Name: ________________________

particles 23-21 Class: ________________________

Date: ________________________

Time: 185 minutes

Marks: 145 marks

Comments:

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 A strong interaction between a negative kaon (K−) and a proton (p) produces an omega-minus
1.
(Ω−) particle, a neutral kaon (K0) and an unidentified particle Y.

The interaction is:

K− + p → Ω − + K0 + Y

The table below contains information on the particles in this interaction.

K− p Ω− K0 Y

Rest energy / MeV 493.8 938.3 1672 497.8 493.8

Baryon number +1 +1 0

Charge −1e +1e −1e 0

Strangeness −1 0 −3 +1

(a) Complete the table above.

(2)

(b) Calculate, in J, the rest energy of the Ω−.

rest energy = ____________________ J

(2)

(c) Suggest how energy is conserved in this interaction.

Refer to the rest energies of the particles in the table above.

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(2)

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The quark structure of the Ω− particle is sss.

The Ω− is unstable. It decays into a proton through a series of decays:

Ω− → Ξ0 + π −

followed by

Ξ 0 → Λ0 + π 0

followed by

Λ0 → p + π −

The Ξ0 and Λ0 are both hadrons.

(d) Deduce the quark structure of the Λ0 particle.

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quark structure of Λ0 = _______________

(4)

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The products of the decay series include π0 and π− particles. These particles are unstable and
decay.

(e) The π0 decays into gamma photons. Each gamma photon has a wavelength of 1.25 × 10−14
m.

Calculate the energy of one of these photons.

energy of photon = ____________________ J

(2)

(f) The negative pion π− decays.

Which row shows the particles that could be created in this decay?
Tick ✓ one box.

μ− + ν μ

e− + νe

e− + e+ + e−

(1)
(Total 13 marks)

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 The four lowest energy levels of an atom are shown.
2.

A gas contains atoms in the n = 4 level.

The atoms de-excite to the n = 1 level.

How many photon frequencies are observed?

A 3

B 4

C 5

D 6

(Total 1 mark)

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 Monochromatic light of frequency f is incident on a metal surface in a vacuum.
3.
Photoelectrons are emitted from the surface.

The photoelectric current I is measured.

The magnitude of the stopping potential Vs is then measured.

f is increased without changing the rate at which photons arrive at the metal surface.

What are the new measurements of the photoelectric current and the magnitude of the stopping
potential?

Photoelectric current Magnitude of the stopping

potential

A I Vs

B I > Vs

C >I Vs

D >I > Vs

(Total 1 mark)

An electron and a positron annihilate each other.

4.
Which quantity is not conserved in the annihilation?

A electric charge

B kinetic energy

C lepton number

D momentum

(Total 1 mark)

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 Which exchange particle transfers charge during electron capture?
5.
A meson

B pion

C virtual photon

D W boson

(Total 1 mark)

A free neutron decays to produce a proton and

6.
A an electron and an antineutrino.

B an electron and a neutrino.

C a positron and an antineutrino.

D a positron and a neutrino.

(Total 1 mark)

7. A nucleus of bismuth-209 absorbs a neutron. The newly formed nucleus

subsequently decays in two stages to form a nucleus of nuclide X.

One beta-minus particle and one alpha particle are emitted during these two decays.

What are the nucleon number and the proton number of X?

Nucleon number Proton number

A 205 82

B 205 83

C 206 82

D 206 83

(Total 1 mark)

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 The concept of exchange particles was introduced to explain forces between elementary
8. particles.

This concept requires that exchange particles have

A charge.

B momentum.

C phase.

D rest mass.

(Total 1 mark)

The neutral lambda particle Λ0 is a baryon with a strangeness of −1

9.
One possible decay for a Λ0 is

Λ0 → π 0 + n

(a) Deduce the quark structure of a Λ0.

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(1)

(b) State and explain which interaction is involved in this decay.

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(2)

(c) An antiparticle of the neutral lambda particle decays into a neutral pion and particle X.

Identify X.

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(1)

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 (d) The rest energy of a Λ0 is equal to the energy of a photon with a frequency of 2.69 × 1023
Hz.

Determine, in MeV, the rest energy of a Λ0.

rest energy = ____________________ MeV

(1)

(e) The discovery of particles such as the Λ0 is made by large international research teams.

Suggest one reason for this.

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(1)
(Total 6 marks)

A nucleus contains N neutrons and Z protons.

10.
Which combination of N and Z gives a nucleus with the greatest specific charge?

N Z

A 6 5

B 8 7

C 16 13

D 20 17

(Total 1 mark)

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 Which statement about muons is correct?
11.
A They consist of a quark and an antiquark.

B They include pions and kaons.

C They are subject to the strong interaction.

D They decay into electrons.

(Total 1 mark)

The diagram represents a quark change in which an electron antineutrino is produced.

12.

What are E, F and G?

E F G

A up quark down quark β−

B down quark up quark β−

C up quark down quark β+

D down quark up quark β+

(Total 1 mark)

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 Photoelectrons are released when monochromatic light with a photon energy of 4.2 × 10−19 J is
13.
incident on a metal surface.
The work function of the surface is 2.4 eV.

What is the maximum speed of the photoelectrons as they leave the surface?

A 1.3 × 106 m s−1

B 6.3 × 105 m s−1

C 2.8 × 105 m s−1

D 2.0 × 105 m s−1

(Total 1 mark)

Electrons with a certain kinetic energy pass through a powdered crystalline sample and are
14. incident on a fluorescent screen.
The diagram shows a sketch of the diffraction pattern produced.

A change is made and this second pattern is produced.

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 Which change could produce the second pattern?

A decreasing the kinetic energy of the electrons

B replacing the electrons with protons with the same kinetic energy

C using a crystalline sample with a wider spacing between its atoms

D moving the screen closer to the crystalline sample

(Total 1 mark)

A sigma-plus (Σ+) particle and an unidentified particle Y are produced by the strong interaction
15.
between a positive pion (π+) and a proton (p).

This interaction is represented by the equation:

π+ + p → Σ+ + Y

(a) Complete the table below to show the baryon number B, charge Q and strangeness S for
the particles in this interaction.

π+ p Σ+ Y

B 0

Q +1 +1 +1

S +1

(2)

(b) Which particle in the table above has the quark structure uus?

✓) one box.
Tick (✓

π+

Σ+

(1)

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 (c) Deduce which particle, π+ or Y, has the greater charge-to-mass ratio.
Justify your conclusion.

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(3)
(Total 6 marks)

A sample of bromine gas contains a mixture of two isotopes. An experiment is done to find the
16. percentage of each isotope in this sample.

(a) In the experiment, the gas is ionised by a beam of electrons.

Explain how the beam of electrons causes a particle of the gas to have a charge of +1e.

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(2)

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The gas consists of bromine molecules. Each molecule has two bromine atoms. The experiment
finds that the bromine molecules contain 158, 160 or 162 nucleons.

The figure below shows the percentage of these different molecules in the sample.

(b) Bromine has a proton number of 35

The two isotopes in the sample have different nucleon numbers.

Calculate the number of neutrons for the isotope that has the greater nucleon number.

number of neutrons = _______________

(2)

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(c) Deduce the percentage of each isotope in the gas.
Justify your conclusion.

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(2)
(Total 6 marks)

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 An isolated metal plate is given a negative charge. Electromagnetic radiation is incident on the
17. plate. The plate loses its charge due to the photoelectric effect.

(a) Discuss how the rate of loss of charge from the plate depends on the frequency and
intensity of the incident radiation.

In your answer you should explain why:

• the plate loses its charge

• the photoelectric effect occurs only for frequencies greater than a particular value
• the rate of loss of charge increases with intensity for radiation above that particular
value of frequency.

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(6)

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 (b) Charged particles are emitted from the metal plate with a maximum kinetic energy of
1.1 eV when radiation of frequency 1.2 × 1015 Hz is incident on the plate.

Calculate, in eV, the work function of the metal.

work function = _______________ eV

(3)
(Total 9 marks)

The figure below shows apparatus used to demonstrate the wave–particle duality of electrons.
18.

The heated filament emits slow-moving electrons.

In region P, the electrons are accelerated to a high speed.

At Q, the fast-moving electrons are incident on the graphite target.
R is a point on one of the bright rings that are formed where the electrons strike the fluorescent
screen.

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 (a) The electrons demonstrate wave-like and particle-like behaviour as they travel from the
filament to the screen.

State and explain at which of P, Q or R the electrons are demonstrating wave-like

behaviour.

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(2)

(b) The apparatus is adjusted so that the electrons are incident on the graphite target with a
greater speed.

Explain why the bright rings formed on the screen now have a smaller diameter.

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(3)
(Total 5 marks)

Which row has the largest value for

19.

X Y

A electron alpha particle

B alpha particle electron

C electron proton

D proton alpha particle

(Total 1 mark)

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 Which diagram represents the process of electron capture?
20.

A B

C
D

(Total 1 mark)

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 Which row is correct?
21.
Name of particle Classification Quark structure

A antineutron meson

B positive kaon baryon s

C antiproton baryon

D positive pion meson d

(Total 1 mark)

An alpha particle and a nucleus of boron interact to form an unstable nucleus and a free
22.
neutron.

The unstable nucleus decays by positron emission to form a nucleus of nuclide X.

What is X?

(Total 1 mark)

The diagram shows the ground state and two higher-energy states X and Y of an atom.
23.
A transition from X to the ground state produces a photon of wavelength 147 nm.
A transition from Y to the ground state produces a photon of wavelength 160 nm.

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 What is the energy difference between X and Y?

A 1.5 × 10−17 J

B 1.4 × 10−18 J

C 1.2 × 10−18

D 1.1 × 10−19 J
(Total 1 mark)

Which provides evidence for discrete atomic energy levels?

24.
A β+ decay

B electron diffraction

C line spectra

D the photoelectric effect

(Total 1 mark)

25. Two stable isotopes of helium are and .

(a) An atom of is produced in a rock that contains uranium. It is produced following the
radioactive decay of a atom. The decay also creates an atom of thorium (Th).

Write an equation for the decay of .

⟶
(2)

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(b) A nucleus can be produced by the decay of a tritium nucleus .

State and explain which exchange particle is responsible for this decay.

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(2)

Helium was discovered by analysing the light in the absorption spectrum of the Sun.

The figure below shows the positions of the brightest lines, labelled A to F, in the emission
spectrum of helium. The brightest lines in the emission spectra of sodium and hydrogen are also
shown.

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(c) Before helium was identified, some scientists suggested that the lines of the helium
spectrum seen in the absorption spectrum of the Sun were due to the presence of sodium
and hydrogen.

Discuss, with reference to the lines A to F in the figure above, the evidence for and against
this suggestion.

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(2)

(d) Calculate, in eV, the change in energy level responsible for the spectral line labelled E in
the diagram above.

change in energy level = _______________ eV

(3)

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 (e) Explain, with reference to the processes within an atom, the difference between an
emission spectrum and an absorption spectrum.

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(3)
(Total 12 marks)

Carbon-14 decays into nitrogen-14 with the release of a beta (β−) particle and an
26.
antineutrino ( ).

(a) State the change of quark character in β− decay.

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(1)

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(b) The diagram below shows the distribution of kinetic energies of β− particles from the decay
of carbon-14.

Explain how the figure above supports the existence of the antineutrino.

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(2)

The existence of the antineutrino was confirmed by experiments in which antineutrinos interact
with protons. The equation for this interaction is:

+ p → e+ + X

(c) Identify particle X.

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(1)

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(d) The positron released in this interaction is annihilated when it encounters an electron.
A pair of gamma photons is then produced.
Particle X can be absorbed by a nucleus. This produces another gamma ray.
The table below contains data for three gamma photons detected during an antineutrino–
proton interaction experiment.

Gamma photon Photon energy / J

G1 5.0 × 10−14

G2 6.6 × 10−14

G3 1.0 × 10−13

Deduce which of the three gamma photons could have been produced by positron
annihilation.

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(3)
(Total 7 marks)

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27. What is the specific charge of a nucleus?

A 4.4 × 107 C kg–1

B 5.2 × 107 C kg–1

C 8.3 × 107 C kg–1

D 2.1 × 108 C kg–1

(Total 1 mark)

Which row describes the variation with distance of the strong nuclear force?
28.
Attractive Repulsive

A beyond 3 fm from 0.5 fm to 3 fm

B from 0.5 fm to 3 fm beyond 3 fm

C from 0.5 fm to 3 fm up to 0.5 fm

D up to 0.5 fm from 0.5 fm to 3 fm

(Total 1 mark)

Which statement is correct?

29.
A All strange particles are mesons.

B Strange particles are always created in pairs.

C Strangeness can only change in strong interactions.

D Strangeness can only have a value of 0 or −1

(Total 1 mark)

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 Which combination of quarks is possible?
30.

A sd

B sū

C sūd

D ud

(Total 1 mark)

In photoelectricity, Vs is the stopping potential.

31.
What quantity is eVs?

A energy of an incident photon

B maximum kinetic energy of a photoelectron

C threshold frequency × the Planck constant

D work function

(Total 1 mark)

A fluorescent tube contains a gas.

32.
The coating of the tube

A becomes ionised by the gas and emits photons of ultraviolet light.

B absorbs photons of ultraviolet light from the gas and emits visible
light.

C absorbs photons of ultraviolet light from the gas and emits

photoelectrons.

D absorbs several photons of visible light from the gas and then emits
one photon of ultraviolet light.

(Total 1 mark)

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 Which row gives evidence for the wave nature of electrons and evidence for the particulate
33. nature of light?

Wave nature of electrons Particulate nature of light

A electron diffraction photoelectric effect

B electron diffraction single-slit diffraction

C photoelectric effect single-slit diffraction

D photoelectric effect electron diffraction

(Total 1 mark)

Which particle has the smallest de Broglie wavelength?

34.

A an electron moving at 4 × 103 m s−1

B a proton moving at 4 × 103 m s−1

C an electron moving at 8 × 105 m s−1

D a proton moving at 8 × 105 m s−1

(Total 1 mark)

35. (a) Identify the number of neutrons in a nucleus of polonium-210 .

✓) one box.
Tick (✓

84

126

210

294

(1)

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(b) A polonium-210 nucleus is formed when a stationary nucleus of bismuth-210 decays. A
beta-minus (β−) particle is emitted in this decay.

Outline, with reference to β− decay, why bismuth-210 and polonium-210 have different
proton numbers.

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(2)

The kinetic energies of β− particles emitted from a sample of bismuth-210 are analysed. These
β− particles have a range of kinetic energies.

The total energy released when each nucleus of bismuth-210 decays to a nucleus of
polonium-210 is 1.2 MeV.

Figure 1 shows the variation with Ek of the number of β− particles that have the kinetic energy
Ek.

Figure 1

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(c) Explain how the data in Figure 1 support the hypothesis that a third particle is produced
during β− decay.

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(2)

(d) This third particle is an electron antineutrino.

Explain why an electron antineutrino, rather than an electron neutrino, is produced during
β− decay.

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(2)

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(e) A large tank of water is used as part of an electron antineutrino detector. An electron
antineutrino enters the tank and interacts with a proton (p).

Figure 2 represents this interaction.

Figure 2

Identify X and Y.

X = _______________

Y = _______________
(2)

(f) The positron produced in the interaction in Figure 2 slows down and collides with a lepton
in a molecule of water.

Describe the process that occurs when the positron collides with this lepton. In your answer
you should identify the lepton in the molecule of water.

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(3)

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 (g) The range of the electromagnetic interaction is infinite.
The table below gives the range of the strong nuclear interaction and the range of the weak
nuclear interaction.

Interaction Range / m

strong nuclear 10−15

weak nuclear 10−18

Deduce whether the positron or the electron antineutrino is likely to travel the shorter
distance in the tank of water before interacting.

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(3)
(Total 15 marks)

(a) A light emitting diode (LED) emits blue light with a wavelength of 440 nm. The rate of
36.
photon emission is 3.0 × 1016 s−1.

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

(2)

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(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.

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(3)

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 (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.

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(6)
(Total 11 marks)

37. An atom of oxygen-15 gains two electrons to form an ion.

What is the specific charge of the ion?

A −1.3 × 107 C kg−1

B −2.4 × 107 C kg−1

C −5.1 × 107 C kg−1

D −6.4 × 107 C kg−1

(Total 1 mark)

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 Which is an exchange particle for the weak interaction?
38.

A lepton

B photon

C pion

D W+

(Total 1 mark)

A particular baryon has a quark structure dss and decays by the weak interaction.
39.
What are possible decay products of this baryon?

The quark structure of Λ0 is uds.

A Λ0 + π−

B n + π−

C Λ0 + e−

D K+ + K0

(Total 1 mark)

A muon and an antimuon annihilate to produce the minimum number of photons.

40.
What is the maximum wavelength of the photons?

A 5.9 × 10−15 m

B 1.2 × 10−14 m

C 5.9 × 10−9 m

D 1.2 × 10−8 m

(Total 1 mark)

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 Which row describes the nature of the strong nuclear force between two nucleons at separations
41. of 0.25 fm, 2.0 fm and 8.0 fm?

At a separation of 0.25 At a separation of 2.0 At a separation of 8.0

fm fm fm

A attractive repulsive negligible

B repulsive attractive attractive

C negligible repulsive attractive

D repulsive attractive negligible

(Total 1 mark)

Some energy levels of a lithium atom are shown below.

42.

A free electron with kinetic energy 6.0 × 10−19 J collides with a stationary lithium atom in its n = 1
energy level. The lithium atom is excited to the n = 2 energy level.

What is the kinetic energy of the free electron after the collision?

A 0.3 × 10−19 J

B 2.6 × 10−19 J

C 3.1 × 10−19 J

D 5.7 × 10−19 J

(Total 1 mark)

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 What are the products when a free neutron decays?
43.

A p + e− + ve

B p + e+ +

C p + e− +

D p + e+ + ve

(Total 1 mark)

Marylebone Boys' School Page 38 of 75

 The graph shows how the maximum kinetic energy Ek(max) of photoelectrons emitted from a
44.
metal surface varies with the frequency f of the incident radiation.
P is the intercept on the f axis. Q is the intercept on the Ek(max) axis.

Which graph shows the variation of Ek(max) with f for a metal with a greater work function?

A B

C D

(Total 1 mark)

Marylebone Boys' School Page 39 of 75

 Which shows the classification of particles?
45.

A B

C D

(Total 1 mark)

Cosmic rays are high-energy particles that come from space. Most of these particles are protons.
46. There are other particles in cosmic rays, including atomic nuclei.

The table below gives the data for one particular nucleus X.

Mass / kg 8.02 × 10−26

Specific charge / C kg−1 4.39 × 107

Kinetic energy / MeV 215

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(a) Determine the number of neutrons in nucleus X.

number of neutrons = _______________

(3)

(b) Calculate the speed of X.

Ignore relativistic effects.

speed = _______________ m s−1

(3)

A pion (π+) and a kaon (K+) are produced when cosmic rays interact with the upper atmosphere.

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 (c) The π+ decays to produce a positron and an electron neutrino.

Show how the conservation laws apply to this decay.

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(2)

(d) The K+ decays to produce an anti-muon and a muon neutrino.

Explain how strangeness applies in this decay.

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(2)

(e) Write an equation for a K+ decay that involves only hadrons.

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(2)
(Total 12 marks)

The gravitational force is one of the four fundamental forces.

47. The ticks in the table match particles with the other fundamental forces.

In which row is the particle matched to the only other fundamental forces it experiences?

Electromagnetic Weak nuclear Strong nuclear

Particle
force force force

A µ+ ✓ ✓

B ✓ ✓

C π0 ✓ ✓ ✓

D ve ✓ ✓

(Total 1 mark)

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 The proton number of uranium is 92 and the proton number of radon is 88
48.
Which series of decays turns a uranium nucleus into a radon nucleus?

A α + β− + β− + α + α

B β− + β− + α + β− + α

C α + α + α + α + β−

D β− + β− + β− + β− + α

(Total 1 mark)

The diagram represents a particle interaction.

49.

Which row identifies particles E, F and G?

E F G

A up quark down quark neutrino

B down quark up quark neutrino

C up quark down quark antineutrino

D down quark up quark antineutrino

(Total 1 mark)

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 The quark combination of a particle is sū.
50.
Which is true for this particle?

A It has a baryon number of 1

B It has a charge of −1.6 × 10–19 C.

C It is a pion.

D
It has a strangeness of

(Total 1 mark)

Monochromatic light with a photon energy of 4.1 × 10−19 J is incident on a metal surface. The
51.
maximum speed of the photoelectrons released is 4.2 × 105 m s−1.

What is the work function of the metal?

A 2.5 × 10−19 J

B 3.3 × 10−19 J

C 4.1 × 10−19 J

D 4.9 × 10−19 J

(Total 1 mark)

What is the role of the mercury vapour in a fluorescent tube?

52.

A It absorbs photons of UV light and emits visible light.

B It absorbs photons of visible light and emits UV light.

C It emits photons of visible light following ionisation or excitation.

D It emits photons of UV light following ionisation or excitation.

(Total 1 mark)

Marylebone Boys' School Page 44 of 75

 The diagram shows the three lowest energy levels for an atom.
53.
The energy levels have been drawn to scale.

Transitions of electrons between these energy levels produce photons of the following
frequencies:

4.56 × 1014 Hz
2.46 × 1015 Hz
2.92 × 1015 Hz.

What is the difference in energy between the ground state and energy level 1?

A 0.3 × 10−18 J

B 1.3 × 10−18 J

C 1.6 × 10−18 J

D 1.9 × 10−18 J

(Total 1 mark)

Marylebone Boys' School Page 45 of 75

 A muon and an electron are travelling at the same speed.
54.
Which row gives the particle with the greater kinetic energy and the particle with the longer de
Broglie wavelength?

Greater kinetic energy Longer de Broglie wavelength

A muon muon

B muon electron

C electron muon

D electron electron

(Total 1 mark)

Marylebone Boys' School Page 46 of 75

Mark schemes
(a) 2 rows correct ✔
1.
3 rows correct ✔✔

K- P Ω K0 Y
Rest energy /
493.8 938.3 1672 497.8 493.8
MeV
Baryon
0 +1 +1 0 0
number
Charge -1e +1e -1e 0 +1e
Strangeness -1 0 -3 +1 +1
Y’s charge: Allow 1 or +1 or +1 e
Y’s strangeness: Allow +1 or 1
2

(b) 1672 × 106 × 1.6(0) × 10-19 OR

Correct conversion of:

1672 MeV to 1.672 × 109 (eV) OR

Correct conversion of:

1 MeV to 1.6 x 10-13 (J) ✔

MP1 allow POT error in attempted conversion of eV to J where
1672 × 1.6 is seen.

Condone correct conversion of 1672 MeV or 1 MeV seen in an

otherwise incorrect expression.

2.68 × 10-10 (J) ✔

Accept answer correctly rounded to at least 2 sf.
Calculator answer 2.6752 x 10-10 (J)
2

Marylebone Boys' School Page 47 of 75

(c) Idea that the rest energy of the products is greater than the rest energy of the reactants. ✔
MP1 allow:
Rest energy of reactants = 1432.1 (MeV) and rest energy of
products = 2663.6 (MeV) or 1231.5 MeV seen.

Idea that kinetic energy of the reactants is greater than the kinetic energy of the products
✔

Alternative:

The rest energies of reactants + their (additional) kinetic energy = rest energies of the
products✔✔
MP2 allow:
The additional energy (1231.5 MeV) comes from the kinetic energy
of the reactants.(Allow the idea that products don’t have any kinetic
energy).
MP2 must relate to kinetic energy: speed / velocity / momentum is
insufficient (treat as neutral).

Max 1 for the idea that the rest energies are not equal and kinetic
energy of the particles accounts for the difference.
2

Marylebone Boys' School Page 48 of 75

(d) MP1: Applies conservation of baryon no. correctly to at least one decay✔

MP2:

Writes first or second decay in terms of quark compositions.

OR

Identifies decay is via weak interaction

OR

Ξ 0 has a strangeness = -2 or states quark structure as ssu✔

MP3:

The Λ0 has a strangeness = -1

OR

Writes first two decays in terms of quark compositions.✔

MP4 :

(Quark composition Λ0 =) uds

OR

writes 3rd decay in terms of quark compositions✔

MP1
Λ0 is a baryon or Λ0 consists of 3 quarks (condone any 3) or Λ0 has
a baryon number = 1 OR
Ξ 0 is a baryon or Ξ 0 consists of 3 quarks (condone any 3) or Ξ 0
has a baryon number = 1
MP2:
Decay 1 Ω-(sss) Ξ 0(uss) π−(dū)
B 1 1 0
S −3 −2 0
Q −1 0 −1
Decay 2 Ξ 0 (uss) Λ0 (uds) π0 (uū or dd̄)
B 1 1 0
S −2 −1 0
Q 0 0 0
Decay 3 Λ0(uds) P(uud) π−(dū)
B 1 1 0
S −1 0 0
Q 0 +1 −1

An answer of uds scores MP1 and MP4.

Marylebone Boys' School Page 49 of 75
 Must see MP2 and MP3 to award these marks.
Award 1 mark if strangeness quoted as positive in both MP2 and
MP3 where MP2 and MP3 otherwise not awarded.
Working can be shown on the equations above (d).

Writes all 3 decays in terms of quarks scores all 4 marks.

4

(e) Use of E = OR E = hf and c = fλ ✔

Condone POT error in any substituted values.

1.59 × 10-11 (J) ✔

Accept any answer correctly rounded to at least 2 sf.
Max 1 mark for otherwise correct answer with POT error.
Max 1 mark for an answer of 7.956 × 10-12 (J)
(Correct use of equation but divided energy by two.)
Max 1 mark for an answer of 2.55 × 10-30 (J)
(Assumes that 1.59 × 10-11 is in eV and attempts to convert to J.)
Calculator display = 1.5912 × 10-11 (J)
2

(f) e− + v̅ e ✔
Tick in 2nd box only
1
[13]

D
2.
6
[1]

B
3.
I > Vs
[1]

B
4.
kinetic energy
[1]

D
5.
W boson
[1]

A
6.
an electron and an antineutrino.
[1]

Marylebone Boys' School Page 50 of 75

 C
7.
206 82
[1]

B
8.
momentum
[1]

(a) uds ✔
9.
Do not accept D for d.
Penalise extra particles
1

(b) weak (interaction / force)✔

strangeness changes (in this decay)✔ (from -1 to 0 and strangeness can only change in a
weak interaction)
MP2:
Reject negative arguments (eg ‘strangeness is conserved in a
strong interaction’)
Reject the idea that strangeness always changes in a weak
interaction.
General statement of strangeness conservation in the weak
interaction on its own is insufficient.
Accept “strangeness is not conserved (in this decay)”.
Condone “strangeness is lost”.
2

(c) anti-neutron ✔
Accept n̄
Reject ambiguous answers unless supported by other evidence.
Do not accept answer solely in terms of quarks
1

(d) 1.1(1) × 103 (MeV) ✔

Reject incorrectly rounded answers.
Accept: 1100 MeV (2sf) / 1110 MeV (3sf) / 1115 MeV (4sf) etc
Calculator value: 1114.66875 MeV
1

Marylebone Boys' School Page 51 of 75

 (e) Any one from ✔

(teams must be large and international) because:

• research is expensive / requires funding from many countries

• both scientists and engineers are required (because the machines used for research
are complex/large pieces of civil engineering)
• research is multi-faceted / multi-disciplinary (because computation/theory/ etc. is
required)
• research is round-the-clock (so teams are large to work on shift basis)
• they are needed to process the large amounts of data produced
Treat idea of peer review as neutral (this argues for independent
teams).
Do not accept idea that it ‘avoids bias’ or ‘reproducibility’.
1
[6]

B
10.
8 7
[1]

D
11.
They decay into electrons.
[1]

B
12.
down quark up quark β-
[1]

C
13.
2.8 × 105 m s-1
[1]

A
14.
decreasing the kinetic energy of the electrons
[1]

(a) 2 rows correct ✔

15.
3 rows correct ✔✔

π+ p ∑+ Y

B 0 (+)1 (+)1 0

Q +1 +1 +1 (+)1

S 0 0 −1 +1

Marylebone Boys' School Page 52 of 75

(b) Tick 3rd box only - ∑+ ✔
1

(c) Y has a greater rest energy than π+ / Y has greater mass than π+
Treat Y is larger than the π+ as neutral.
MP1: Condone error in mass comparisons where Y is identified as
having a greater rest energy.

Or

π+ and Y have the same charge / or charge on both particles identified as having charge of
(+)1 / π+ and K+ seen ✔
Both have a charge of +1(e)

Y is a kaon / Y is a k meson ✔
Accept for mp2:
Y contains an s or s̄ quark which is more massive than u or d
quarks in the pion / Y contains an s or s̄ quark whereas pion does
not.
π+ is 1st generation (meson) while Y is 2nd generation (meson).
Loses MP2 for stating incorrect number of quarks for Y or stating
that Y is a baryon.

π+ has a greater charge-to-mass ratio because it has the same charge as Y and less mass
than Y / π+ has a greater specific charge ✔
Accept converse statement
Error carried forward for charge on Y from part (a) Y will have a
greater specific charge where Y has charge greater than +4
3
[6]

Marylebone Boys' School Page 53 of 75

 (a) An electron in the beam collides with an electron in the gas particle.
16.
OR

An electron in the beam transfers (some of its kinetic) energy to an

electron in the gas particle ✔
MP1 is awarded for the description of the electron-electron
interaction or the resulting energy transfer between these electrons.
Treat the gas particles are ‘excited’ as neutral, must mention an
interaction between beam electron and (atomic) electron or an
energy transfer from beam electron to (atomic) electron as cause of
excitation
Allow beam electron collides with / transfers energy to gas (particle)
causing an atomic electron to gain energy

Condone use of plurals in MP1

One (atomic) electron leaves the gas particle ✔

Penalise more than one electron leaving a gas particle
Condone
One (atomic) electron leaves the gas (atom)/ the gas (particle) has
lost one electron
Physics errors that relate the effect to annihilation or beta decay or
PEE or electron capture gain zero marks.
2

(b) Finds the nucleon number of the more massive isotope:

162 ÷ 2 = 81
Alternative for MP1:
Subtracts proton number from their nucleon number / subtracts total
number of protons from total number of nucleons.
eg 80 − 35 or 79 – 35 or 160 – 70 or 158− 70
Condone 45 or 44 on answer line without working for one mark.
Do not allow 162 − 35 or 160 − 35 or 158− 35

OR

162 − (2 × 35) = 92 ✔
Condone 92 on answer line without working for 1 mark.
90 or 88 on answer line without working no marks

(answer =) 46 ✔ c.a.o
2

Marylebone Boys' School Page 54 of 75

(c) The percentage is the same for both isotopes / each isotope makes
up 50% of the gas (by number) ✔
Do not allow 50% of 158 and 50% of 162
Where percentage stated must be 50 %
Do not allow more than 2 isotopes

158 is made of two atoms of the lighter isotope and 162 is made of two atoms of the
heavier isotope and the percentages of 158 and 162 are: both 25% / both same / present in
the same ratio.

OR

Half of the 160 is made from the lighter isotope and all of the 158 is made from the lighter
isotope (totalling 50%)
Or words to that effect

OR

Half of the 160 is made from the heavier isotope and all of the 162 is made from the
heavier isotope (totalling 50%) ✔
Accept equivalent discussion in terms of numbers of neutrons
present in nuclei in molecules / nucleon numbers of nuclei in
molecules.

Restating the percentages of the molecules is insufficient for MP2.

2
[6]

Marylebone Boys' School Page 55 of 75

 (a) The mark scheme gives some guidance as to what statements are expected to be
17. 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 marking this question.

Mark Criteria
6 All three areas (as outlined alongside) covered with at
least two aspects covered in some detail.
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 three areas. If there are

several errors or missing parts then 5 marks should be
awarded.

4 Two areas successfully discussed, or one discussed

and two others covered partially. Whilst there will be
gaps, there should only be an occasional error.

3 One area discussed and one discussed partially, or all

three covered partially. There are likely to be several
errors and omissions in the discussion.

2 Only one area discussed or makes a partial attempt at

two areas.

1 One of the three areas covered without significant error.

0 No relevant analysis.

The following statements are likely to be present.

Area A
Loses its charge:
• Emission of electrons from the surface (when electromagnetic
radiation is incident on plate) (A).
• Number of surplus electrons remaining on plate decreases
with time / (photo)electrons carry away negative charge(B).

Area B
Frequency:
• Minimum energy required /work function. (C)
• A photon must supply this energy in one interaction. (D)
• The energy of a photon is directly proportional to its frequency
/ E =hf. (E)
• Minimum frequency is the threshold frequency. (F)

Marylebone Boys' School Page 56 of 75

 Area C
Intensity:
• Increased intensity (at same frequency) results in more
photons per second incident on plate. (G)
• Must increase the number of photons (per second) even if
frequency increases. (H)
• More electrons released from plate every second so loses
charge more rapidly. (I)
6

(b) Use of E = hf or converts their photon energy in J to eV / converts 1.1 (eV) to

1.76 × 10-19 (J)✔
For use of E = hf:
6.63 × 10-34 × 1.2 × 1015 / 7.956 × 10−19 (J) / 4.97 eV seen
MP2:
rearrangement of terms is insufficient.
Correct substitution in eV or J with or without rearrangement
(condone one consistent POT error)

Use of hf = Φ + Ek(max) ✔
Expect to see
(Φ =) 4.97 − 1.1 / Φ + 1.1 = 4.97 /
(Φ =) 7.956 × 10-19− 1.76 × 10−19
/ (Φ =) 6.196 × 10-19 / Φ + 1.76 × 10-19 = 7.956 × 10-19
Condone one error in either hf or Ek(max) or signs but must be
rearranged where Φ would be subject.
Common error seen in Ek(max) = 6.875 × 1018
Examples:
(Φ =) 7.956 × 10-19 − 1.1 (= − 1.1) /
(Φ =) 6.63 × 10-34 × 1.2 × 1015 − 1.1 /
(Φ =) 4.97 − 1.76 × 10-19 (= 4.97)
Condone error in
Accept a correctly rounded answer to 2 or more significant figure.
Condone answer (with working seen) = 6.1 or 6.07 for 2 marks.

Φ = 3.9 (eV) ✔
(Calculator displays 3.8725)
3
[9]

Marylebone Boys' School Page 57 of 75

 (a) Q✔
18.
Talk out of Q where diffraction linked to any other location (positive
plate or screen)

Diffraction as the electron move between the layers in the graphite/ electrons
spread out as they move between the layers in the graphite ✔
Accept gaps between (graphite) atoms acts as slits for electrons to
diffract through.
Graphite acts like a diffraction grating is not enough.
Talk out where particle property is used to describe interaction
between the electrons and the graphite (e.g. electrons repelled by
graphite).
Treat interference at R as neutral.
Treat interference at Q as neutral.
Allow maximum of one mark for describing particle behaviour at P
or R with a reason given:
- acceleration is a particle phenomenon (P)
- fluorescence is due to a collision with atomic electron which is
particle phenomenon. (R)
2

(b) decreases (associated) wavelength / Momentum of electrons increases ✔

Treat double slit formula as neutral
MP1 and MP2: talk out on use of wave equation / talk out on
frequency remaining constant / talk out on frequency increases

quotes / wavelength is inversely proportional to speed

/ wavelength is inversely proportional to momentum ✔

less diffraction because shorter wavelength relative to the spacing between

layers in the graphite / less diffraction because shorter wavelength relative to
gaps (in graphite target) ✔
Accept: less diffraction because shorter wavelength relative to size
of slits

Where no other mark is scored allow 1 mark for:

less diffraction ✔
‘Spreads out less’ is insufficient here
3
[5]

A
19.
[1]

A
20.
[1]

Marylebone Boys' School Page 58 of 75

 C
21.
[1]

B
22.
[1]

D
23.
[1]

C
24.
[1]

25. (a) ✔

1 mark each for alpha and Th; numbers must be correct

Must see “+” for full marks
Condone He for alpha
If no other mark is given, one mark can be awarded if He-3 is used
and A and Z are correct
MAX 1 for extra particles but condone “+ 2e (-)” (not 2β)
Ignore symbol that is used for Thorium
2

(b) Idea that a neutron changes to proton/beta minus decay ✔

The particle is W- because
For MP1 condone “down quark changes to up quark".
Evidence for MP1 can be found in the form of equations or
diagrams.

This is a weak interaction / it involves the weak force / there is a quark change

and indication that charge is conserved ✔

Second mark requires some explanation of why particle is negative.
MAX 1 for a complete consistent inverse interaction leading to W+.
2

Marylebone Boys' School Page 59 of 75

(c) (FOR:)

Lines C is in (both) hydrogen (and helium spectra)

OR

Line E is in (both) sodium (and helium spectra) ✔

(AGAINST:)

Line D is missing (is in neither the hydrogen nor the sodium spectra) ✔
Treat references to A, B and F in FOR or AGAINST as neutral.
Must link line to an element
Ignore any discussion of any “missing” lines in the helium spectrum.
Condone use of 390 / 440 / 490 / 505 / 590 / 670 (nm) for
A/B/C/D/E/F
Condone emission for absorption
2

(d) Wavelength = 580 nm to 590 nm ✔

Use of E = hc/(their wavelength) ✔

Conversion of their E in J to eV ✔
Expect to see answer in range 2.11 to 2.14 (eV)
When an energy difference between two spectral wavelengths is
correctly calculated, only MP2 and MP3 can be scored.
3

(e) Photon is energy carrier OWTTE ✔

In absorption atom becomes excited/moves to higher energy

state/level (by absorbing photon) ✔

In emission atom de-excited/moves to lower energy state (by

emitting photon) ✔
Treat discussion of any other irrelevant phenomenon or incorrect
physics as talk out in that marking point.
Allow “energy shell” but not “shell”.
Condone electron for atom.
Suggestions that limit transitions to/from ground state penalise in
either MP2 or MP3 once only.

Condone omission of reference to energy states/levels in either

MP2 or MP3 but not both.
3
[12]

Marylebone Boys' School Page 60 of 75

 (a) down quark changes to up quark ✔
26.
Allow “d ⟶u”
Condone udd⟶uud
Condone U for u but not D for d.
Do not accept answers with extra particles.
1

(b) Idea that (graph shows that) beta particles (from C-14) have a
range of (kinetic) energies ✔

There is a fixed/maximum/total amount of energy (released by

C-14) so there must be another particle that carries the energy
differences/missing energy away ✔
A mention of conservation of energy on its own is insufficient for
MP2.
2

(c) neutron ✔
Condone “n” but not “N”.
Do not allow “udd”.
1

Marylebone Boys' School Page 61 of 75

 (d) Calculation of minimum energy produced in annihilation of positron
and electron (from rest mass energy ×2)

E.g. = 2 × 0.51 MeV = 1.6 × 10−13 J ✔

Calculation of the photon energy based on one particle can get
MP2.

(2 photons produced so) energy per photon = 8.2 × 10−14 J ✔

Conclusion consistent with their calculated minimum energy. ✔

The ‘correct’ answer would be a conclusion leading to G3 only.

ALTERNATIVE

One calculation of mass equivalence of photon energy. ✔

If no other mark awarded, award one mark for determining rest
energy of positron or electron in J.

Calculation of remaining mass equivalents

OR

deduction about the other two photon energies

Only G3 has sufficient energy to have been made in annihilation. ✔

Allow mass equivalent calculations in (M)eV
Allow explanation in terms of positron and electron for annihilation
in alternative MP3
3
[7]

A
27.
[1]

C
28.
[1]

B
29.
[1]

B
30.
[1]

B
31.
[1]

B
32.
[1]

A
33.
[1]

Marylebone Boys' School Page 62 of 75

 D
34.
[1]

(a) 126 ✔
35. 1

(b) A neutron decays into a proton

Or

Allow a neutron changes to a proton. (owtte) Accept the decay

equation of a neutron / bismuth
• Statement that neutron converts to proton ✔
• all numbers correct and context ✔

Proton number increases by one when Bi-210 decays and describes beta
minus
Condone missing (or incorrect) neutrino or symbol for bismuth

OR

Bi-210 has one fewer proton (than Po-210) and describes beta minus in words

OR

Po-210 has one more proton (than Bi-210) and describes beta minus in words

Or

Proton number increases from 83 to 84 and describes beta minus in words ✔

Allow proton number increases where there is a clear statement
that a neutron has decayed into a proton.
2

Marylebone Boys' School Page 63 of 75

(c) (Missing) energy carried off by third particle

Or

(A third particle must be produced) for conservation of energy✔

Accept energy is converted into mass of third particle.
Where third particle is named must be a neutrino or an antineutrino.

There is missing energy (When) a beta (particle) has less than 1.2 MeV (of
kinetic energy).

Or

The law of conservation of energy appears to be violated when beta (particle)

has less than 1.2 MeV ✔
Identify there is difference between 1.2 MeV and Ek.
2

(d) (It must be an electron antineutrino to) conserve lepton number✔

An electron and (electron) antineutrino have lepton numbers of opposite signs.

Or

An electron and (electron) antineutrino have a (total) lepton number of zero. ✔

Alternative for 2nd Marking point:
Appropriate particle equation seen annotated with correct lepton
numbers.

Alternative:

Producing an (electron) neutrino wouldn’t conserve lepton number ✔

An electron and (electron) neutrino have lepton numbers of the same sign.

Or

An electron and (electron) neutrino have a (total) lepton number equal to 2. ✔

Alternative 2nd marking point:
Appropriate particle equation seen annotated with correct lepton
numbers.
2

(e) (X =) W-minus (boson) / W– (boson) ✔

(Y =) neutron / n ✔
2

Marylebone Boys' School Page 64 of 75

 (f) Lepton (in the water molecule) is an electron ✔
Must state that lepton (in the water) is an electron for all 3 marks

and

Max 2 from

annihilation ✔

gamma photons are produced ✔

Two (gamma) photons are produced (that travel) in opposite directions. ✔

Penalise answers that list other products in MP3 and MP4
3

(g) Max 3

The positron because:

positron is charged and the (electron) antineutrino is neutral ✔

The antineutrino only interacts via the weak interaction / The positron interacts
via the electromagnetic interaction (and weak interaction)✔

The antineutrino’s (weak) interaction is shorter range / the antineutrino is less

likely to get close enough to interact (with particles in the water so will travel
further) / the antineutrino will interact with fewer particles✔

The positron’s (electromagnetic) interaction has a longer range / the positron

does not have to be so close to interact (with particles in the water so will travel
a shorter distance) / the positron will interact with more particles✔
Must have the correct conclusion for 3 marks.
3
[15]

(a) substitution into E = hc/λ ✔

36.
multiplies E by 3.0 × 1016 to give 0.0136 (W)✔
Condone POT error on MP1
2

Marylebone Boys' School Page 65 of 75

(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
3

Marylebone Boys' School Page 66 of 75

(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 the

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

4 Full description of one area, The student presents

with partial description of two relevant information in a way
other. which assists the
OR communication of meaning.
Full description of two areas The text is legible. SP&G are
with very little on third or sufficiently accurate not to
nothing at all. obscure meaning.

3 A full description of one area

and a partial description of
one area.
OR
A partial discussion of all
three areas.

2 A full description of one area. The student presents some

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

0 No relevant information

Marylebone Boys' School Page 67 of 75

 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]

A
37.
[1]

D
38.
[1]

A
39.
[1]

B
40.
[1]

D
41.
[1]

A
42.
[1]

C
43.
[1]

C
44.
[1]

A
45.
[1]

Marylebone Boys' School Page 68 of 75

 (a) MP1 is for evidence of determining the charge on the nucleus. ✔
46.
Charge = 4.39 × 107 × 8.02 × 10–26 kg
(= 3.52 × 10–18 C)

MP2 is for evidence of determining either the number of protons OR the number of
nucleons. ✔
Number of protons = charge/1.6 × 10–19 (= 22)
OR
Number of nucleons
= 8.02 × 10–26 / 1.67 × 10–27 (= 48)

MP3 is for determining number of neutrons. ✔

Number of neutrons = 48 – 22 = 26
Note use of 1.7 gives 27 neutrons and loses MP3
3

(b) Evidence of conversion of MeV to J ✔

Energy = 2.15 × 108 × 1.6 × 10–19 (= 3.44 × 10–11 J) - allow POT
error in MP1

Substitution into KE equation ✔

v2 = 2E/m = 8.58 × 1014

Correct final answer ✔

v = 2.9(3) × 107 m s–1
3

(c) π+ → e+ + ve
OR
charge: 1 = 1 + 0✔

B: 0 = 0 + 0
AND
L: 0 = –1 + 1✔
(S: 0 = 0 + 0)
2

(d) (Κ+ → μ+ + νμ)

Correct strangeness

+1 = 0 + 0 ✔

Weak interaction so strangeness can change (by 0, +1 or –1) ✔

2

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 (e) Decay consistent with Q B L conservation✔

Equation involving pions ✔

e.g.
K+ → π + + π + + π -
K+ → π + + π 0
2
[12]

A
47.

[1]

A
48.
[1]

A
49.
[1]

B
50.
[1]

B
51.
[1]

D
52.
[1]

C
53.
[1]

B
54.
[1]

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Examiner reports
This question proved the most accessible question in the paper for E grade students.Most
1. students were able to gain some marks in (a) and (b). However, successful attempts at (c) and
(d) were less common and usually indicative of grade A performance.

(a) 67% of students scored two marks. A significant proportion of the students scoring one
mark incorrectly gave kaons a baryon number of 1.

(b) 51% of students scored two marks. Power of ten errors were common, with a significant
proportion of students either ignoring the prefix or dividing by 106 rather than multiplying by
it. Many students divided by 1.6 × 10–19 rather than multiplying by this factor. Alternatively,
they multiplied by the Planck constant.

(c) Over 50% of students scored zero in this part. Many students misinterpreted this part,
thinking that it was equivalent to energy conservation in beta minus decay. These students
stated that another particle is produced that carries away the missing energy even though
the energy of the products had increased. Others attempted to refer to conservation of
charge, baryon number and strangeness as evidence that energy must also be conserved,
without any reference to the rest energies of the particles. Better performing students
typically produced statements that answered in a clear and concise manner.

(d) 21% of students scored more than two marks in this part. Many students were able to state
the quark structure of Λ0 as uds without being able to provide any support. These students
appeared to be familiar with the quark structure of the particle rather than deducing its
structure by analysing the information provided. Most students were able to make some
progress by demonstrating some appreciation of the underlying physics by applying baryon
conservation to an equation or by identifying weak interaction as the decay mechanism.

(e) Almost 80% of students scored both marks. Common errors included:
• substituting the wavelength into E = hf instead of the frequency
• forgetting about c when substituting into
• lack of awareness that the values of h and c could be found on the Data and
formulae sheet.

(f) 72% of students correctly identified the electron and electron antineutrino as the particles
produced in the decay of a negative pion. The most popular distractors selected were
boxes 1 and 3. Fewer than 4% of students selected box 4.

Generally, students were more successful in answering this question (this had a success rate of
5. at least 65%).

Generally, students were more successful in answering this question (this had a success rate of
6. at least 65%).

Students were less successful in answering this question (answered correctly by 35% or fewer)
8.

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 None of the parts in this question was particularly demanding.
9.
(a) The majority of students correctly identified the quark structure. There were some students
who believed the particle was a meson and therefore did not get the mark.

(b) The two marks were awarded independently. The majority of students scored both marks,
but a significant number identified the change in strangeness but linked it to the strong
force. Many other students knew it was a weak interaction but explained it in only general
terms. These answers only received one mark.

(c) Just over half of the students gave the correct answer. Ambiguous and contradictory
answers were relatively common. Students should be advised to make their answer clear in
order to get credit.

(d) This straightforward calculation caused little problem for the majority of students. There
were some who had difficulty with the unit conversion, being unsure about whether to
multiply or divide by the charge on the electron. With only one mark available, no marks
were given for partially correct answers.

(e) This dealt with the nature of Particle Physics research. A common answer was related to
peer review, which, whilst important, is related to separate, independent teams. The
context of part (e) was the large international teams involved in particle physics research.
Answers that identified the collaborative nature of these teams gained credit.

This question was the easiest with over 75% of students getting it right.
11.
This question was the easiest with over 75% of students getting it right.
12.
This question was the easiest with over 75% of students getting it right.
13.
This question was the most demanding; fewer than 40% of students got it right and the correct
14. answer was not the most popular choice.

Part (d) and (c) were the ones with popular distractors.

(a) This question required students to recall the baryon number and strangeness of a pion and
15. a proton and then to apply the conservation laws to determine the properties of two other
particles. Over 60% of students scored both marks. Some students were unable to apply
conservation of charge correctly or mistakenly gave the pion and proton a strangeness.

(b) This was done successfully with over 70% of students able to identify the sigma-plus as the
particle with the quark structure uus.

(c) This question proved challenging for most students. Less than 35% of students gained
more than one mark. The most able students were able to identify Y as a positive kaon and
provide a well-written account of why the π+ had a greater charge-to-mass ratio. Other
students typically made statements without attempting any supporting explanation. Some
students knew that Y and π+ were both mesons but went on to state that they had the same
mass.

Students should be aware of the command words in the question, the number of marks,
and the size of the answer space as a guide to how much detail is required.

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 (a) Just under 50% of students achieved no marks in this question. Good answers described
16. the beam electron colliding with the orbital electron and the resulting energy transfer. They
also described how the gas particle developed a charge of +1e. Others were less
successful through making statements that were too vague and did not address the context
or the answers lacked the appropriate level of technical language expected of an AS
student. A very common misconception seen was that a bromine atom captured the beam
electron giving it a charge of +1.

(b) Approximately one-third of the students gained both marks here. Many students had little or
no understanding of the question and these answers typically involved subtracting 35 from
162. These students were unable to appreciate that the term isotope applied to the nucleus
of a bromine atom and instead treated it as a term describing the diatomic molecule.

(c) This question had a very low success rate with over 20% of students unable to make any
attempt. Another 50% were unable to score any marks. The best answers appreciated that
there were two isotopes, Br-79 and Br-81, and provided a good description of why the data
supported them being present in equal quantities. This level of explanation was a good
indicator of A-grade performance.

Other students were able to demonstrate some understanding by identifying the two
isotopes and stating that they existed in equal proportions. These students were less
successful in describing how the data supported their deduction.

Poor answers assumed that isotopes are the most common type of nucleon number and
described this as being Br-80 due to 160 being the number of nucleons in the most
commonly occurring molecule.

(a) This question was well answered with almost a quarter of students gaining at least five
17. marks. These students typically produced coherent answers that addressed each of the
bullet points in sufficient detail. Such answers used appropriate technical language to
demonstrate a good understanding of the photoelectric effect.

Common errors included a limited use of appropriate technical language such as confusing
threshold frequency with work function, and describing electrons as being ionised instead
of released from the surface. Other students showed very limited knowledge and could only
tentatively suggest that electrons were emitted when the electromagnetic radiation was
incident on the metal.

(b) Most students performed well in this calculation with over 60% gaining both marks. The
mismatch of units in the photoelectric equation was a common error with students
substituting the photon energy in joules and the kinetic energy in electron volts. Other
students failed to gain marks due to forgetting to convert their answer in joules back into
electron volts.

(a) Most students were unable to score any marks in this question. They had not read the
18. question with enough care to appreciate that R was a point on a bright ring and, as such,
was a position where the electron was demonstrating particle behaviour. Those who did
identify Q as the position where the electrons were demonstrating wave-like behaviour
could not provide any convincing explanation of why this was the case.

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 (b) Students were more successful in this question with over 20% of them gaining at least two
marks. These students were able to state that the wavelength had decreased and quoted
the de Broglie equation to support this. Very few were able to relate this change of
wavelength to the spacing in the graphite and to explain why there was less diffraction.

Some students attempted to use the wave equation to describe why the wavelength
decreased whilst others stated that, because the electrons were travelling faster, they had
less time to spread out.

Generally, students were less successful in answering this question than the other questions in
20. this 2022 paper.

Generally, students were more successful in answering this question than the other questions in
21. this 2022 paper.

Most students achieved both marks on (a). Students who wrote ‘ a’ for the alpha particle did not
25. receive credit. Several students also included other particles, such as neutrinos, in the equation.

(b) proved to be much more challenging. Most students were able to access the first mark, but
few went on to explain fully why the boson was the W–, often missing out any consideration of
the significance of the charge.

(c) required students to set out the evidence clearly, linking it to the particular element being
discussed. Although it was not penalised, many students discussed whether the lines of
hydrogen or sodium matched those of helium, rather than the other way around.

Both (d) and (e) discriminated reasonably well, each producing a spread of marks.

The calculation in (d) was correctly completed by most students. In a significant number of wrong
answers there was an attempt to calculate an energy difference which lost credit. Answers that
were based on a difference in wavelengths were penalised further.

(e) proved to be more challenging. Answers were often vague or ambiguous. Important details
related to the role of the photon, or the significance of energy levels, were also often missing.
Rather than simply explaining emission, several students explained how the excitation happened
in the first place, and this often led to confusion.

(a) and (c) were answered correctly by the vast majority of students.
26.
Most students found (b) very challenging. An important aspect of the question was that there was
a fixed amount of energy released in the process; this point was often missed. The confusion in
many answers demonstrated that few students understood what the graph was telling them.

(d) produced a good spread of marks and discriminated very well. Most students were able to
pick up one mark for the energy calculation. Fewer went on to work out explicitly the energy of
one photon. Fewer still saw that this was a minimum energy as it assumed that the particles were
stationary.

This was one of the easiest questions in this 2022 paper.

27.
This was one of the easiest questions in this 2022 paper.
28.
This was one of the easiest questions in this 2022 paper.
30.
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 This was one of the easiest questions in this 2022 paper.
32.
This was one of the easiest questions in this 2022 paper.
33.
This was one of the easiest questions in this 2022 paper.
34.
Question (a) was answered correctly by a majority of students. However, although a mark was
46. available for answers that included the calculation of the number of nucleons, this mark was
withheld when the student made any suggestion that what they had calculated was the number
of neutrons. This resulted in very few students receiving more than one out of three marks for
partial answers.

In question (b) many students were familiar with the kinetic energy equation, but had difficulties
with the conversion between MeV and J.

Answers to the remaining parts indicated that many students were unfamiliar with the
conservation laws or the decay of the kaon into pions, which are both explicitly on the
specification.

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