a partial attempt at 2 or all 3.
1 None of the three aspects covered

without significant error.
0 No relevant analysis.
The following statements are likely to be present.
A Reason for high potential difference
pd accelerates electrons/produces high speed / high energy
electrons in the tube L1
electrons have to have sufficient energy to excite the
atoms/raise electrons into higher levels L3
B Relation between spectrum and energy level diagram
Visible spectrum results from excited electrons moving into
the lower level at -3.4 eV L3
Each transition results in a photon of light L2
Energy of photon is the difference in the energies of the two
levels L2
Frequency of light in the spectrum given by ∆E = hf L1
C Relevant calculation clearly communicated
Gives an example: eg the lowest frequency is due to a
transition from the -1.5 eV level to the -3.4 level L1
Uses an energy difference to deduce one of the
wavelengths: eg energy difference in J = 3 × 10–19 L2
λ = hc/E = 660 nm L2
6
[12]

Q13.
The mark scheme gives some guidance as to what statements are expected to be
seen in a 1 or 2 mark (L1), 3 or 4 mark (L2) and 5 or 6 mark (L3) answer. Guidance
provided in section 3.10 of the ‘Mark Scheme Instructions’ document should be
used to assist in marking this question.

Level Criteria QoWC

L3 Good discussion of both The student presents relevant

5−6 marks elements in question with at information coherently,
least 4 points mentioned in employing structure, style and
each element sp&g to render meaning clear.

Page 70 of 106
The text is legible.

L2 Good discussion with at least The student presents relevant

3−4 marks 3 points in one element and 2 information and in a way
points in the other element which assists the
communication of meaning.
The text is legible. Sp&g are
sufficiently accurate not to
obscure meaning.

L1 Discussion of one element The student presents some

1−2 marks only incorporating at least two relevant information in a
points. simple form. The text is
usually legible. Sp&g allow
meaning to be derived
although errors are
sometimes obstructive.

0 Unsupported combination or The student’s presentation,

no relevant analysis spelling, punctuation and
grammar seriously obstruct
understanding.
Collisions
•        Energy from collision of charged particles transfers to
electrons in gas molecules.
•        Electrons excited to higher energy levels.
•        The more energy the electrons absorb the higher the
energy levels reached.
•        Electrons are unstable at higher energy levels so will
fall back down.
•        When it falls down it will emit a photon.
Formation of spectral lines
•        Photon energy = hf/ or photon energy proportional to
frequency.
•        Spectral lines are at specific wavelengths.
•        Each spectral line corresponds to an electron falling
down to a lower energy state.
•        Energy gap, ΔE = hc/λ
•        Larger energy gap means higher energy photon is
emitted so shorter wavelength or vice versa.
Responses with no mention of photons are likely to receive
zero marks.
6
[6]

Q14.
(a) Photons of light incident on the metal surface cause the emission of electrons ✔

The electrons emitted are those near the surface of the metal✔

Page 71 of 106
2

(b) Use of = hc / λ condone errors in powers of 10✔

5.2 × 10−19J✔

Converts their energy in J to eV or work function to J

photon energy = 3.3 eV or work function = 3.7 × 10−19J✔

Compares the two values and draws conclusion✔

interference patterns (light and dark fringes) using two slits or diffraction grating✔

Only waves diffract and interfere✔

2
[8]

Q15.
(a) Clear indication of correct process

two correct values for λv from working plus conclusion

(7.35; 7.25; 7.35) ✔

three correct values plus conclusion ✔

Condone no or misuse of powers of 10
Allow use of value of h as the constant to show that v values
in table are consistent with the λ values
1

....................................................................................

ratio approach v1/v2= λ2/λ1 shown for 2 sets of data ✔

shown for two other sets of data + conclusion ✔

May predict one of the values assuming inverse
proportionality and compare with table value
(once for 1 mark; twice for 2 marks)
1

(b) h =λmv or substitution of correct data in any form ✔

May determine average value using mean constant from 2.1
or average 3 calculations in this part
1

Page 72 of 106
6.7(0) × 10–34 from first and third data set; 6.6(0) × 10–34 from second ✔
1

(c) Particle behaviour would only produce a patch/circle of light /small spot of light or
Particles would scatter randomly ✔

Wave property shown by diffraction/ interference ✔

Graphite causes (electron)waves/beam to spread out /electrons to travel in

particular directions ✔

Bright rings/maximum intensity occurs where waves

interfere constructively/ are in phase ✔

for a diffraction grating maxima when sinθ = nλ/d ✔

Marks are essentially for
1. Explaining appearance of screen if particle
2. Identifying explicitly a wave property
3. Explaining what happens when diffraction occurs
4. Explaining cause of bright rings
5. Similar to diffraction grating formula (although not same)
NB Not expected: For graphite target maxima occur when
sinθ =λ/2d (d =spacing of atomic layers in crystal)
1
1
1

(d) Electrons must provide enough (kinetic) energy

‘instantly’ to cause the excitation

the atom or energy transfer in 1 to 1 interaction

electron can provide the energy in discrete amounts

energy cannot be provided over time as it would be in a wave

Description of Photoelectric effect = 0
Not allowed: any idea that wave cannot pass on energy, e.g.
waves pass through the screen
1

Any 2 from

Idea of light emission due to excitation and de-excitation of electrons/atoms ✔

Page 73 of 106
Idea of collisions by incident electrons moving electrons in atoms between energy
levels/shells/orbits ✔

Light/photon emitted when atoms de-excite or electrons move to lower energy levels
✔
1
1
[10]

Q16.
(a) (i) when electrons/atoms are in their lowest/minimum energy (state) or
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

(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]

Q17.
(a) (i) minimum energy required

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

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

one to one interaction between photon and electron

Page 74 of 106
Max KE = photon energy – work function in words or symbols

more energy required to remove deeper electrons

(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)

(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]

Q18.
(a) Minimum energy to remove an electron

from a (metal) surface

B1
2

(b) Converts 2.28 (e V) to 3.6 × 10−19 (J) / 2.28 × 1.6 × 10−19

C1
Condone minus sign here on energy or
charge

Use of hf = ȹ0

e.g. f = 2.28 / h (will need to see subject)

or 2.28 = 6.6(3) × 10−34 × f or f =

2.28 / 6.6(3) × 10−34 (will need to see subject )

Makes f subject or substitutes correctly for h and ȹ0

allow equivalent substitution into hf = ȹ0 + KEmax where KE = 0

Penalise minus sign on answer

(f =) 5.5(0) × 1014 (Hz) cao

A1
3
[5]

Page 75 of 106
Q19.
(a) energy of photon is constant / fixed OR energy given to electron is fixed
energy required for electron to leave / escape / emit from the surface / metal
OR electron has to overcome work function
maximum kinetic energy is the energy of photon minus the work function
deeper electrons require energy to get to the surface OR have less Ek than surface
electrons
mention of energy levels means can only score first mark
photoelectric equation alternative for third mark if φ and hf
defined
3 max

(b) (i) (use of E = hf)
energy of photon = 6.63 × 10−34 × 3.0 × 1015 = 1.989 × 10−18 (J)
work function = hf− Ek = 1.989 × 10−18 − 1.7 × 10−18 = 2.89 × 10−19
work function = 2.89 × 10−19 / 1.6 × 10−19 = (1.8 eV)
hf gets first mark even if in wrong equation
3

(ii) work function = hf0

f0 = 1.8 × 1.6 × 10−19 / 6.63 × 10−34 = 4.3 × 1014 (Hz) (2 sig figs)
2 sig . fig stand alone mark
Accept 4.4 × 1014
3

(c) (i) decrease the energy of( incident) photons

decrease the maximum kinetic energy of electrons
OR
decrease the energy of( incident) photons
hence fewer deeper electrons escape
OR
below threshold frequency
no electrons emitted
OR
as energy of each photon decreases but intensity is constant ( there are
more photons / sec)
number of emitted electrons(/sec) must increase
for last two alternatives must get first mark before can qualify
for second mark
2

(ii) increase in photons cause increase in (emitted) electrons

double number of electrons / photons OR reference to rate /per second
if refer to energy levels / atoms can only award first mark
2
[13]

Q20.
(a) (i) absorbs enough energy (from the incident) electron( by collision) OR incident
electron loses energy (to orbital electron)
exact energy / 10.1((eV) needed to make the transition / move up to level 2

Page 76 of 106
For second mark must imply exact energy
2

(ii) (use of E2 –E1) = hf
−3.41 − − 13.6 = 10.19
energy of photon = 10.19 × 1.6 × 10−19 = 1.63 × 10−18 (J)
6.63 × 10−34 × f = 1.63 × 10−18
f = 2.46 × 1015(Hz)
(accept 2.5 but not 2.4)
CE from energy difference but not from energy conversion
3

(iii) Ek = 1.7 × 10−18 − 1.63 × 10−18 = 7.0 × 10−20 J

(iv) energy required is 12.09 eV / 1.9 × 10−18

energy of incident electron is only 10.63 eV / energy of electron less than this
(1.7 × 10−18 J)
State and explain must have consistent units i.e. eV or J
2

(b) (i) Electrons return to lower levels by different routes / cascade / not straight to
ground state
1

(ii) 3
n=3 to n=1 or n=3 to n=2 and n=2 to n=1
no CE from first mark
2
[12]

Q21.
(a) (i) ultraviolet / UV / UV light / ultra(-)violet ✓
1

(ii) electron( in ground state ) has moved / in to higher (energy) level / shell /

orbital / state OR up level / shell / orbital / state ✓
Ignore reference to photons
1

(iii) (free) electrons collide with orbital electrons / mercury electrons /

electrons in atom ✓
transferring energy ✓
Ignore any reference to photons
2

(iv) (mercury) atoms have discrete / fixed / specific energy levels ✓

when electrons change levels they lose an exact / fixed / specific /
discrete / set amount of energy OR photons emitted with exact / fixed /
specific / discrete / set amount of energy ✓
(leading to photons of) fixed / particular / certain / discrete / specific /
unique frequencies ✓

Page 77 of 106
Each mark independent
Don't accept characteristic for 3 mark
rd

(b) (i) (use of λ = c / f)
f = 3 × 10 / (254 × 10 ) ✓
8 −9

f = 1.18 × 10 (Hz) ✓
15

AE penalty if give answer to 1 sig fig

(ii) (use of E = hf)
E = 6.63 × 10 × 1.18 × 10 = 7.82 × 10 J ✓
-34 15 −19

E = 7.82 × 10 / 1.6 × 10 ✓ = 4.9 (4.875) eV

-19 −19

CE part (i)
Range 4.8 − 5.0 acceptable
2

(c) coating absorbs photons / uv light ✓

and re-emits (photons) of low(er) energy / long(er) wavelength / low(er)
frequency ✓
Ignore any description of mechanism
2
[13]

Q22.
(a) The process involves the ejection of electrons which are negatively charged. ✓
1

Any electrons ejected will only make the positive charge greater. ✓
1

(b) The mark scheme gives some guidance as to what statements are
expected to be seen in a 1 or 2 mark (L1), 3 or 4 mark (L2) and 5 or 6
mark (L3) answer. Guidance provided in section 3.10 of the ‘Mark
Scheme Instructions’ document should be used to assist in marking this
question.

Mark Criteria QoWC

6 Both ideas fully The student presents

analysed, with full relevant information
discussion of coherently, employing
alternatives. structure, style and
sp&g to render
5 Both ideas analysed meaning clear. The
with supporting text is legible.
discussion but without
alternatives

4 Both ideas analysed, The student presents

with one dealt with relevant information

Page 78 of 106
satisfactorily and the and in a way which
other with some assists the
supporting discussion communication of
meaning. The text is
3 legible. Sp&g are
Both ideas analysed,
sufficiently accurate
with only one dealt
not to obscure
with satisfactorily
meaning.

2 One idea analysed The student presents

with some supporting some relevant
discussion information in a
simple form. The text
1 One idea analysed, is usually legible.
with little supporting Sp&g allow meaning
discussion to be derived although
errors are sometimes
obstructive.

0 Unsupported The student’s

combination or no presentation, spelling,
relevant analysis punctuation and
grammar seriously
obstruct
understanding.

The following statements are likely to be present.

To demonstrate threshold frequency:
The metal should be kept the same, and the light source
varied.
Using any metal, and light sources 1 and 3,
no charge will be lost with light source 1
but charge will be lost with light source 3
because light source three has a greater photon energy
and therefore frequency (from E=hf)
and is above the threshold frequency
as the photon energy is greater than the work function of the
metal
but light source 1 has a photon energy less than the work
function of the metal
so its frequency is below the threshold frequency.
To demonstrate work function
The light source should be kept the same, and the metal
varied
Use light source 2 as the other two will either cause all three
metals to lose their charge, or none of the metals to lose
their charge.
Use each metal in turn, so that zinc loses its charge, due to
its low work function, but copper and iron do not lose their
charge.
6

(c) Work function in joules = 1.6 x 10-19 x 4.3 = 6.9 x 10-19 J ✓

Page 79 of 106
The first mark is for converting the work function into J
1

Use of hf = work function + KEmax

The second mark is for substituting into the photoelectric
equation
1

KEmax = hf – work function

= (6.63 x 10-34) x (1.2 x 1015) + 6.9 x 10-19 ✓
= 7.9 x 10-19 – 6.9 x 10-19
= 1.0 x 10-19 J ✓
The third mark is for the final answer
Allow 1.1
1

(d) The work function is the minimum amount of energy needed to remove the
electron from the zinc surface ✓
Alternative
Reference to max ke corresponding to emission of surface
electrons whilst electrons from deeper in the metal will be
emitted with smaller ke
1
[12]

Q23.
(a) (i) the minimum energy required by an electron✓
to escape from a (metal)surface✓
if refer to atom / ionisation zero marks
2

(ii) the (minimum) energy to remove an electron(from an atom)✓

from the ground state✓
2

(b) (use of hf = eV)

6.63 × 10-34 × f = 5.15 × 1.60 × 10-19✓

f= ✓= 1.24 × 1015(Hz)

if no working and 1.24 × 1015(Hz) 1 mark
2

(c) (use of hf = Ek + Φ)
Φ = 2.28 × 1.60 × 10-19 = 3.648 × 10-19 (J) ✓
Ek = 5.15 × 1.60 × 10-19 - 3.648 × 10-19= 4.59 × 10-19 J ✓✓
3 sig figs
if clearly used 1.2 × 1015 then final answer must be to 2 sig.

Page 80 of 106
figs. for last mark to be awarded
accept 4.57 in place of 4.59
3

(d) (use ofc = fλ )

λ= = 2.42 × 10-7✓

v = h / mλ = 6.63 × 10-34 / (9.11 × 10-31× 2.42 × 10-7

v = 3010 m s-1✓✓
first mark minimum working ‒ determination of wavelength
bald answer gets 2 marks
range to 3 sig figs 2900 ‒ 3030
3
[12]

Q24.
(a) (i) Energy required to remove an electron
Minimum energy required to remove an electron from a (metal) surface
2

(ii) Read off λ = 550 (nm)

Use of E = hc / λ or E = hf and c = f λ
3.6 × 10-19
or
Reads st of coordinates correctly
Use of hc/λ=Φ + Ek(max)
3.6 × 10-19(J)
3

(b) Ek = 9.6 × 10-20

J converted to eV / 0.6 eV
4.35 to 4.40 × 10-7 (m), using graph
OR

Ek = 9.6 × 10-20 or Φ = 6.4 × 10-19(J)

hc/λ = 4.96 × 10-19 (using given value in (aii))

or 4.6 × 10-19 using calculated value
or f = 7.5 × 1014(Hz)

4 × 10-7 to 4.4 × 10-7 (m)

Allow ecf for second mark only (i.e. for adding incorrect KE
to work function)
3
[8]

Q25.
(a) energy of photon ✔

Page 81 of 106
1
is greater than the work function ✔
1
so electrons are emitted ✔
1
if correct reference to threshold frequency and no mention of
work function then only score one of first two marks and can
be awarded third mark

(b) increased intensity means more photons incident per second ✔

only need to see per second once
1
current greater OR more electrons emitted per second ✔
rate of photons incident OK (or rate of electrons emitted)
1

(c) (use of hf = ∅ + Ek)

∅ = 2.1 × 1.6 × 10−19 = 3.36 × 10−19 ✔(J)
if incorrect or no conversion to J then CE for next two marks
1
Ek = 6.63 × 10−34 × 7.23 × 1014 − 3.36 × 10−19
1
Ek = 1.4(3) × 10 –19
✔(J)
1

(d) (use of eV = Ek)

Vs = 1.43 × 10−19 /1.6 × 10−19 = 0.89 (V) ✔
CE from 05.3
RANGE 0.70 – 0.90
1

(e) stopping potential would be greater ✔

1
because the energy of the photons (of the electromagnetic
radiation) would be greater ✔
1
(hence) maximum kinetic energy of (photo)electrons would be greater ✔
1
[12]

Q26.
(a) (i) electrons passing through tube collide with electrons in mercury atom ✔
Allow mercury atoms collide with each other
transferring energy / atom gains energy from a collision ✔
causing orbital electrons / electrons in mercury atom to move to higher
energy level ✔
Atomic electrons move from ground state
3

(ii) (each) excited electron / atom relaxes to a lower (energy) level ✔

Page 82 of 106
allow excited electron / atom de-excites / relaxes
Allow excited electron / atom relaxes to ground state
Condone moves for relaxes
emitting a photon of energy equal to the energy difference between the levels
✔
2

(b) coating absorb (uv) photons (causing excitation) / (uv)photons collide with electrons
in the coating (causing excitation) / electrons in coating are excited
allow atoms in coating absorb (uv) photons (causing
excitation)
Atomic electrons de-excite indirectly to previous lower level (and in doing so emit
lower energy photons) ✔
Owtte (must convey smaller difference between energy
levels in a transition) cascade
2
[7]

Q27.
(a)
Transition Ultraviolet Visible Infrared
A ✔
B ✔
C ✔
all correct 1 mark
1

(b) EITHER
energy needed for electron to move to higher level/orbital ✔
OR
for a transition/excitation/change of levels an exact amount of energy is needed ✔
all the photon’s energy absorbed( in 1 to 1 interaction) ✔
electron can transfer part of its energy (to cause a transition/excitation)/ continues
moving/ lower kinetic energy/ lower speed ✔
Any implication of photoelectric effect max 1
Accept one energy level to another
1
1
1

(c) (use of φ = hf0)
φ = 6.63 × 10–34 × 5.1 × 1014 ✔ (= 3.38 × 10–19)
φ = 3.38 × 10–19/1.6 × 10–19 = 2.1(1) (eV) ✔
OR
φ = 6.63 × 10–34 × 5.1 × 1014 ✔(= 3.38 × 10–19 )
energy in J 10.2 ×1.6 × 10–19 = 1.63 × 10−18 ✔
OR
energy levels in J = 10.2 ×1.6 × 10–19= 1.63 × 10–18 ✔
photons frequencies giving this energy= 2.46 × 1015 ✔

Page 83 of 106
If see 2.1 get these first two marks
1
1
2 → 1 / C possible ✔
Last mark dependent on previous 2
1

(d) (use of hf = φ + Ek)
12.1 × 1.6 × 10–19 = 2.1 × 1.6 × 10–19 + Ek ✔
Ek = 1.6 × 10–18(J) ✔
v = √(2 × 1.6 × 10–18/9.11 × 10–31) ✔(= 1.9 × 106 m s–1)
Photoelectric equation must be used
Ecf for third mark their calculated kinetic energy having used
photoelectric equation even if not converted eV to J or
frequency to J
Correct answer gets (1.9 × 106 m s–1) full marks
1
1
1
[10]

Q28.
(a) Particle with equal (rest) mass/energy ✔

but opposite charge/baryon number/lepton number ✔

(b) Antiproton ✔

Positron ✔
Do not accept antielectron for positron
2

(c) Rest energy of positron (0.510999) and antiproton (938.257) quoted, or

938.768 (MeV) seen ✔

Multiplies by 1.6 ✔

1.5 × 10–10 (J) ✔

Allow valid use of E=mc2.
Allow any power of ten
Allow credit for 3.0 × 10–10 (J) for proton–antiproton and
electron–positron production
3

(d) Max 3 ✔ ✔ ✔

Idea that (atomic) energy levels/states are discrete, or (emitted) photon energy
is discrete

Idea that a photon is produced by electrons/atoms moving to lower energy

Page 84 of 106
levels/states
Allow light/radiation for “photon”

Idea that wavelength/frequency relates to photon energy/∆E

May see equation relating ∆E to f or λ

Idea that different wavelengths/frequencies are produced

3
[10]

Q29.
(a) (i) f = c/λ seen in this form

4.41 × 1014 seen

A1
2

(ii) Φ = hf

2.917 × 10–19 to 2.93 × 10–19 seen

A1
2

(iii) h(7.8 × 1014) – their (ii)

2.2 × 10–19 (J) to 2.3 × 10–19 (J)

A1
2

(b) no photoemission below threshold frequency (even with

bright light)

wave theory would allow gradual accumulation of energy

to cause emission

B1
2
[8]

Q30.
(a) (i) the (maximum) kinetic energy/speed/velocity/momentum

Page 85 of 106
of released electrons increases (1)

this is because increasing the frequency of the photons increases

their energy or correct application of photoelectric equation (1)

(ii) the number of electrons emitted (per second) increases (1)

because there are now more photons striking the metal surface
(per second) (1)
4

(b) experiment/observation needs to be performed (to test a theory) (1)

the results of (the experiment) need to be proved/repeatable/replicated/

confirmed (1)

[or threshold frequency (1) could not be explained by the wave

model (1)]
2

(c) (i) (use of = hf0)

= 6.63 × 10–34 × 5.5 × 1014 (1)

= 3.65 × 10–19 (1) J (1)

(ii) Ek = 6.63 × 10–34 × 6.2 × 1014 (1) – 3.65 × 10–19 (1)

Ek = 4.6 × 10–20 J (accept 5.1 × 10–20 J) (1)

6
[12]

Q31.
(a) (i) below a certain frequency (called the threshold frequency)
no electrons emitted (1)

or minimum frequency for electrons to overcome work function

(ii) (light travels as photons) energy of a photon depends on

frequency (1)

below threshold frequency (photon) does not have enough

energy to liberate an electron (1)

or reference to work function eg a photon does not have enough

energy (to allow the electron) to overcome the work function
2

(b) (i) (use of E = hc/λ)

E = 6.63 × 10–34 × 3.00 × 108/5.40 × 10–7 (1)

E = 3.68 × 10–19 (J) (1)

Page 86 of 106
2

(ii) (use of hf = Ek + )

3.68 × 10–19 = Ek + 1.40 × 10–19 (1)

Ek = 2.28 × 10–19 (J) (1)

(iii) (use of Ek = mv2/2)

2.28 × 10–19 = 1/2 × 9.11 × 10–31 × v2 (1)

v2 = 2 × 2.28 × 10–19/9.11 × 10–31 = 5.0 × 1011

v = 7.1 × 105 (m s–1) (1)
2

(iv) (use of λ = h/mv)

λ = 6.63 × 10–34(9.11 × 10–31 × 7.1 × 105) (1)

λ = 1.03 × 10–9 (m) (1)

2
[11]

Q32.
(a) (i) an electron/atom is at a higher level than the ground state (1)

or electron jumped/moved up to another/higher level

(ii) electrons (or electric current) flow through the tube (1)

and collide with orbiting/atomic electrons or mercury atoms (1)

raising the electrons to a higher level (in the mercury atoms) (1)
3

(iii) photons emitted from mercury atoms are in the ultra

violet (spectrum) or high energy photons (1)

these photons are absorbed by the powder or powder changes

frequency/wavelength (1)

and the powder emits photons in the visible spectrum (1)

incident photons have a variety of different wavelengths (1)

max 3

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

–0.26 × 10–18 – 0.59 × 10–18 (1) = 6.63 × 10–34 × f (1)

f = 0.33 × 10–18/(6.63 × 10–34) = 5.0 × 1014 (Hz) (1)

Page 87 of 106
3

(ii) one arrow between n = 3 and n = 2 (1) in correct direction (1)

2
[12]

Q33.
(a) (electron) diffraction/interference/superposition (1)
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)

(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]

Q34.
(a) release of electrons from (metal) surface when electromagnetic
radiation is incident on the surface

B1
1

(b) (i) use of c = f λ/ or f = 7.9 × 1014 seen (condone

power of ten)

correct sub into E = hf (condone power of ten error)

5.2(3) × 10–19 (J)

A1
3

(ii) work function = 2.3 × 1.6 × 10–19 (3.7 × 10–19)

or converts 5.2 × 10–19 to 3.27 eV

allow conversion to frequency if comparison made

less than answer to (b) (i) so yes (based on

comparison of cna) (allow ecf from (b) (i))

Page 88 of 106
A1
2

(c) surface attracts negative electron back to positive surface

photons have insufficient energy/energy required increased

B1
2
[8]

Q35.
(a) ionisation energy = 13.6eV (1)
1

(b) (i)

(ii) energy in Joules = 1.90 (1) × 1.6 × 10–19 = 3.04 × 10–19 (J) (1)
(use of E = hc/λ)

3.04 × 10–19 = 6.63 × 10–34 × 3 × 108/λ (1)

(working/equation must be shown)

λ = 6.54 × 10–7 m (1)(1) (2 or 3 sf for second mark)

(accept 0.65 which gives an answer of λ = 1.91 × 10–6 m)
8
[9]

Q36.
(a) (i) hf is energy available/received or same energy from photons (1)

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

Page 89 of 106
(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)

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

time taken = 2.3 × 103 s (1)

(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]

Q37.
(a) (i) –0.66 to –0.72keV line marked as B downward arrow

(ii) uses 7.06 (eV) (condone negative sign)

attempts to multiply by 1.6 × 10–16 (condone incorrect

power of 10) and to divide by 6.63 × 10–34

1.7(0) × 1018 (Hz) cao

B1
4

(b) (i) λ = h/mv or λ = h/p or correct substitution

4.4(2) × 106 (m s–1) [4.8(5) with h to 2 sf]

(ii) same order of magnitude as atomic spacing

Page 90 of 106
B1

produces wide diffraction angle/good diffraction

B1
4
[8]

Q38.
(a) electrons can have wavelike properties and particle like properties (1)
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]

Q39.
(a)

QWC descriptor mark
range

good- The candidate provides a comprehensive and logical 5-6

excellent explanation which recognises that light consists of photons
of energy hf and that an electron at or near the metal
surface can only gain the energy of a single photon when it
interacts with a photon. In addition, the candidate should
recognise the significance of the work function (of the
metal) in this context in relation to the maximum kinetic
energy that an emitted electron can have. The candidate
should also provide some indication of why the kinetic
energy of an emitted electron may be less than the
maximum kinetic energy. Although the term ‘work function’
might not be defined or used, the candidate’s explanation
should clearly state that each electron needs a minimum
amount of energy to escape from the metal.

Page 91 of 106
modest- The candidate provides a logical and coherent explanation 3-4
adequate which includes the key ideas including recognition that light
consists of photons of energy hf and that an electron at or
near the metal surface can only gain the energy of a single
photon when it interacts with a photon. In addition, the
candidate should be aware that each electron needs a
minimum amount of energy to escape from the metal. They
should appreciate that the kinetic energy of an emitted
electron is equal to the difference between the energy it
gains from a photon and the energy it needs (or uses) to
escape from the metal. However, the explanation may lack
a key element such as why the kinetic energy of the
emitted electrons varies.

poor- The candidate provides some correct ideas including 1-2

limited recognition that light consists of photons of energy hf and
that electrons in the metal (or at its surface) absorb
photons and thereby gain energy. Their ideas lack
coherence and they fail to recognise or use in their
explanation the key idea that one photon is absorbed by
one electron.

The explanations expected in a good answer should include most of the

following physics ideas

energy is needed to remove an electron from the surface

work function φ (of the metal) is the minimum energy needed by

an electron to escape from the surface

light consists of photons , each of energy E = hf

one photon is absorbed by one electron

an electron can escape (from the surface) if hf > φ

kinetic energy of an emitted electron cannot be greater than hf – φ

an electron below the surface needs to do work/uses energy to reach

the surface

kinetic energy of such an electron will be less than hf – φ

(b) (i)

(ii) parallel line, higher threshold frequency (1)(1)

Page 92 of 106
(iii) Planck’s constant (1)
4

(c) (use of hf0 = )

hf = 6.63 × 10–34 × 2 × 5.6 × 1014 (1)

= 3.7(1) × 10–19 J (1)

Ek = 2 × 3.7 × 10–19 – 3.7 × 10–19 = 3.7 × 10–19 J (1)

3
[13]

Q40.
(a) passed them between charged plates / near charged object

use magnetic field

correct deviation

circular path in direction indicating negative charge

A1
2

(b) diffraction

electron is behaving as a wave

B1
2

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

2.76 or 2.8 × 10–19

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

Page 93 of 106
(symbols or numbers)

4.1 or 4.2 × 10–8 (J)

A1
2
[9]

Page 94 of 106
Examiner reports

Q2.
This question about the photoelectric effect proved to be very challenging to a significant
number of students. In (a), many merely mentioned the threshold frequency without
further explanation. Power of ten errors when reading the graph were common in (b).
Parts (c), (d) and (e) were very poorly answered by the majority of students. A significant
number attempted to answer the questions based on simple electricity and V = IR, for
example. Answers indicated that many students were unfamiliar with the idea of stopping
potential and there was a lot of confusion with work function.

Q3.
The explanation of the excitation process in part (a)(i) was done well. There were very few
references to ionisation, which has occurred in previous papers, and also practically no
candidates referred to an electron leaving a metal. There was a tendency to continue the
explanation into the relaxation process, which was unnecessary. In part (ii) several
candidates worked backwards to the expected answer. These candidates typically wrote
that the wavelength was fixed because the frequency was fixed because the energy was
fixed. It was easy for these candidates to miss the relevant marking points. Very few
candidates gave clear statements about the energy levels occurring at discrete energies
or that an electron drops down an energy level when a photon was emitted.

Part (b) again proved to be a good discriminator. In part (i) several candidates attempted
to use the de Broglie relationship instead of the usual λ = ch/E. In parts (ii) and (iii) only
about half the candidates gave the correct transition and the correct direction. Most of
them successfully converted the energy of the transition from joules into eV.

Q4.
Less able candidates gave the answer to part (a) as simply as ‘kinetic energy’. They
obviously had not responded to the two available marks. Apart from this it was quite
common to see only one mark being awarded because candidates would omit referring to
it as the maximum kinetic energy or as the kinetic energy of the emitted electrons. Some
candidates even referred to ‘energy needed’, which showed a misunderstanding of the
given equation.

Parts (b) (i) and (ii) proved difficult for the weaker candidates. Several tried to use the
photoelectric equation to determine the frequency and consequently became very
confused. The majority of candidates, however, knew how to tackle this question and
showed that the kinetic energy of the electron was positive. A minority of candidates took
the alternative approach and showed the incident frequency was greater than the
threshold frequency. The explanation required in part (b) (iii) used to be the type of
question that produced wrong answers from the majority of candidates, because very
often they could not distinguish between the role of the incident electromagnetic frequency
and the role of the incident intensity. It is pleasing to report that in this examination it was
only the weaker candidates who showed this uncertainty. This was one of the reasons for
assuming that the present cohort of candidates were slightly better than average.

Q5.

Page 95 of 106
Parts (a) and (b) of this question showed errors at different levels of ability. The slightly
better 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.

Q6.
In defining work function in part (a), most candidates wrote about the energy required to
eject an electron from a metal, rather than referring to a minimum energy requirement.

More than 50% of the candidates tackled part (b) in a sensible way and chose the correct
frequency to use in each part. There was, however, plenty of scope for errors in powers of
10, significant figures and units. Many candidates failed to realise that the threshold
frequency was 0.5 × 1015 Hz from the graph. There were also a significant number of
candidates who could not attempt these calculations. In part (c), about 50% of the
candidates drew the graph with confidence, while the remainder simply made a guess.

Q7.
The description of how an excitation spectrum was produced was generally done well in
part (a), but many candidates omitted the fact that energy had to be provided by some
means to start the process.

In part (b) (i), candidates who were aware of the equation E = hc/λ completed the
calculations correctly, but there were a few significant figure errors and several candidates
had trouble with powers of 10. The determination of the energy levels B and C in part (b)
(ii) caused considerable difficulty, with only a minority of candidates obtaining the correct
answers. The connection between the photon energies and the energy levels was not
obvious to most candidates.

Q8.
Part (a) was answered very poorly. Most candidates realised that there were fewer
photoelectrons but this was rarely quoted as a rate and the reasons given were often
suspect. It was a commonly held view that the change in intensity changed the energy.

Part (b) produced better marks. The change in the frequency or wavelength was known to
most candidates and about 50% of them referred to the work function or threshold
frequency. Less able candidates just wrote about the wavelength being different, which
was not acceptable. Overall, candidates did not seem to be as knowledgeable in
distinguishing between the effects of intensity and frequency of the source as in previous

Page 96 of 106
examinations. Part (c) caused a few problems for less able candidates because they were
often confused between f0 and/

Q10.
The question was well answered by a good number of candidates. Few however,
explained clearly that the energy of the uv photons exceeded the work function of the zinc
plate ejecting one electron per photon. Several candidates suggested that the leaf and
stem would end up being positively charged which would mean that the leaf fell. A number
of candidates appeared to believe that photons carry charge.

In part (b) (i), most candidates realised that it was the ultraviolet radiation being absorbed.
Along with more common incorrect responses of ‘visible’, ‘photons’ or ‘electromagnetic’, a
small minority of candidates suggested that it was alpha, beta or gamma radiation that
was absorbed by the glass.

There were many good answers to part (b) (ii) which explained that the visible light
photons had insufficient energy to overcome the metal’s work function. Other answers
indicated that the candidates may have understood the mechanism but did not explain it in
sufficient detail to convince the examiners of their understanding: typically candidates
giving this type of answer said little more than that it was ultraviolet which was causing the
photoelectric effect.

Few candidates gave answers which demonstrated that they fully understood the
concepts in part (c). Many felt that although the plate was positively charged the leaf was
negatively charged, others that the positive charge meant that there was an excess of
protons rather than a deficit of electrons. A common belief was that all the electrons had
been emitted in causing the plate to become positively charged thus there were no
electrons available for emission.

Part (d) was either well answered very, with candidates getting all the way through to the
final answer, or else very poorly answered, with hardly any attempt made to use the
photoelectric equation. Too often final answers were quoted to an unrealistic number of
significant figures but, in this instance, there were no mark penalties applied for this.

Q12.
This question gave students the opportunity to demonstrate their knowledge and
understanding of photons and energy in the context of a discharge tube. There was much
evidence of confusion with the more commonly tested fluorescent tube.

(a) Difficulties choosing the correct wavelength proved to be an obstacle for many
students. The award of the final mark was made without reference to the method.
Some credit was also awarded for students who made an error calculating the
energy. The conversion to eV proved difficult for some who decided to multiply
rather than divide by the charge on the electron.

(b) Many students found it difficult to describe the ‘free’ energy state and it is clear that
this is not an idea that is commonly discussed. Furthermore, many students had
difficulties interpreting an energy diagram with the zero at the top. It was common to
see this energy level referred to as the ground state because of this.

(c) Problems with the ‘upside-down’ scale persisted into this question, although a
greater percentage of students was able to identify the ground state.

Page 97 of 106
(d) It was common to see the negative charge on the electron being given as the
reason for negative energy values. Other answers failed to get the mark if they were
poorly expressed so that it was unclear what was happening in terms of energy.

(e) Despite the extended writing question being the last on the paper, there was no
indication that students ran out of time or space. Generally, attempts to explain the
reason for high potential difference were often vague so that electrons being
accelerated and those within the atoms became confused. On the whole, better
attempts were made to link the spectrum and energy level diagrams. Several
students used previously analysed data to help answer the final part of this question.
Common errors were seen with the introduction of the photoelectric effect or
fluorescent tube into the answer.

Q15.
(a) This was often well answered (63% of students gained both marks), although
presentation of the work left much to be desired in many instances. Conclusions
were often vague or non-existent (e.g. a series of ticks), rather than a convincing
statement. Questions of this type are quite common in examinations and a provide a
useful skill in testing practical data. Using a ‘known’ equation and data to
demonstrate that the numbers are compatible is not an acceptable approach.

(b) For full credit in this part it was necessary to provide some evidence of working. It
was well done by a majority of the students; over 80% scored two marks.

(c) The fact that diffraction or interference is a wave property and explaining how wave
theory explains the bright rings were the two most common points made. To gain full
credit, either an explanation of what would be seen if electrons behaved as particles
or an explanation of what is meant by diffraction and where it occurred was required.
Neither of these was commonly seen in students’ responses.

(d) Most answers missed the point of the question. There were many responses that
explained the excitation and de-excitation process, some in much detail, but did not
explain clearly that the energy transfer to excite the electron in the atom has to
occur with an exact amount of energy being supplied to the electron
instantaneously. Many students quoted a ‘one to one interaction’, but this seemed to
be a learned response and provided insufficient evidence of them understanding
what this means.

Q16.
Many students were able to distinguish between excitation and ionisation successfully and
also 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.

Page 98 of 106
Q17.
Students have found questions on the photoelectric effect quite challenging in previous
series. In 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.

Q18.
(a) Performance of candidates in this question exemplifies performance across the
paper as a whole.

The better candidates were able to produce a well-structured definition of the

meaning of the work function. Others had a limited recall of the definition often
omitting that it was the minimum energy or that it was a surface phenomenon.

(b) Over 10% of candidates did not attempt this question.

Of those who did make a start most achieved at least one mark. The most common
error here was a failure to realise that 2.8eV had to be converted into joules. Correct
answers were well-laid out with little to no spurious calculations seen.

Q19.
This question was concerned with aspects of the photoelectric effect and this is a topic
which has caused candidates real problems in previous series. This also proved to be the
case in this exam.

Part (a) was not well answered and only about 5% of candidates scored full marks. In a
significant proportion of scripts confusion with excitation was apparent and this restricted
candidates to the first mark. Another common error was to assume that the photons had a
range of energies and this led to a range of kinetic energies.

Part (b) was more quantitative in nature and as has been the case in the past, candidates
performed better with a much higher proportion of candidates scoring full marks.

Part (c) was less well done and only the more able candidates were able to explain
convincingly the effects of decreasing frequency and increasing intensity on electron
emission. It was common to see answers which discussed threshold frequency rather
than giving more general answers which covered the reduction in frequency above this
limit.

Q20.
This question required candidates to be familiar with discrete energy levels and excitation
by electron collision. This is a topic which has caused problems in the past and it is clear
that the ideas involved continue to trouble candidates.

In part (a) they were required to explain the process of excitation and less than 20% of
candidates were awarded full marks for their answers. Many were able to explain the
energy transfer that took place between the electrons but very few were able to explain

Page 99 of 106
convincingly that an exact amount of energy had to be transferred. It was also quite
common to see answers referring to excitation due to photon absorption rather than
electron collision. In part (a) (ii) candidates were required to calculate the frequency of the
photon emitted when an electron drops to the ground state. This was generally done well
although nearly a third of candidates failed to convert the energy in electron volts to joules
and were therefore limited to one mark. The remaining parts of (a) were concerned with
the energy of the incident electron. This question proved to be quite discriminating and
only the stronger candidates managed to score full marks.

Part (b) also turned out to be very discriminating and only about half of candidates were
able to explain why hydrogen atoms, whose electrons had been excited to level 3, were
able to emit photons of three different frequencies.

Q21.
Candidates often have problems when they are required to give extended written answers
explaining aspects of quantum phenomena. This question on the fluorescent tube
certainly provides evidence to support this.

While the calculations in part (b) were well done with full marks being obtained by a high
proportion of candidates, this was not the case with the qualitative questions that made up
parts (a) and (c). Candidates were generally able to explain the process of excitation and
to apply this to the fluorescent tube. They were less confident however, when explaining
why the mercury atom releases photons of characteristic frequencies. This question was
often answered in general terms which explained why atoms release photons but did not
explain why the frequencies of these photons where characteristic to atoms of particular
elements such as mercury.

In part (c) about half the candidates realised that the coating absorbs the ultra violet
photons but very few stated that the photons emitted by the coating were of lower
frequency and just repeated the stem by stating that the coating emitted visible light.

Q23.
This question on quantum phenomena linked the photoelectric effect with ionisation, two
topics which often cause confusion to students. The first parts of the question required
students to explain work function and ionization energy. Good explanations were
commonly seen but there is still the tendency for students to link work function to
electrons escaping from individual atoms.

The remainder of the questions were quantitative and the majority of the calculations
involved proved to be accessible. The conversion of electron volts to joules was widely
understood and a high proportion of students were able to show that the frequency of
radiation required for ionisation was about 1.2 × 1015 Hz. The calculation of the maximum
kinetic energy of the electrons emitted had a similar high facility. In this calculation
however, students were required to quote their answer to an appropriate number of
significant figure. This did present a problem to some as although three significant figures
are warranted from the data, if they used 1.2 × 1015 Hz rather than their calculated value,
only two should be quoted.

The final calculation of the de Broglie wavelength presented much more of a challenge
and only the more able students were able to do this correctly. Weaker students attempted
to use the equation for kinetic energy or to use the frequency of the photon instead of

Page 100 of 106

calculating the wavelength.

Q24.
(a) (i) Most appreciated that the work function was the energy to remove an electron.
Fewer went on to explain that work function was the minimum energy required
and that it refers to electrons at the surface.

(ii) This was generally well done with a high proportion of correct answers.
Incorrect read offs from the graph and incorrect powers of 10 were the main
causes of failure to complete this part successfully.

(b) Fewer students used the approach of calculating the energy in J, converting to eV
and then reading from the graph than the second approach in the marking scheme.
Those who used either approach often lost marks due to mixing up energies in J
and eV and/or having problems handling powers of 10.

Q25.
Answers given to this question on the photoelectric effect provided evidence of the
tendency of some students to not present full arguments when applying physics
principles. In part (a) most students identified that electrons needed to leave the surface
but the linking of this to the frequency of the radiation was quite vague. Responses that
failed to mention photons were common and many did not emphasise the importance of
the work function. It was not unusual to see discussions that confused the photoelectric
effect with the excitation and ionisation of electrons in individual atoms. It was a similar
story in (b) where the majority of students realised that the current would increase but
then failed to explain why in terms of the increased number of photons striking the metal
surface per second. The calculation in part (c) was generally well done with nearly three-
quarters of students scoring full marks. Surprisingly, far fewer were then able to use their
correct answer from (c) to calculate the stopping potential in (d). Part (e) was another
example of incomplete arguments. The majority did appreciate that the stopping potential
would increase but were unable to give complete explanations for this effect. Better
responses did link this increase to maximum kinetic energy but it was very rare to see
answers explaining that this was due to greater energy transfer by photons.

Q26.
Part (a)(i) was done well with almost 60 % of students achieving full marks. Many answers
seen were of a good standard with students choosing their words carefully to effectively
communicate the positions of the relevant electrons and each stage in the process.
Students who fared less well simply stated the mercury atom became excited without
detailing how this affected electrons within the atom. Other students were unaware of the
process that led to the energy transfer with lots of students stating that it was due to
absorption of a photon rather than an electron-electron collision. Part (a)(iii) was only
completed to the desired standard by the most able of the students. Weaker responses
stated that the energy emitted was lower in relaxation even though quite often the same
energy level transition was quoted (ground to excited to ground). Higher achieving
students communicated the idea that the transitions in relaxation were between closer
lying energy levels resulting in a lower frequency photon being emitted.

Q27.

Page 101 of 106

This question assessed the understanding of excitation and ionisation and also the
photoelectric effect.

(a) This objective question was correctly answered by the majority of students (66%).

(b) This question produced very good discrimination. Many students were able to
explain satisfactorily that an exact amount of energy was needed to excite an
electron to a higher energy level. Linking this to why the photon needed an exact
amount of energy, whereas the free electron only needed a minimum, was more
challenging. The idea that all the photon’s energy was absorbed was better
understood than the reason why the incident electron only needed a minimum
energy. It was common to see answers that made correct statements but then went
on to include a discussion of the photoelectric effect. Nearly 40% of students gained
no credit.

(d) Performance in this multi-step calculation was disappointing, with over half the
students failing to score any marks. The photoelectric equation did seem well known
but substitution was a real issue for many. Students had to extract data from
different sources and this clearly caused them problems. A common error was a
failure to convert the photon energy to joule.

Q28.
This question tested knowledge about particle physics and quantum phenomena.

(a) Just over 50% of students gave two specific properties of an antiparticle. Students
should understand that ‘different’ does not mean the same as ‘opposite’ when
describing charge.

(b) This recall question was well answered.

(c) This question discriminated well. Many students applied E = mc2 even though this
equation is not included in specification. Full credit was allowed for this approach. A
difficulty for many students was converting the rest energies from MeV to J.

(d) Few students could describe the formation of a line-emission spectrum concisely.

Most began by explaining the process of atomic excitation, which gained no credit.
Students should be guided to consider the number of marks available and the
specific question. In this case there were three marks and three parts:
Why is it a line (rather than continuous) spectrum?
Why is it an emission (rather than absorption) spectrum?
Why is it a spectrum?

Q29.
Many candidates found the calculations in part (a) to be accessible. However, candidates
should be aware that simply getting the correct answer in not sufficient when they have
been asked to ‘show that’. In these cases they must be clear with their selection of
equations, manipulation, substitution and in dealing with powers of ten. They should also
quote their answer to a greater degree of provision than number mentioned in the
question in order to demonstrate that they have performed the calculation completely.

Page 102 of 106

There were a surprising number of candidates that did not attempt this part of the
question.

Answers to part (b) were poor. It seems that candidates were familiar with the effect but
they were not able to articulate the logic of why it demonstrates that light, in this case, is
not acting as a wave.

Q30.
Part (a) was answered reasonably well and candidates seemed to appreciate the effects
of changing the frequency and changing the intensity of the incident light. In the legacy
specification, this topic has often confused candidates and it was pleasing to see many
confident responses. A minority of less able candidates did confuse the meaning of
frequency, taking it to mean the rate of photon arrival rather than the frequency of
individual photons.

Part (b) (iv) assessed How Science Works and candidates answered this question well,
demonstrating that the idea of validated evidence is well understood.

The calculation in part (c) was, for the most part, done well and identifying the unit for the
work function did not really cause many problems. The only common error occurred in
part (c) (ii) when the maximum kinetic energy was calculated by equating it to the photon
energy and ignoring the work function in spite of the fact that this had been successfully
calculated in part (c) (i).

Q31.
Part (a) was not answered well and there was much confusion as to the processes
involved in the photoelectric effect. As has been the case in the past, a significant number
of candidates confused the effect with excitation and ionisation of atoms. Only a minority
of candidates were able to link the energy of a photon to its frequency and there was
much confusion between threshold frequency and the work function. It was not unusual to
see responses that stated the threshold frequency has to equal the work function. It also
seems that some candidates are under the impression that the photoelectric effect
involves the emission of photons – presumably due to confusion between excitation and
line spectra.

Part (b) proved to be a familiar calculation for the majority of candidates and many
competent answers were seen. The only significant misunderstanding occurred in (b) (iii)
when candidates assumed that the kinetic energy of the electron is found by using the
equation for the energy of a photon.

Q32.
Part (a) proved to be quite discriminating and less able candidates found it hard to explain
the process by which mercury atoms become excited in a fluorescent tube. There was
also evidence to suggest that some candidates think that excitation only occurs due to the
absorption of photons and seemed unaware that it can also happen by electron collision.
Most candidates seemed to appreciate that the mercury atoms emitted photons that were
in the ultraviolet part of the spectrum and that the coating changed the frequency of these
although there was a tendency to describe these photons as photons of light or coloured
light rather than visible light.

Page 103 of 106

Part (b) was answered well and the only common error was a failure to appreciate that the
energy levels were in Joules and that the value adjacent to each level needed to be
multiplied by 10–18. A minority of candidates either emitted this factor or assumed that the
energies were in electron volts and multiplied them by 1.6 × 10–19.

Q33.
This question was well answered and the majority of candidates appreciated that
diffraction is a 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.

Q34.
Many candidates were unable to answer part (a) with sufficient detail. Often these
candidates did not include that this is a surface phenomenon and were penalised.

The calculation in part (b) (i) was performed well with most candidates achieving full
credit. The most common error made by those who attempted the calculation was an
incorrect conversion of the wavelength for nm to m.

In part (b) (ii), many candidates were unable to correctly convert 2.3 eV into joules or
made no attempt to convert the work function but then compared 5.2(3) × 10–19 J with 2.3
eV.

Part (c) was answered poorly, with many candidates stating that there were no electrons
left or that the photoelectric effect can only occur when the emitting surface is negative.
Very few candidates were able to explain the lack of photoelectrons from an energy
perspective.

Q35.
Correct responses for part (a) were common, although a significant minority of candidates
did give the answer 12.75 eV which is the energy change from level one to level four.

The other parts of the question were answered well by the majority of candidates, with the
only common errors occurring in the transition diagram, where often too many arrows
were drawn or the arrows were shown in the wrong direction or there was no arrow at all.
The calculation in part (b) (ii) was approached with confidence by many candidates and
most appreciated that they were required to limit the number of significant figures in their
answers.

Q36.
The initial parts of this question caused considerable problems to candidates. They found
it very 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

Page 104 of 106

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.

Q37.
In part (a) (i) a good number of candidates correctly identified the energy change B. A
significant minority penalised themselves by marking the arrow upwards. Others were
penalised for making the change on top of the change A.

Most candidates attempting part (a) (ii) identified the energy changes as being 7.06 keV
correctly and many then went on to convert this energy into joules (some forgetting the
factor of 1000). Of those that did not convert the energy into joules, many divided their
answer by the Planck constant. A significant number of candidates interpreted this
question as being an example of the photoelectric effect.

Although many candidates gained the correct answer to part (b) (i) using the de Broglie
equation, a large proportion managed to juggle c = f λ to obtain a speed of 3.00 × 108 m s–
1
. It was also common for the less able candidates to simply write down both these
equations to gain no credit.

Part (b) (ii) was not done well and many candidates either completely missed it out or else
said no more than the wavelength was small. Few candidates recognised that for effective
diffraction the atomic spacing in the crystal needs to be of the same order of magnitude as
the de Broglie wavelength of the incident particles.

Q38.
Part (a) was answered reasonably well and candidates generally understood the meaning
of 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).

Q39.
Part (a) was not answered well and there was much confusion as to the processes
involved in the photoelectric effect. However, a significant number of candidates confused
the effect with excitation and line spectra. Only a minority of candidates were able to
explain why the kinetic energy of the emitted electrons varied. A common response
referred to the photons having a variety of energies even though the question stated that
the light had a certain frequency. Most answers lacked significant detail such as the idea
that a photon interacts with one electron and how threshold frequency and work function
are related.

This question assessed quality of written communication and it was clear that most
candidates appreciated that their answers needed a logical structure. However, few
candidates were able to give a coherent and comprehensive answer.

Page 105 of 106

Part (b) generated better answers although a significant minority of candidates did not
appreciate the fact that the gradient of the maximum kinetic energy against frequency
graph is the Planck constant.

Part (c) proved more difficult than expected and a number of candidates calculated the
energy of the photon using the threshold frequency and failed to calculate the work
function.

Q40.
Strictly correct answers to part (a) were rare but credit was given to answers involving
charged 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.

Page 106 of 106

8525-2-QP-ComputerScience-G-21May24-PM
100% (1)
8525-2-QP-ComputerScience-G-21May24-PM
36 pages
aqa-math-paper-1-higher-2024
No ratings yet
aqa-math-paper-1-higher-2024
28 pages
Mark Scheme January 2024 (R09301)
No ratings yet
Mark Scheme January 2024 (R09301)
21 pages
2010 9MA0-01 AL Pure 1 - October 2020 Shadow Paper PDF
No ratings yet
2010 9MA0-01 AL Pure 1 - October 2020 Shadow Paper PDF
9 pages
AQA GCSE Maths Higher Paper 1 November 2022
No ratings yet
AQA GCSE Maths Higher Paper 1 November 2022
28 pages
Churchill Set D Paper 1 3
No ratings yet
Churchill Set D Paper 1 3
18 pages
Kenwood SW301 501 MANUAL
No ratings yet
Kenwood SW301 501 MANUAL
8 pages
9fm0-4a-rms-20240815
No ratings yet
9fm0-4a-rms-20240815
24 pages
wph13 01 Que 20240124
No ratings yet
wph13 01 Que 20240124
20 pages
Alevel Physics Paper2 Ms 2023
No ratings yet
Alevel Physics Paper2 Ms 2023
32 pages
chemistry paper 2 MS-Jun24
No ratings yet
chemistry paper 2 MS-Jun24
32 pages
Mark Scheme Depth in Chemistry
No ratings yet
Mark Scheme Depth in Chemistry
26 pages
1et0-02-rms-20240822
No ratings yet
1et0-02-rms-20240822
18 pages
8300 1h Higher Tier Mark Scheme June 2024
No ratings yet
8300 1h Higher Tier Mark Scheme June 2024
32 pages
wph12 01 Que 20240516
No ratings yet
wph12 01 Que 20240516
28 pages
1gb0-02-rms-20240822
No ratings yet
1gb0-02-rms-20240822
28 pages
9FM0_4C_rms_20240624
No ratings yet
9FM0_4C_rms_20240624
20 pages
1et0-02-que-20240521
No ratings yet
1et0-02-que-20240521
30 pages
8698-Spanish H-Paper1-MS
No ratings yet
8698-Spanish H-Paper1-MS
12 pages
7408 3bd Specimen Question Paper Set 2 Paper 3bd Turning Points v1.1
No ratings yet
7408 3bd Specimen Question Paper Set 2 Paper 3bd Turning Points v1.1
9 pages
552502-computational-thinking-algorithms-and-programming_Swan
No ratings yet
552502-computational-thinking-algorithms-and-programming_Swan
42 pages
8698-Spanish H-Paper1-QP-2
No ratings yet
8698-Spanish H-Paper1-QP-2
20 pages
7357 3 QP Mathematics a 20Jun24 PM (1)
No ratings yet
7357 3 QP Mathematics a 20Jun24 PM (1)
40 pages
Paper 1 Higher AQA GCSE Chemistry Paper 1 Higher Mark Scheme
No ratings yet
Paper 1 Higher AQA GCSE Chemistry Paper 1 Higher Mark Scheme
16 pages
7408-1-QP-Physics-A-23May25-AM
100% (2)
7408-1-QP-Physics-A-23May25-AM
36 pages
2025 AQA Triple Biology H Paper 2 MARK SCHEME
No ratings yet
2025 AQA Triple Biology H Paper 2 MARK SCHEME
19 pages
1et0-01-rms-20240822
No ratings yet
1et0-01-rms-20240822
14 pages
A-Level: Physics (7408/2)
No ratings yet
A-Level: Physics (7408/2)
14 pages
Further Mathematics: Thursday 25 May 2023
No ratings yet
Further Mathematics: Thursday 25 May 2023
28 pages
Mark Scheme June 2023 J24904
No ratings yet
Mark Scheme June 2023 J24904
26 pages
01a 1MA1 1H Spring 2024 Aiming for Grade 8
No ratings yet
01a 1MA1 1H Spring 2024 Aiming for Grade 8
10 pages
7408-3BD-QP-Physics-A-17Jun24-AM
No ratings yet
7408-3BD-QP-Physics-A-17Jun24-AM
16 pages
wph12 01 Que 20241016
No ratings yet
wph12 01 Que 20241016
28 pages
QQQ P2 Chapter3 v2
No ratings yet
QQQ P2 Chapter3 v2
4 pages
Screenshot 2024-01-29 at 12.32.00
No ratings yet
Screenshot 2024-01-29 at 12.32.00
11 pages
8658 Lh Qp French g 14may24 Am
No ratings yet
8658 Lh Qp French g 14may24 Am
20 pages
8668-LH-QP-German-G-10May24-PM (2)
No ratings yet
8668-LH-QP-German-G-10May24-PM (2)
20 pages
7407-1 Paper 1 QP v1.1
100% (1)
7407-1 Paper 1 QP v1.1
16 pages
Paper 1 2024
No ratings yet
Paper 1 2024
44 pages
AS Statistics and Mechanics Paper I Mark Scheme
No ratings yet
AS Statistics and Mechanics Paper I Mark Scheme
8 pages
Question Paper June 2023 (H43301)
No ratings yet
Question Paper June 2023 (H43301)
36 pages
June 2023
0% (1)
June 2023
12 pages
1gb0-02-que-20240702
No ratings yet
1gb0-02-que-20240702
36 pages
Full A Level Specimen Paper 3 (Set 2) (MS) Section B
No ratings yet
Full A Level Specimen Paper 3 (Set 2) (MS) Section B
10 pages
circle_theorems2h
No ratings yet
circle_theorems2h
16 pages
4ec1 02 Rms 20240125
No ratings yet
4ec1 02 Rms 20240125
24 pages
2024 May June -QP
No ratings yet
2024 May June -QP
28 pages
A Level Core Pure Mathematics 1 June 2023 PDF MS
No ratings yet
A Level Core Pure Mathematics 1 June 2023 PDF MS
30 pages
P3_MS_2024_Phyiscs
No ratings yet
P3_MS_2024_Phyiscs
26 pages
AQA-7712-1-Final-MS-Jun24-v1.0
No ratings yet
AQA-7712-1-Final-MS-Jun24-v1.0
29 pages
M1 June 2023 QP
No ratings yet
M1 June 2023 QP
28 pages
1et0-01-que-20240514
No ratings yet
1et0-01-que-20240514
27 pages
01a 1MA1 1H Spring 2024 Aiming For Grade 9 PDF
No ratings yet
01a 1MA1 1H Spring 2024 Aiming For Grade 9 PDF
9 pages
AQA Maths Paper 3 Nov 2023
No ratings yet
AQA Maths Paper 3 Nov 2023
32 pages
GCSE 9 - 1 Mathematics Mock Set 4 Paper 1H
No ratings yet
GCSE 9 - 1 Mathematics Mock Set 4 Paper 1H
21 pages
2024 P1 1MA1 1H May 2024
No ratings yet
2024 P1 1MA1 1H May 2024
6 pages
wph13 01 Que 20240521
No ratings yet
wph13 01 Que 20240521
20 pages
June 2019 (IAL) QP - Unit 2 Edexcel Physics A-Level
No ratings yet
June 2019 (IAL) QP - Unit 2 Edexcel Physics A-Level
28 pages
Physics wph1101 may 2025
No ratings yet
Physics wph1101 may 2025
19 pages
Photoelectric Effect Q's and MS
No ratings yet
Photoelectric Effect Q's and MS
13 pages
Current Electricity 2022
No ratings yet
Current Electricity 2022
32 pages
AGA8
No ratings yet
AGA8
6 pages
13a-Waves and Optics MC Practice Problems - Section A
No ratings yet
13a-Waves and Optics MC Practice Problems - Section A
12 pages
SCR Half Wave Rectifier: Sample Problem
No ratings yet
SCR Half Wave Rectifier: Sample Problem
2 pages
Power Electronics Lab Manual With Orcad Pspice 10.5
100% (2)
Power Electronics Lab Manual With Orcad Pspice 10.5
36 pages
PSE 9e CH 27
No ratings yet
PSE 9e CH 27
7 pages
Electronics Quiz
No ratings yet
Electronics Quiz
3 pages
Module 5 Parallel
No ratings yet
Module 5 Parallel
18 pages
Lecture 6 - Peak Response SDOFs and Response Spectra
No ratings yet
Lecture 6 - Peak Response SDOFs and Response Spectra
32 pages
Traction (Ocr)
No ratings yet
Traction (Ocr)
26 pages
Thermochemistry Class 11 Chemistry Notes
No ratings yet
Thermochemistry Class 11 Chemistry Notes
17 pages
Motor Starter Types - Technology of Motor Starter and Applications
0% (1)
Motor Starter Types - Technology of Motor Starter and Applications
10 pages
Overcurrent Protection - Time and Current Grading - 2
No ratings yet
Overcurrent Protection - Time and Current Grading - 2
5 pages
Chapter 1 - C - Reverse Breakdown and Zener Diodes - Revised - 1
No ratings yet
Chapter 1 - C - Reverse Breakdown and Zener Diodes - Revised - 1
16 pages
Benefits of Operating Doubly Fed Induction Generators by Modular
No ratings yet
Benefits of Operating Doubly Fed Induction Generators by Modular
8 pages
Transient Response of RC Circuit
100% (1)
Transient Response of RC Circuit
5 pages
301 Chapter 5
No ratings yet
301 Chapter 5
66 pages
UNIT - I Zeroth and First Law of Thermodynamics
No ratings yet
UNIT - I Zeroth and First Law of Thermodynamics
17 pages
Paul 2012
No ratings yet
Paul 2012
5 pages
Reference Specifications: No. SX-DSV02201
No ratings yet
Reference Specifications: No. SX-DSV02201
85 pages
Program Matlab
No ratings yet
Program Matlab
2 pages
Energy Management System Report
No ratings yet
Energy Management System Report
67 pages
Physic IA3
No ratings yet
Physic IA3
6 pages
All You Wanted To Know About: Cargo Calculations
100% (1)
All You Wanted To Know About: Cargo Calculations
35 pages
Gases by Rymond Chang
No ratings yet
Gases by Rymond Chang
20 pages
Cable Testing After Installation
No ratings yet
Cable Testing After Installation
2 pages
2D Jet Experiment: AE - 611 Laboratory Report
No ratings yet
2D Jet Experiment: AE - 611 Laboratory Report
13 pages
151.1 Hooke S Law CIE IGCSE Physics Practical QP
100% (1)
151.1 Hooke S Law CIE IGCSE Physics Practical QP
14 pages