3.2.2.4 Wave-Particle Duality

James Calvert Spence College
Q1.In an electron diffraction tube, high speed electrons are produced by an electron gun at one
end of the tube. The electrons are incident on a thin slice of a polycrystalline material.
The diagram shows the pattern of bright rings that is formed on the fluorescent screen at
the other end of the tube.
(a) Explain how the production of bright rings suggests that the electrons behave like
waves.
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(1)
(b) The electrons in the tube have a velocity of 3.5 × 10 7 m s–1.
Calculate the de Broglie wavelength of the electrons.
de Broglie wavelength ................................................. m

(2)
(Total 3 marks)
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Q2.Electrons and protons in two beams are travelling at the same speed. The beams are
diffracted by objects of the same size.
Which correctly compares the de Broglie wavelength λe of the electrons with the de
Broglie wavelength λp of the protons and the width of the diffraction patterns that are
produced by these beams?
comparison of diffraction pattern

de
Broglie
wavelength
A λe > λp electron beam width > proton beam width
B λe < λp electron beam width > proton beam width
C λe > λp electron beam width < proton beam width
D λe < λp electron beam width < proton beam width
(Total 1 mark)
Q3.The intensity of a monochromatic light source is increased. Which of the following is correct?
Energy of an emitted Number of photons

photon emitted per second
A increases increases
B increases unchanged
C unchanged increases
D unchanged unchanged
(Total 1 mark)
Q4.When comparing X-rays with UV radiation, which statement is correct?
A X-rays have a lower frequency.
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B X-rays travel faster in a vacuum.
C X-rays do not show diffraction and interference effects.
Using the same element, photoelectrons emitted using

D
X-rays have the greater maximum kinetic energy.
(Total 1 mark)
Q5.An electron has a kinetic energy E and a de Broglie wavelength λ. The kinetic energy is
increased to 4E. What is the new de Broglie wavelength?
C λ
D 4λ
(Total 1 mark)
Q6.(a) What phenomenon can be used to demonstrate the wave properties of electrons?
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(1)
(b) Calculate the wavelength of electrons travelling at a speed of 2.5 × 10 5 ms–1.
Give your answer to an appropriate number of significant figures.
wavelength .......................................... m
(3)
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(c) Calculate the speed of muons with the same wavelength as these electrons.
mass of muon = 207 × mass of electron
speed ..................................... ms–1

(2)
(Total 6 marks)
Q7. (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.
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(2)
(ii) Explain why the emitted electrons have a range of kinetic energies up to a
maximum value.
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(4)
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(iii) Calculate the frequency of the light. Give your answer to an appropriate
number of significant figures.
answer = ................................ Hz
(4)
(b) In order to explain the photoelectric effect the wave model of electromagnetic
radiation was replaced by the photon model. Explain what must happen in order for
an existing scientific theory to be modified or replaced with a new theory.
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(2)
(Total 12 marks)
Q8. (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.
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(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.
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State and explain the evidence this provides about the nature of moving electrons.
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(2)
(c) High energy electrons may be used to investigate the nature of protons of diameter
2.4 × 10–15 m.
(i) Calculate the lowest value of the momentum of the high energy electrons that
would be suitable for this investigation.
State an appropriate unit for your answer.
momentum ................................ unit ....................................

(3)
(ii) Calculate the kinetic energy of the electrons.
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kinetic energy ............................................... J
(2)
(Total 9 marks)
Q9. (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.
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(1)
(ii) Explain the difference between excitation and ionisation.
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(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.
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(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)
Q10. An electron has a speed of 8.4 × 10 5 m s–1.
Calculate the de Broglie wavelength of this electron.
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de Broglie wavelength .......................................................... m

(Total 2 marks)
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Q11. 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.
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(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.
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(2)
(iii) State a unit for work function.
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(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
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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.
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(2)
(Total 12 marks)
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Q12. 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.
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(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)
Q13. (a) Experiments based on the photoelectric effect support the particle nature of
light. In such experiments light is directed at a metal surface.
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(i) State what is meant by the threshold frequency of the incident light.
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(1)
(ii) Explain why the photoelectric effect is not observed below the threshold
frequency.
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(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)
(ii) Calculate the maximum kinetic energy of an electron emitted from the surface.
answer = ...................................... J
(2)
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(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)
Q14. (a) State what is meant by the wave-particle duality of electrons.
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(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.
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momentum of electron = ................................................
(3)
(ii) Calculate the speed of such an electron.
speed of electron = .............................................. m s–1

(2)
(iii) Calculate the kinetic energy of such an electron.
kinetic energy of electron = .................................................... J

(2)
(Total 8 marks)
Q15. The diagram shows some of the electron energy levels of an atom.
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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,
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(ii) the de Broglie wavelength.
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(4)
(b) When the excited electron returns directly from level D to level B it emits a photon.
Calculate the wavelength of this photon.
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(3)
(Total 7 marks)
Q16. (a) (i) Name a force which acts between an up quark, u, and an electron.
Explain, with reference to an exchange particle, how this force operates.
You may be awarded marks for the quality of written communication in your
answer.
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(ii) With what particle must a proton collide to be annihilated?
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(4)
(b) A sigma plus particle, Σ+, is a baryon.
(i) How many quarks does the Σ+ contain?
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(ii) If one of these quarks is an s quark, by what interaction will it decay?
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(iii) Which baryon will the Σ+ eventually decay into?
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(3)
(Total 7marks)
Q17. (a) Electrons behave in two distinct ways. This is referred to as the duality of
electrons.
(i) State what is meant by the duality of electrons.
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(ii) Give one example of each type of behaviour of electrons.
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(3)
(b) Calculate the speed of electrons that have a de Broglie wavelength of

1.70 × 10–10 m.
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(2)
(Total 5 marks)
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Q18. Electrons travelling at a speed of 5.00 × 10 5 m s–1 exhibit wave properties.
(a) What phenomenon can be used to demonstrate the wave properties of electrons?
Details of any apparatus used are not required.
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(1)
(b) Calculate the wavelength of these electrons.
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(2)
(c) Calculate the speed of muons with the same wavelength as these electrons.
Mass of muon = 207 × mass of electron
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(3)
(d) Both electrons and muons were accelerated from rest by the same potential
difference. Explain why they have different wavelengths.
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(2)
(Total 8 marks)
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Q19.(a) Calculate the de Broglie wavelength of an electron travelling at 2.00% of the speed of
light.
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(b) Determine the frequency of the electromagnetic radiation that would have the same
wavelength as this electron.
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(Total 5 marks)
Q20.(a) Calculate the energy, in J, of a photon of wavelength 4.50 × 10 –7 m.
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(b) Calculate the speed of an electron which has the same wavelength as the photon in
part (a).
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(Total 5 marks)
Q21.(a) (i) State what is meant by the wave-particle duality of electromagnetic radiation.
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(ii) Which aspect of the dual nature of electromagnetic radiation is demonstrated

by the photoelectric effect?
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(2)
(b) A metal plate is illuminated with ultra violet radiation of frequency 1.67 × 10 15 Hz.
The maximum kinetic energy of the liberated electrons is 3.0 × 10 –19 J.
(i) Calculate the work function of the metal.
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(ii) The radiation is maintained at the same frequency but the intensity is doubled.
State what changes, if any, occur to the number of electrons released per
second and to the maximum kinetic energy of these electrons.
number per second ...............................................................................
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maximum kinetic energy ........................................................................
(iii) The metal plate is replaced by another metal plate of different material. When
illuminated by radiation of the same frequency no electrons are liberated.
Explain why this happens and what can be deduced about the work function of
the new metal.
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(8)
(Total 10 marks)
Q22.(a) Electrons and electromagnetic waves exhibit properties of both waves and particles.
Suggest evidence which indicates that
(i) electrons have wave properties,
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(ii) electromagnetic radiation has particle properties,
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(iii) electromagnetic radiation has wave properties.
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(3)
(b) Calculate the de Broglie wavelength of an electron travelling at 5.0 × 10 6 m s–1. You
should ignore relativistic effects.
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(Total 6 marks)
Q23.(a) (i) Explain what is meant by duality of electrons.
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(ii) Give one example of each type of behaviour of electrons.
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(3)
(b) Electrons, of mass m and charge e, are accelerated from rest through a potential
difference, V, and acquire a kinetic energy of ½mυ2, where υ is the final velocity of
the electrons.
Show that
where h is the Planck constant and λ is the electron wavelength.
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(3)
(Total 6 marks)
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Q24.(a) Calculate the speed of electrons which have a de Broglie wavelength of 1.5 × 10 –10
m.
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(2)
(b) Would you expect the electrons in part (a) to be diffracted by crystals in which the
atom spacing is 0.10 nm? Explain your answer.
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(2)
(Total 4 marks)
Q25.(a) Calculate the wavelength of a γ-ray photon which has an energy of 1.6 × 10−15 J.
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(2)
(b) An X-ray photon is generated which has the same energy as the γ-ray photon
described in part (a).
(i) How do the speeds in a vacuum of these two photons compare?
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(ii) How do their abilities to penetrate a given material compare?
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(2)
(Total 4 marks)
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Q26.(a) (i) Explain what is meant by the duality of electrons.
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(ii) State the relation between the electron mass, electron velocity and the
wavelength for a monoenergetic beam of electrons.
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(3)
(b) The spacing of atoms in a crystal is 1.0 × 10 –10 m.
mass of the electron = 9.1 × 10–31 kg

the Planck constant = 6.6 × 10–34 J s
Estimate the speed of electrons which would give detectable diffraction effects with
such crystals.
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(4)
(c) Give one piece of evidence to demonstrate that electrons have particle properties.
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(1)
(Total 8 marks)
Q27. The Bohr model of a hydrogen atom assumes that an electron e is in a circular orbit
around a proton P. The model is shown schematically in Figure 1.
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Figure 1
In the ground state the orbit has a radius of 5.3 × 10 –11 m. At this separation the electron is
attracted to the proton by a force of 8.1 × 10 –8 N.
(a) State what is meant by the ground state.
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(1)
(b) (i) Show that the speed of the electron in this orbit is about 2.2 × 10 6 m s–1.
mass of an electron = 9.1 × 10 –31 k g
(ii) Calculate the de Broglie wavelength of an electron travelling at this speed.

Planck constant = 6.6 × 10–34 J s
(iii) How many waves of this wavelength fit the circumference of the electron
orbit? Show your reasoning.
(7)
(c) The quantum theory suggests that the electron in a hydrogen atom can only exist in
certain well-defined energy states. Some of these are shown in Figure 2.
Figure 2
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An electron E of energy 2.5 × 10–18 J collides with a hydrogen atom that is in its
ground state and excites the electron in the hydrogen atom to the n = 3 level.
Calculate
(i) the energy that is needed to excite an electron in the hydrogen atom from the
ground state to the n = 3 level,
(ii) the kinetic energy of the incident electron E after the collision,
(iii) the wavelength of the lowest energy photon that could be emitted as the
excited electron returns to the ground state.
speed of electromagnetic radiation = 3.0 × 108 m s–1
(5)
(Total 13 marks)
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Q28. (a) Figure 1 shows the electron gun that accelerates electrons in an electron
microscope.
Figure 1
(i) Draw, on Figure 1, electric field lines and lines of equipotential in the region
between the anode and cathode. Assume that there are no edge effects and
that the holes in the plates do not affect the field.
Clearly label your diagram.
(3)
(ii) Calculate the kinetic energy, speed and momentum of an electron as it

passes through the hole in the anode.
mass of an electron = 9.1 × 10–31 kg

charge of an electron = –1.6 × 10–19 C
(4)
(b) By calculating the de Broglie wavelength of electrons coming through the anode of
this device, state and explain whether or not they will be suitable for the
investigation of the crystal structure of a metal.
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(4)
(Total 11 marks)
Q29. The diagram below shows a simple model of a hydrogen atom in which a single
electron stationary wave fits the radius of an atom. This model suggests that the electron
cannot exist outside this atomic sphere. The atomic radius is 3.0 ×10 –10 m.
(a) Explain what the electron stationary wave represents and state what you can infer
about the location of the electron.
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(3)
(b) (i) Show that the kinetic energy of the electron can be written as
where p is the momentum and me is the mass of the electron.
(1)
(ii) Show that the kinetic energy of this electron can be written as
where h is the Planck constant and λ is the wavelength of the electron

stationary wave.
(2)
(c) (i) Calculate the kinetic energy of the electron shown in the diagram above.
mass of electron = 9.1 × 10–31 kg

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(3)
(ii) Calculate the potential energy of the electron in a hydrogen atom when it is at
a distance of 1.5 × 10–10 m from the proton that forms the nucleus of the atom.
permittivity of free space = 8.9 × 10–12 F m–1
(4)
(iii) Hence, calculate the total energy of the electron.
(2)
(iv) State and explain whether this model leads to a stable atom or not.
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(2)
(Total 17 marks)
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Q30. The diagram below shows electrons being fired at a polycrystalline graphite target in
a vacuum. The electrons are emitted from a heated cathode and pass through an
accelerating p.d. The inside surface on the far side of the chamber is coated with
fluorescent material that emits light when the electrons release their energy to it.
Mass of electron me = 9.1 × 10–31 kg

Planck constant h = 6.6 × 10–34 J s
(a) The electrons travel at a speed of 4.0 × 10 7 m s–1. Calculate their de Broglie
wavelength.
(1)
(b) Sketch on the front view of the fluorescent screen shown in the diagram the
pattern of light you would expect to see emitted by the fluorescent material.
Explain why this pattern suggests that electrons have wave-like properties.
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(2)
(c) Explain one aspect of the experiment that suggests that electrons have particle-like
properties.
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(2)
(Total 5 marks)
Q31.(a) Discovery of the photoelectric effect was largely responsible for the development of
the theory that electromagnetic radiation can behave as a particle or as a wave
under different circumstances. The diagram below shows an experimental
arrangement used to demonstrate aspects of the photoelectric effect. When
photoelectrons are emitted the ammeter registers a current.
(i) The metal plate is illuminated with radiation but does not emit photoelectrons.
The intensity of the radiation is increased. State and explain what effect this
increase in intensity has.
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(2)
(ii) The metal plate is illuminated with radiation such that photoelectrons are
emitted. The intensity of the radiation is increased. State and explain what
effect this increase in intensity has.
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(2)
(iii) The metal plate is illuminated with radiation such that photoelectrons are
emitted. Air is now allowed to enter the enclosure. State and explain what
effect allowing air into the enclosure has.
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(2)
(b) (i) Show that the de Broglie wavelength of an electron travelling at 0.15 c should
be approximately 1.6 × 10 –11 m.
the Plank constant, h = 6.6 × 10–34 J s

the speed of electromagnetic waves in a vacuum, c = 3.0 × 108 m s–1
the mass of an electron, me = 9.1 × 10–31 kg
(2)
(ii) Suggest a suitable material to give an observable diffraction pattern with

electrons. Explain your choice.
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(2)
(Total 10 marks)
Q32.The photoelectric effect is one piece of evidence that suggests that light behaves like a
stream of particles or photons.
(a) State what is meant by the threshold frequency in an experiment to investigate the
photoelectric effect.
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(2)
(b) State and explain the effect of increasing the intensity of light on the rate at which
electrons are emitted.
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(2)
(c) In an experiment to investigate the photoelectric effect the radiation incident on the
surface caused the emission of electrons of energy 1.5 × 10 −19 J. The work function
of the surface was known to be 3.2 × 10 −19 J.
The Planck constant h is 6.6 × 10−34 J s.

The speed of electromagnetic radiation is 3.0 × 10 8 m s−1.
The mass of an electron is 9.1 × 10 −31 kg.
(i) Calculate the wavelength of the incident radiation.

(2)
(ii) Calculate the de Broglie wavelength of the emitted electrons.

(3)
(Total 9 marks)
Q33.For which of the following relationships is the quantity y related to the quantity x by the
relationship
x y
A energy stored in a spring extension of the spring
B gravitational field strength distance from a point mass
C de Broglie wavelength of an electron momentum of the electron
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D period of a mass-spring system spring constant (stiffness) of the spring
(Total 1 mark)
Q34.Which one of the graphs best represents the relationship between the energy W of a
photon and the frequency f of the radiation?
(Total 1 mark)
Q35.(a) Uranium-238 decays by alpha emission to thorium-234. The table shows the masses
in atomic mass units, u, of the nuclei of uranium-238 ( ), thorium-234, and an
alpha particle (helium-4).
Element Nuclear mass/u
Uranium-238 238.0002
Thorium-234 233.9941
Helium-4, alpha particle 4.0015
1 atomic mass unit, u = 1.7 × 10–27 kg

speed of electromagnetic radiation, c = 3.0 × 108 m s–1
the Planck constant, h = 6.6 × 10–34 J s
(i) How many neutrons are there in a uranium-238 nucleus?
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(1)
(ii) How many protons are there in a nucleus of thorium?
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(1)
(b) (i) Determine the mass change in kg when a nucleus of uranium-238 decays by
alpha emission to thorium-234.
(2)
(ii) Determine the increase in kinetic energy of the system when a uranium-238
nucleus decays by alpha emission to thorium-234.
(2)
(c) Wave particle duality suggests that a moving alpha particle (mass 6.8 × 10 –27 kg)
has a wavelength associated with it. One alpha particle has an energy of 7.0 × 10 –13
J.
Calculate:
(i) the momentum of the alpha particle;

(2)
(ii) the wavelength associated with the alpha particle.

(2)
(Total 10 marks)
Q36.An electron initially at rest is accelerated through a potential difference. It is then brought to
rest in a collision, and all of its kinetic energy is converted into a single photon of
electromagnetic radiation. Which one of the following quantities is not required to find a
value for the wavelength of the photon?
A The mass of the electron
B The charge on the electron
C The velocity of electromagnetic waves
D The value of the potential difference

(Total 1 mark)
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Q37.(a) The diagram below shows schematically an arrangement for producing interference
fringes using a double slit.
A dark fringe (minimum intensity) is observed at the point labelled P.
(i) Show clearly on the diagram the distance that is equal to the path difference
between the light rays from the two slits to the point P.
(1)
(ii) Explain how the path difference determines that the light intensity at point P is
a minimum.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(3)
(iii) Explain briefly the role of diffraction in producing the interference patterns (You
may draw a sketch to support your explanation if you wish.)
...............................................................................................................
...............................................................................................................
Page 37
...............................................................................................................
...............................................................................................................
(2)
(b) In one experiment the separation of the slits is 4.0 × 10 –4 m. The distance from the
slits to the screen is 0.60 m.
Calculate the distance between the centres of two adjacent dark fringes when light
of wavelength 5.5 × 10–7 m is used.
(2)
(c) A student has learned that electrons behave like waves and decides to try
demonstrate this using the arrangement in the diagram above. The lamp is replaced
by a source of electrons and the system is evacuated.
The student accelerates the electrons to a velocity of 1.4 × 10 6 m s–1. The beam of
electrons is then incident on the double slits. The electrons produce light when
incident on the screen.
mass of an electron = 9.1 × 10–31 kg

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

(3)
(ii) Explain briefly, with an appropriate calculation, why the student would be
unsuccessful in demonstrating observable interference using the slit
separation of 4.0 × 10–4 m.
...............................................................................................................
...............................................................................................................
(2)
(Total 13 marks)
Page 38
M1.(a) (Constructive) interference / superposition occurs

or
Waves arrive in phase so produce maximum intensity
Diffraction alone is not enough
B1
1
(b) Correct substitution of numerical value in h / mv irrespective of powers of 10
C1
2.1 × 10−11 (m)
A1
2
[3]
M2.A
[1]
M3.C
[1]
M4.D
[1]
M5.B
[1]
Page 39
M6.(a) (electron) diffraction / interference / superposition ✓
Accept derfraction
1
(b) (use of λ = h / mv)

λ = 6.63 × 10-34 / (9.11 × 10-31×2.5×105) ✓
λ = 2.9 × 10-9m ✓ ✓ (2 sig figs.)
3
(c) v = 2.5 × 105 / 207 ✓

v = 1200 m s-1 ✓
OR use v = h / mλ with CE from part (b)
Answer alone gets 2 marks
2
[6]
M7. (a) (i) minimum energy required
to remove electron from metal (surface) OR cadmium OR the material

2
(ii) photons have energy dependent on frequency OR energy of photons constant
one to one interaction between photon and electron
Max KE = photon energy – work function in words or symbols
more energy required to remove deeper electrons

4
(iii) (use of hf = Ø + Ek(max))
6.63 × 10–34 × f = 4.07 × 1.60 × 10–19 + 3.51 × 10–20
f = 1.04 × 1015 (Hz) OR 1.03 × 1015 (Hz) (3 sig figs)

4
(b) theory makes predictions tested by repeatable/checked by other

scientists/peer reviewed (experiments) OR new evidence that is repeatable/checked
Page 40
by other scientists/peer reviewed
2
[12]
M8. (a) passed them between charged plates / near charged object
or
use magnetic field
M1
correct deviation
or
circular path in direction indicating negative charge
A1
2
(b) diffraction
B1
electron is behaving as a wave
B1
2
(c) (i) p = h/λ or substitution of wavelength into λ = h/p or λ = h/mv
C1
2.76 or 2.8 × 10–19
A1
kg m s–1 / N s / J s m–1 / J Hz–1 m–1
B1
3
(ii) EK = p2/2m or quotes p = mv and Ek = ½ mv2

(symbols or numbers)
Page 41
C1
4.1 or 4.2 × 10–8 (J)
A1
2
[9]
M9. (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

4
(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]
Page 42
M10. correct substitution into formula, condone power of ten error
C1
8.7 × 10–10 (m)
A1
[2]
M11. (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
(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 × 10 8 (1)

2
(c) (i) (time taken = 6.8 × 10–19/3 × 10–22)
Page 43
time taken = 2.3 × 103 s (1)
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]
M12. (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)

2
(c) 207 × 9.11 × 10–31 (1) × v = 6.63 × 10–34/1.6 × 10–7 (1)
v = 2200 (2170) (m s–1) (1)

3
[6]
M13. (a) (i) below a certain frequency (called the threshold frequency)
no electrons emitted (1)
or minimum frequency for electrons to overcome work function

1
Page 44
(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)

2
(ii) (use of hf = Ek + )
3.68 × 10–19 = Ek + 1.40 × 10–19 (1)
Ek = 2.28 × 10–19 (J) (1)

2
(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]
Page 45
M14. (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]
M15. (a) (i) k.e. = (1)
= 26 (eV) (1) (25.6 eV)
(ii) (use of λdB = gives) λdB = (1)
= 2.4 × 10–10 m (1) (2.42 × 10–10 m)

4
(b) (use of hf = E1 – E2 gives) f = (1)
(= 1.05 × 1015 (Hz))
(use of λ = gives) λ = (1)
Page 46
= 2.9 × 10–7 m (1) (2.86 × 10–7 m)
3
[7]
M16. (a) (i) (named force) from weak (nuclear), electromagnetic or gravity (1)
uses a mediating/exchange particle, named particle from W (±) (boson),
() photon or graviton (1)
to transfer energy/momentum (1)
when electron emits/receives exchange particle,
disappearance/creation of new particle occurs (1)
QWC 1
(ii) anti proton (1)

max 4
(b) (i) 3 (quarks) (1)
(ii) weak (nuclear) (1)
(iii) proton (1)

3
[7]
M17. (a) (i) electrons behave as both particles and waves (1)
(ii) particle: deflection in an electromagnetic field

or other suitable examples (1)
wave: electron diffraction (1)
3
(b) (use of λ = gives) = (1)
= 4.28 × 106 m s–1 (1)

2
[5]
Page 47
M18. (a) electron diffraction or interference (1)

1
(b) (use of λ = gives) λ = (1)
= 1.46 × 10–9 m (1)

2
(c) m = 207 × 9.11 × 10–31 (kg) (1) ( = 1.89 × 10–28 (kg))
(use of meve = mμvμ , = when λ is constant, gives)
vμ = (1)
= 2.4 × 103 m s–1(2.41 × 103 m s–1)
[or recalculate using v = ]

3
(d) gain in energy or work done on particle is the same for both (1)
wavelength is inversely proportional to momentum (1)
gain in momentum is different for both (1)
the smallest mass has the largest acceleration/gain in speed (1)
[or wavelength proportional to m–½ with constant k.e.]
max 2
[8]
M19.(a) speed of electron = (1) (=6.00 × 106(m s-1))
Page 48
(use of λ = gives) λ = (1)
= 1.21 × 10-10 m (1)
(b) (use of c = fλ gives) f = (1)
(allow C.E. for value of λ from (i))

= 2.48 × 1018Hz (1)
5
[5]
M20.(a) (use of f = gives) f = (1) (= 6.6.7 × 1014Hz)
(use of E = hf gives) E = 6.63 ×10–34 × 6.67 × 1014 (1)
= 4.42 × 10–19(J) (1)
(b) (use of λ = gives) v (= )= (1)
= 1.62 × 103 m s–1 (1)

[5]
M21.(a) (i) electromagnetic radiation behaves either as a particle or as a wave (1)
(ii) (electromagnetic radiation) behaves as a particle (1)

(2)
(b) (i) hf = φ + E (1)k
φ = (6.63 × 10 × 1.67 × 10 ) – (3.0 × 10 ) (1)

–34 15 –19
= 8.1 × 10 –19 (1) J (1) (8.07 × 10 ) –19
(ii) (number per second) doubled (1)
Page 49
(maximum kinetic energy) remains constant (1)
(iii) (all) electrons have insufficient energy to leave the (new) metal (1)
the work function of the (new) metal is greater than hf
[or the work function of the (new) metal is greater than
that of the original metal] (1)
The Quality of Written Communication marks were awarded primarily for

the quality of answers to this part.
(8)
[10]
M22.(a) (i) (wave property) (electron) diffraction (1)
(ii) (particle-property) photoelectric effect (1)
(iii) (wave property) interference / diffraction / refraction (1)

(3)
(b) (momentum of electron =) mυ = 9.11 × 10–31 × 5.0 × 106 (1)
(= 4.56 × 10–24 (kg m s–1)) (1)
[(λ = h/mυ gives) λ = 6.6(3) × 10–34 / 4.56 × 10–24 (1)
(allow e.c.f. for value of mυ)
= 1.5 × 10–10 m (1) (1.45 × 10–10 m)

(3)
[6]
M23.(a) (i) electrons behave sometimes as particles, sometimes as waves (1)
Page 50
(ii)
particle example: deflection in electric [or magnetic] field (1)
wave example: diffraction (1)
(3)
(b) (kinetic energy) mυ = eV (1)

2
p (= mυ ) =
λ= , gives result (1)

(3)
[6]
M24.(a) υ= (1) = 4.86 × 106 ms–1 (1)

2
(b) yes (1)

same order as λ (1)
2
[4]
M25.(a) = 1.2(4) × 10–10 m (1)

(2)
(b) (i) same (1)
(ii) same (1)
Page 51
(2)
[4]
M26.(a) (i) electrons behave sometimes as particles (1)

and sometimes as waves (1)
(ii) mυ ∝ 1 / λ (or mυ = h / λ) (1)

(3)
(b) For (crystal) diffraction, electron wavelength must be of order of atom spacing
(1)
hence λ ≈ 10–10 m (1)
(1)
4
(c) deflection in E-field

(or deflection in B-field, or any other correct evidence) (1)
(1)
[8]
M27. (a) lowest energy state/level that the electron can occupy
or state in which electron needs most energy to be released
B1
1
or the level of an unexcited electron (not lowest orbit)
(b) (i) force = mv2/r or mrω2 and v = rω
B1
8.1 × 10−8 = 9.1 × 10−31 × v2/5.3 × 10−11

or (v2 =) 4.72 × 1012 seen
B1
Page 52
2.17 × 106 (m s−1)
B1
(ii) λ = h/mv or 6.6 × 10−34/9.1 × 10−31 × 2.2 × 106
C1
7
3.3 × 10−10 m
A1
(iii) circumference = 2π5.3 × 10−11 = 3.3 × 10−10 m
M1
1 (allow e.c.f. from (ii))
A1
(c) (i) 1.9(4) × 10−18 J
B1
(ii) 5.6 × 10−19 J (e.c.f. 2.5 × 10−18 − their (i))
B1
(iii) energy difference E = 3 × 10−19 J

(condone any difference)
C1
E = hc/λ or E = hf and c=fλ
or their E = 6.6 × 10−34 × 3.0 × 108/λ
Page 53
C1
6.6 or 6.7 × 10−7 m
A1
5
[13]
M28. (a) (i) Lines of equipotential parallel to the plates
B1
Field lines perpendicular to plates, evenly spaced

and with arrows upwards
B1
Lack of clear labelling of at least one of the types

of line loses 1 mark
Either field shown to be uniform
B1
3
(ii) KE = 8.8 × 10–17 J
B1
Use of ½ mv2
C1
Speed = 1.4 × 107 m s–1 ecf
A1
Momentum =1.27 × 10–23 kg m s–1 ecf
B1
4
(b) Use of de Broglie wavelength = h/mv
C1
Page 54
5.2 × 10–11 m ecf
A1
diffraction of electrons necessary
M1
will work because wavelength is of same order as atomic

separation (not just wavelength is too small)/argument
consistent with their (a) (ii).
A1
4
[11]
M29. (a) e– likely where amplitude is max [or at r = 1.5 × 10–10 m]
B1
or impossible where amplitude is zero/probability of

finding electron amplitude of stationary wave is related
to probability
C1
probability is proportional to amplitude squared
A1
(b) (i) shows ½ mv2 = ½ (mv)2/m and states p = mv
B1
(ii) States mv = h/λ
B1
½ mv2 = ½ (mv)2/m (i.e. re-writes k.e. in momentum

terms)
[k.e. = ½ h2/λ2/m]
B1
Page 55
(c) (i) λ = 6 × 10–10
B1
k.e. = ½ × (6.6 × 10–34)2 /(6 × 10–10 )2 × 9.1 × 10–31 [ecf]
C1
= 6.65 × 10–19 J
A1
(ii) Uses kQ/r or variant
C1
p.e. = kQ1Q2/r1 = 8.98 × 109 × (1.6 × 10–19)2/1.5 × 10–10
C1
= (–)15.3 × 10–19 J
A1
makes it explicit that this is a negative

quantity relative to k.e.
allow use of symbol/stated value for electron/proton

charge
A1
(iii) adds ((c)(i)) and ((c)(ii)) calcs correctly without regard

to sign
C1
quotes answer as –ve, addition is correct

(cao range –8 → –9 –8.57 × 10–19 J)
A1
Page 56
(iv) this is stable [ecf, must be consistent with (c)(iii)]
B1
negative total energy so energy must be supplied

to break up
B1
[17]
M30. (a) 1.8/1.81 × 10–11 m
B1
1
(b) circular bands of light on diagram
B1
diffraction/interference effect or electron λ ≈ atomic

spacing in graphite
B1
2
(c) state correct and appropriate particulate aspect
B1
quote evidence from this expt that shows electrons possess

aspect
B1
2
e.g.
electrons carry momentum/kinetic energy to screen
excite other electrons in atoms/cause emission of energy/light
or
electrons carry charge
can be accelerated by electric field/p.d.
etc
[5]
Page 57
M31.(a) (i) no electrons will be released / no current / no effect

B1
work function energy not being exceeded / insufficient

photon energy to exceed work function / photon
frequency below threshold frequency
B1
(ii) more electrons released per second / current increases

B1
more photons (of sufficient energy) striking metal surface per second
B1
(iii)
answers must be in corresponding pairs below
cause – B1 consequence – B1
electrons collide with air less electrons reach anode

molecules (s–1)
less photons reach plate so

photons absorbed by air
fewer electrons emitted (s–1)
(work function ↑) so fewer

photons sufficiently
air contaminates plate
energetic
to release electrons
cause must be
ammeter reading or current
everything in one
falls
pair of boxes above
(b) (i) λ= or correctly substituted values irrespective of powers of 10

B1
1.61 × 10–11 m N.B. “show that”

B1
Page 58
(ii) crystal (or named crystalline material) / graphite

B1
atomic spacing (condone atomic diameter or distance

between nuclei) ≈ λ electrons
B1
[10]
M32.(a) the frequency needed to liberate an electron (electrons) from the surface of a
material
or
minimum frequency to cause photoelectric effect
C1
the minimum frequency of the radiation / light / photon needed to liberate an
electron (electrons) from (the surface of) a material or from the surface
A1
(2)
(b) the rate increases or more electrons per second

M1
there are more photons striking the surface each second
A1
no change in rate if frequency is below threshold frequency – allow 1
(2)
(c) (i) Calculation using hc / E for (4.7 or 1.5 or 3.2) × 10–19 J

use of 1.5 leads to 1.32 × 10 –6;
use of 3.2 leads to 6.2 × 10–7
C1
4.2 × 10–7 m
A1
(2)
(ii) use of 1.5 × 10–19 J

B1
p = √(2mE) and λ = h / p or E = ½ mv and λ = h / mv
2
C1
correct answer for their energy
1.26 × 10–9 m for 1.5 × 10–19 J
1.2 × 10–9 m for 1.7 × 10–19 J
0.86 × 10–9 m for 3.2 × 10–19 J
0.71 × 10–9 m for 4.7 × 10–19 J
A1
(3)
[9]
Page 59
M33.C
[1]
M34.B
[1]
M35.(a) (i) 146

B1
(1)
(ii) 90
B1
(1)
(b) (i) 0.0046 u or 4.0061 u

B1
their mass change in u × 1.7 × 10 –27 or

7.8 × 10–30 or 6.8 × 10–27 kg
B1
(2)
(ii) E = mc (or recalls 1 u = 931 MeV)

2
C1
their (i) × 9 × 1016

6.9 – 7.0 × 10–13 or 4.82 MeV
A1
(2)
(c) (i) speed determined correctly from their (ii)

(1.43 × 107 m s–1)
or
p2 / 2m = E or E = ½mv2
and momentum (p) = mv
C1
Page 60
9.5 – 9.8 × 10–20 kg ms–1
A1
(2)
(ii) wavelength = h / mv
C1
their value of h / their (i)

6.6 – 6.9 × 10–15 m
A1
(2)
[10]
M36.A
[1]
M37.(a) (i) path difference clearly indicated correctly

B1
(1)
(ii) path difference must be (n + ½)λ not just ½λ

(accept odd number of wavelengths) (allow diagram)
waves arrive at P antiphase / totally out of phase / exactly out of phase /

out of phase by by π or 180° (allow diagram)
B1
interfere destructively / cancel / “crests and troughs” at same time

B1
(3)
(iii) idea of waves spreading out at a slit / slits

(allow diagram for this mark)
B1
production of overlapping beams from the double slit or illuminating both

slits in double slit
B1
(2)
Page 61
(b) fringe spacing = λD / d

or correct substitution of data
C1
0.83 mm
A1
(2)
(c) (i) momentum of electrons = 1.27 × 10 −24 (kg m s−1)

or m × v and correct substitution
C1
wavelength = h / p
C1
5.2 × 10−10 m
A1
or wavelength = h / p and p = mv; or h / mv

C1
correct substitution of data

C1
correct answer
A1
(3)
(ii) calculation of fringe spacing ( = 7.8 × 10 −7 m)

allow e.c.f. for d / D confusion in (b)
or ratio λ / d for each

B1
the fringe spacing is too small (to enable separate fringes to be seen)
B1
or calculation of D or of λ / d or speed for λ ≈ d

B1
speed in apparatus much larger than

that needed to make λ ≈ d
B1
(2)
[13]
Page 62
E1.(a) Candidates needed to explain the production of the bright ring by constructive
interference. The mention of diffraction alone was insufficient.
(b) Most candidates obtained the correct wavelength. Weaker candidates often quoted
the equation and then left the mass component blank, suggesting that they did not
know that the mass of the electron was on the formula and data sheet. Some
substituted the value for the electron charge for the mass.
E6.This question was well answered and there and there were no major issues raised by it.
A significant proportion of candidates did however; lose the significant figure mark in part
(b). This was usually because they gave their answers to three significant figures instead
of two.
It was quite common for candidates to obtain full marks for part (c) by to using the de
Broglie equation to calculate the speed of the muons rather than simply dividing the speed
of the electrons by 207.
E7. 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.
E8. 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.
Page 63
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.
E9. 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.
E10. Many candidates were able to obtain full marks for this calculation. The two most
common errors made were the lack of substitution for the mass of the electron and a
calculator error involving the order in which the calculation was performed. This
calculation error meant that candidates performed (h ÷ m) × v.
E11. 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
Page 64
papers suggests that this is a topic candidates find very difficult and this is particularly true
when they are required to explain aspects of the phenomena.
Parts (b) and (c) proved much more accessible and candidates used the various relevant
equations confidently. Full marks for calculations were quite common. Part (c) (ii), which
assessed How Science Works, did confuse some candidates. When this happened,
candidates tended to explain the significance of validated evidence in general terms,
rather than how it was used to develop the particle model of light.
E12. 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.
E13. 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.
E14. 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).
Page 65
E15. 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.
E16. In part (a) most candidates referred correctly to the Weak Nuclear Force, giving the
W+ or W- boson as the exchange particle. Fewer candidates gave the alternative gravity
force or electromagnetic force as answers, but a few thought a possible interaction was
through the Strong Nuclear Force, even though the electron is a lepton and not subject to
the SNF. Even good candidates found it difficult to obtain full marks in this part because
only a few stated that the exchange particle transfers energy or momentum, and an even
smaller number wrote about particles being created or annihilated. Almost all candidates
answered (a) (ii) correctly.
Part (b) turned out to be quite a discriminating section. The better candidates appreciated
that this question could be answered by just knowing that a baryon was involved and the
fact it was a Σ+ particle was purely incidental. Surprisingly, even when this fact was
understood, the three sub-sections proved to be too difficult for candidates lacking the
required knowledge.
E17. Most candidates were aware of wave particle duality, but they sometimes lost marks
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through lack of care. For example, a statement such as “an electron can behave as a
wave or as a photon” was common but did not gain any marks. In identifying the
behaviour of electrons, weaker candidates often gave an example but failed to state which
type of behaviour it represented.
In part (b) only the weaker candidates had trouble with the calculation. They either failed
to use the de Broglie equation or could not rearrange the equation to make the speed, v,
the subject.
E18. Most candidates knew that electrons exhibited wave properties when they were
diffracted but it was sad to see that the correct spelling of diffraction was accomplished by
only a minority of candidates. The de Broglie calculation in part (b) was attempted
correctly by most candidates but a significant number gave an answer to only 1 significant
figure. This showed that candidates did not set their calculator to display scientific notation
and 0.000000001 was unthinkingly used as the final answer.
Part (c) was found to be a little more difficult than part (b) due to the given information
being fairly complicated and also the need to rearrange the working equation.
Part (d) proved to be difficult even for the good candidate. Many candidates made links
between variables without any justification; for example, “the wavelength must be different
because their masses are different”, appeared frequently. Also, vague statements rather
than specific statements were made, e.g. candidates stated that the mass of the moon
was different rather than larger than that of the electron.
E19.Most candidates showed that they could perform these types of calculations with ease. A
number of candidates however did pick up a significant figure penalty. Part (b) did show
more physics errors than part (a), the most common being using the electron speed rather
than the speed of light in the equation c = fλ
E20.This question provided very good discrimination with the majority of candidates failing to
make any worthwhile attempt at all the calculations. Although a significant number of
candidates completed part (a) correctly, many of the others simply invented formulae to fit
the data provided e.g. energy = hλ appeared quite often. In part (b) the majority of
candidates failed to use the de Broglie relationship, but instead chose to misinterpret the
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question and tried to find the speed of an electron having the same energy as the photon.
E21.Overall, the candidates had a sound understanding of the photoelectric effect and there
was a good response to part (a). The most common error was for candidates to refer to
the wave-particle duality of electrons rather than of electromagnetic radiation.
The calculation in part (b)(i) was carried out correctly by most candidates but a large
number of answers were presented without units. Good candidates had no difficulty with
part (ii) but many simply stated that “the number of electrons released per second
increases”, rather than “the number doubles”. Answers to part (iii) indicated that
candidates seemed to have a much better understanding of the photoelectric effect than
those who sat the examination in January. Pleasingly few candidates referred to electrons
in shells, ionisation or the electronic bond with a single atom. The weaker candidates
often lost marks because they expressed ideas in an unclear fashion, for example, “the
work function needs to be higher in the new metal” was a statement commonly seen.
E22.There was some evidence that quite a number of candidates were not prepared for this
topic. Candidates who were conversant with it usually gave a completely correct answer,
but others usually failed to score at all. In the calculation in part (b), a number of
candidates started with ½mv2, showing that they were unfamiliar with the subject.
E23.Most candidates answered part (a)(i) well, but part (a)(ii) produced many inaccurate or
poorly expressed ideas.
Part (b) produced many answers which earned full marks, but it also showed that many
candidates could not rearrange simple algebraic equations. Common mistakes were to
rearrange ½ mʋ2 =eV into ʋ = (2meV)½ , or to use ½ mʋ2 = meV.
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E24.Most candidates found part (a) to be straightforward and did it well.
Many candidates showed that they had clear, correct ideas in part (b), but a few talked
vaguely of electrons which were too small or going too fast.
E27. (a) This was generally known well.
(b) (i) This was done well by the majority of the candidates although setting out of
the working left something to be desired in many instances.
(ii) This part was usually correct but some omitted a unit.
(iii) Correct calculation of the circumference was essential to this part. A small but
significant number of candidates did this incorrectly or compared the
wavelength with the radius or diameter and therefore gained no credit.
(c) (i) This was usually correct. A few ignored the factor of 10 19 or gave no unit.
(ii) This was also generally successfully completed.
(iii) The most common error was use of an incorrect energy difference. A small
minority used λ =
E28. (a) (i) Most of the candidates could draw the field using both lines of
equipotential and electric lines. A few omitted to label the lines. A more
common mistake was to draft the diagram carelessly so that it was not clear
that the field was apparently uniform.
(ii) Weaker candidates got very tangled in this calculation, attempting to

use ½ mv2 to calculate kinetic energy rather than using it to calculate
speed once they had found the kinetic energy by using the potential difference
Page 69
in the field.
(b) The calculation in this part was done quite well. Few candidates could go on to
explain whether or not the de Broglie wavelength made the electrons suitable for the
investigation of metallic crystal structures. Some had no idea what the typical values
for atomic separations are in metallic crystals. More surprisingly, those who did
know the separations tended to be unclear about whether the wavelength was too
big or too small or broadly applicable.
E29. (a) Candidates were usually able to suggest what the diagram showed (in terms
of the likely position of the electron) but only better candidates went on to discuss
the relationship between amplitude and probability.
(b) (i) This simple algebraic manipulation was done well by many.
(ii) Similarly, many were able to identify the relationship required and to
manipulate it for an easy two marks.
(c) (i) Although most were able to spot that they needed the equation from (b)(ii) for
this calculation (surprisingly some could not), a number of common errors
crept in. Some failed to recognise that the wave shown in the diagram is half
of a wavelength, some recognised this but divided the half wavelength by two
rather than multiplying by two and arrived at answers that were considerably
adrift of the correct value. The unit was often missing here.
(ii) Unfortunately, the value of the charge of the electron was omitted from this
question. However, the value appeared twice elsewhere in the paper and the
omission did not present any problem to the vast majority of candidates. (The
mark scheme allowed full credit for solutions which used an incorrect value for
e or which provided an algebraic solution.) In fact, the major problem in this
part was not the absence of the charge, but a complete misunderstanding of
the physics. About half the candidates used the equation for electric field
strength (with the correct values for the charge on the electron and proton).
Others, whilst recognising the correct equation, failed to include the proton
charge. A very common error was to disregard the sign of the answer,
Page 70
expressing it as a positive value. This had consequences for the remaining
parts of the question.
(iii) Errors were carried forward to part (iii) but even so there was much poor
physics. Even those who had arrived at both the correct magnitude and sign
for part (ii) dropped the sign as they moved to part (iii), and lost a mark in
consequence. Again, algebraic/incorrect values were accepted here as ecf
from (ii)
(iv) There was little understanding of the concept of atomic stability shown in this
part. Often, candidates made incorrect assertions about stability. There is no
general understanding that a negative value of total energy means a stable
situation because energy will be required from elsewhere to release the
electron.
The remaining questions were based on a text passage that dealt with some
elements of the physics of loudspeakers.
E30. (a) This simple calculation of the de Broglie wavelength was well done by many.
(b) A pleasing number could give an indication of the likely diffraction pattern on the
front of the tube and then go on to offer an explanation of the wave behaviour in
terms of diffraction or interference effects.
(c) This was less impressive. Only about one-third of candidates reasoned that (for
example) charge is a particulate property and that it is demonstrated by the
acceleration of the electron in the electric field.
E31.(a) (i) Answers to this were variable with only better candidates making direct references relating
the photon energy to the threshold frequency or work function.
(ii) This part was often very poorly answered – very few candidates made
reference to increased rate of arrival of photons and to the rate of emission of
photoelectrons. Many candidates appeared to believe that greater intensity
meant more energetic photons.
(iii) Again there few totally convincing answers given to this part. Many candidates
Page 71
recognised that the likely outcome would be that the current would fall but only
the best candidates were able to give satisfactory reasons for this either in
terms of absorption of some photons by the air or the collisions between the
photoelectrons and the air molecules (reducing the rate at which
photoelectrons reached the anode). Many candidates answered in a manner
which indicated confusion between the photons and the photoelectrons.
(b) (i) Most candidates were able to show that the de Broglie wavelength was
approximately equal to the given value. Weaker candidates were confused by
the difference between c and v in the momentum relationship.
(ii) Most candidates were able to suggest a crystalline or polycrystalline material.

The majority of these candidates did not make an overt comparison between
the atomic (ionic) spacing and the de Broglie wavelength of the electron.
E32.(a) A large number of candidates gave a complete answer. However, failure to state that
it is the frequency of the electromagnetic radiation (or light) that is relevant or to
state that electrons were emitted from the surface were causes of many lost marks.
A significant proportion of the candidates did not know what happens in the
photoelectric effect and had the idea that photons were emitted due to the incidence
of electrons.
(b) Many gave loose answers that did not refer to the rate at which electrons were
emitted and stated simply ‘more electrons emitted’. The fact that higher intensity
meant more photons arriving per second per square metre was not well known.
(c) Many were confused between the equations that they needed to use for
electromagnetic radiation and for particles. Correct answers to the two parts were,
therefore, frequently seen the wrong way round.
(i) Those who used the correct formula in this part often used the wrong energy
(usually 1.5 × 1019 J).
(ii) Although many quoted h / mv they were clearly confused and 20 to 30% of the
candidates used c as the velocity. Most who knew the correct process used
1.5 × 1019 J in their attempt to determine the velocity but errors with arithmetic
were common.
E35.(a) (i) This was usually correct.
(ii) There were many correct answers to this part but not as many as for part (i) as
many misread the question and presumably thought the question was still
referring to the uranium nucleus.
Page 72
(b) (i) There were two reasonable interpretations of this question, both of which
were equally rewarded. Some candidates determined the difference in mass
between the uranium and the thorium nucleus and others the difference in
mass between the parent nucleus and the products of the decay. There were
a large number of errors in adding and subtracting the numbers but the
majority knew how to convert u to kg.
(ii) Only the total change in mass was appropriate in this part. Many gained a
mark for E = mc2 but a large number of candidates seemed unaware of the
physics involved here and used ½mv2 or ௚mc2.
(c) (i) The use of ½ mc2 to determine the speed of the alpha particle was correct in
this part followed by momentum = my. The common error was to calculate
momentum assuming the alpha particle to travel at 3 × 10 8 m s−1. Some tried to
use p = h / λ.
E37.(a) (i) Surprisingly few candidates were able to show the path difference clearly. This was
considered to be an easy beginning to the question considering that knowledge of this
distance is the first basic step in determining whether a signal is maximum or minimum at
a given point.
(ii) There were many good thorough answers to this part. Even candidates who
could not identify what the path difference was in (i) were able to produce a
clear answer in many instances. Some candidates spoiled their answer by
being specific and stating that the path difference had to be a half wavelength.
The phase difference resulting from the different path lengths was the most
commonly overlooked point.
(iii) Candidates usually gained credit for showing the spreading of waves at a slit
but fewer explained clearly that this diffraction was necessary to produce two
Page 73
coherent sources or overlapping beams, which then interfered. Many ignored
the question and proceeded to describe the conditions for maxima and
minima.
(b) This part was usually well done. Some candidates spoiled their attempt by doubling
the answer obtained using the correct formula.
(c) (i) This was completed successfully by the majority of the candidates although
there was a reluctance to give the unit as m. Many tried to deduce a
composite formula and many of these attempts were unsuccessful.
(ii) Many good answers were given in this part. Candidates were able to
undertake a variety of relevant calculations but the most important feature of
an explanation was that the fringe spacing would be too small to be visible.
Some candidates were clearly confused between slit width and slit separation.
These candidates often deduced the ratio of λ / d and then wrote about the
need to have a slit width of the same order as the wavelength to produce
diffraction. Candidates need to be more sceptical about such a statement as in
a typical Young's slits experiment fringes are visible although this condition is
clearly not met. A few candidates appreciated that for the same slit width less
diffraction would take place and therefore there would be less likelihood of the
beams overlapping within 0.6 m.
Page 74

3.2.2.4 Wave-Particle Duality

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James Calvert Spence College

(b) The electrons in the tube have a velocity of 3.5 × 10 7 m s–1.

Calculate the de Broglie wavelength of the electrons.

de Broglie wavelength ................................................. m

comparison of diffraction pattern

A λe > λp electron beam width > proton beam width

B λe < λp electron beam width > proton beam width

C λe > λp electron beam width < proton beam width

D λe < λp electron beam width < proton beam width

Energy of an emitted Number of photons

Q4.When comparing X-rays with UV radiation, which statement is correct?

A X-rays have a lower frequency.

B X-rays travel faster in a vacuum.

C X-rays do not show diffraction and interference effects.

Using the same element, photoelectrons emitted using

(b) Calculate the wavelength of electrons travelling at a speed of 2.5 × 10 5 ms–1.

Give your answer to an appropriate number of significant figures.

mass of muon = 207 × mass of electron

speed ..................................... ms–1

(i) State what is meant by work function.

momentum ................................ unit ....................................

(ii) Calculate the kinetic energy of the electrons.

(i) State what is meant by ground state.

(ii) Explain the difference between excitation and ionisation.

Q10. An electron has a speed of 8.4 × 10 5 m s–1.

Calculate the de Broglie wavelength of this electron.

de Broglie wavelength .......................................................... m

(iii) State a unit for work function.

(i) Calculate the energy of an incident photon.

Q12. Electrons exhibit wave properties.

answer = ........................................ m s–1

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

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

answer = ...................................... m s–1

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

Q14. (a) State what is meant by the wave-particle duality of electrons.

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

(ii) Calculate the speed of such an electron.

speed of electron = .............................................. m s–1

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

kinetic energy of electron = .................................................... J

(a) For the incident electron, calculate

(i) the kinetic energy in eV,

(ii) the de Broglie wavelength.

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

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

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

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

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

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

(b) Calculate the speed of electrons that have a de Broglie wavelength of

Q18. Electrons travelling at a speed of 5.00 × 10 5 m s–1 exhibit wave properties.

(b) Calculate the wavelength of these electrons.

Q20.(a) Calculate the energy, in J, of a photon of wavelength 4.50 × 10 –7 m.

(ii) Which aspect of the dual nature of electromagnetic radiation is demonstrated

(i) Calculate the work function of the metal.

number per second ...............................................................................

(i) electrons have wave properties,

(ii) electromagnetic radiation has particle properties,