SPH4U-C

20
Lesson

Implications of Quantum Mechanics

Lesson 20 Physics SPH4U-C

Introduction
One of the most surprising things that has been discovered in physics is that the subatomic
world behaves completely differently from the everyday world. Particles act like waves and
waves behave like particles. We have learned that things are predictable, but not in the way
we expected. The more we understand quantum mechanics, the stranger it seems. Quantum
mechanics has become one of the most successful scientific theories ever proposed. It predicts
things accurately and reliably. Our understanding of quantum physics has also led to the
development of technology like the electron microscope, which lets us examine the subatomic
world more deeply than ever before.
Once you have completed this lesson and studied for the Final Test, you may take a Practice
Test. It will help you prepare for the Final Test. Practice Test Suggested Answers are provided so
that you can check your work. Follow the instructions at the end of this lesson.

Planning Your Study

You may find this time grid helpful in planning when and how you will work through this
lesson.
Suggested Timing for This Lesson (hours)
The Compton Effect 1
Wave-particle Duality 1
Electron Microscopes 1
The Standard Model 1
Key Questions 1

What You Will Learn

After completing this lesson, you will be able to
• analyze the development of quantum mechanics and assess how it changed scientific
thought
• assess the importance of quantum mechanics for the development of electron microscopes
• solve problems related to the Compton effect
• solve problems related to de Broglie’s waves (matter waves)
• describe experimental evidence that supports a wave model of matter
• describe the standard model of elementary particles

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Lesson 20 Physics SPH4U-C

The Compton Effect

In 1923, American physicist Arthur H. Compton performed an experiment similar to the
one that produced the photoelectric effect, but instead, he used high-energy X-ray photons.
As expected, Compton observed photoelectrons, but he also found additional ejected X-ray
photons that had a lower energy than the incident photons. He also noted that while the
photoelectrons scattered one way, the scattered X-ray photons went another way. This is now
known as the Compton effect, which is shown in the diagram below.
Compton scattering

Target
electron Recoil
at rest electron
ф
θ
λ1
Incident
photon
Scattered
photon λ2
After many experiments using different thin foils made of different types of metals and
observing similar results, physicists were forced to conclude that the classical electromagnetic
theory could not explain this effect. Compton proposed that the incident photon acted like
a particle during a completely elastic collision with an electron in the metal. The electron
flew off, using some of the energy from the photon, and the scattered X-ray photon emerged
with less energy than the energy with which it started. Compton found that if he compared
the energy on the incident photon to the combined kinetic energy of the photoelectron and
the scattered photon, that energy was conserved. Using this principle, Compton derived the
following equation:
EIncident photon = EScattered photon + Ek
1
hf1 = hf 2 + mv 2
2
or
hc hc 1 2
= + mv
λ1 λ 2 2
You previously learned that momentum is conserved in all collisions, including elastic
collisions. Compton decided to investigate to see if this was true for a collision involving
photons, as well. Previous to this experiment, a photon was not thought to possess any
momentum since it was just a bundle of energy with no mass. However, Compton found a way
around this problem by finding an equivalent mass for a photon. Using Einstein’s equation,
E = mc2, he solved for the mass, m = E/c2, and used this expression for mass in the momentum
equation:

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Lesson 20 Physics SPH4U-C

p = mv
⎛ E⎞
p = ⎜ 2⎟v but for light v = c
⎝c ⎠
⎛ E⎞
p=⎜ 2⎟c
⎝c ⎠
E hc
p= but for a photon E =
c λ
hc
p= λ
c
h
p=
λ
This expression gives the magnitude of a photon’s momentum in kgm/s, where
h = 6.63 × 10–34 Js (Planck’s constant) and λ is the wavelength of the light in metres. Using this
new definition of the momentum of a photon, Compton was able to show that momentum was
indeed conserved during the collision of a photon with an electron, as shown in the following
diagram. The subscript 1 refers to the photon, and the subscript 2 to the electron.

E 1f = hf 2

p 1f = h
λ2

E1o = hf1
θp
θe
p1o = h
λ1
E2f = 1 mv2
2
p2f = mv

Compton’s experiment demonstrated the particle-like properties of photons and light. Not only
was the energy in light packaged in discrete amounts, but these packages (photons) also had
momentum and acted like particles in collisions. Physicists now had conclusive evidence of the
photon theory of light.

Pair Production
In pair production, a very high-energy photon (gamma ray) scatters off a heavy nucleus,
changing into an electron-positron pair. A positron is a particle with the same mass as an
electron, but an opposite charge, also called an antiparticle. Pair production is shown in the
diagram that follows.

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Lesson 20 Physics SPH4U-C

Note that the reaction still obeys Einstein’s conservation of mass-energy, as well as
conservation of charge. If you were to use E = mc2 and put the mass of the electron and positron
(2 × 9.11 × 10–31 kg) into the equation, the value of E converted to electron volts is 1 022 000 eV,
which is 1.022 MeV (the M stands for mega). This is the energy of a gamma ray photon.
This process is an example of converting energy into mass! The gamma photon changes
into the matter/antimatter pair near the massive nucleus. The nucleus is needed to conserve
momentum in the process. When matter and antimatter meet, they annihilate each other and
matter is converted back into energy.

High-energy photon

Nucleus
–
Electron

+
Positron

Another effect that has been observed to verify the momentum of a photon is that photons can
exert pressure on the surface of a substance when they collide with it. It is now accepted as fact
that photons exist, act like particles, and have momentum. The following example will help to
clarify the topics of this section.

Example 1
What are the energy and momentum of a photon with a wavelength of 640 nm?

Solution
To find the energy of the photon:

hc
E=
λ

E=
(6.63 × 10−34 Js)(3.00 × 108 m/s)
6.40 × 10−7 m
E = 3.11 × 10−19 J

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Lesson 20 Physics SPH4U-C

Now find the momentum:

h
p=
λ
6.63 × 10−34 Js
p=
6.40 × 10−7 m
p = 1.04 × 10−27 kgm/s
A photon with a wavelength of 640 nm has an energy of 3.11 × 10–19 J and a momentum of
1.04 × 10–27 kgm/s.

Example 2
What are the energy and momentum of a photon with a frequency of 3.0 × 1015 Hz?

Solution
To find the energy of the photon:
E = hf
E = ( 6.63 × 10−34 Js )( 3.0 × 1015 Hz )
E = 1.989 × 10−18 J = 2.0 × 10–18 J

To find the momentum, you need the wavelength. To find the wavelength, use the wave
equation with v = c.
c = fλ
c
λ=
f
3.0 × 108 m/s
λ=
3.0 × 1015 Hz
λ = 1.0 × 10−7 m

Now you can find the momentum:

h
p=
λ
6.63 × 10−34 Js
p=
1.0 × 10−7 m
p = 6.6 × 10−27 kgm/s
A photon with a frequency of 3.0 × 1015 Hz has an energy of 2.0 × 10–18 J and a momentum of
6.6 × 10–27 kgm/s.

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Lesson 20 Physics SPH4U-C

Support Questions

Be sure to try the Support Questions on your own before looking at

the suggested answers provided. Click on each “Suggested answer” button to check your work.

33. Show that the quantity h/λ has the same units as momentum. Suggested answer

34. Calculate the energy and momentum of the following photons:

a) A photon with a wavelength of 520 nm
b) A photon with a frequency of 4.30 × 1015 Hz Suggested answer

35. A photon has a wavelength of 250 nm, and the same momentum as an electron. Find the
ratio of the kinetic energy of the electron to the energy of the photon. Suggested answer

36. Examine the following graph, showing the rate of photosynthesis as a function of the
wavelength of light.
10–5 nm 10–3 nm 1 nm 103 nm 106 nm 109 nm 1012 nm
Gamma Micro-
X-rays UV Infrared Radio waves
rays waves
Absorbance of chlorophyll

Rate of photosynthesis

380 450 550 650 750

Wavelength of light (nm)

Using the graph, as well as what you have learned about interactions of photons with
matter, explain the following:
a) Why leaves containing chlorophyll appear green under white light
b) Why monochromatic green light does not produce photosynthesis
c) Why low-temperature light bulbs are unable to produce photosynthesis when white
light from the sun can do so Suggested answer

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Lesson 20 Physics SPH4U-C

Wave-particle Duality
Watch the following video called The Challenge of Quantum Reality for an introduction to this
topic.
Before the particle nature of light was discovered, it was well known that light will diffract
when sent through a narrow single slit. The diffraction pattern, if projected onto a screen, has
a bright, wide central maximum and dimmer, smaller secondary maxima. In 1910, British
physicist Geoffrey Taylor did an interesting experiment in which he limited the amount of light
passing through the slit to one photon at a time. He wanted to see if the photons would act
like a particle or a wave, when they passed through a single slit. To record the results, he used
a photographic plate. It took months to develop a pattern, because the photons were produced
one at a time. When he developed the picture, he found the interference pattern predicted
by the wave theory but produced by photons, which are particles of light. The results of this
experiment were very confusing, because they seemed to support both the particle theory of
light and the wave theory of light, simultaneously.
When the photographic plate is developed, it makes a small dot only in those places where
photons have struck the plate, but remains undeveloped where no photons have struck the
plate. This is clear evidence that light is composed of particles (known as photons). However,
individual photons form an interference pattern on a screen that can only be predicted with the
wave theory of light.
To bring these two concepts together, physicists use the math of probability. An interference
pattern in which the light is brighter represents a high probability that a photon will strike this
region. If the region is a node, there is a low probability that a photon will strike the region. The
behaviour of photons is governed by these probabilities.
The problem is further complicated by the interference pattern formed by two slits. If the same
experiment is performed using one photon at a time, eventually the double slit interference
pattern will be formed on the photographic plate. If the photon passes through one slit and
not the other, why do you think it forms the interference pattern for two slits and not just two
interference patterns of one slit, superimposed on each other? Obviously, you can’t think of
light as just a bunch of particles travelling through space, landing according to the rules of
probability, but you can’t think of it as just a wave either.
Physicists were forced to conclude that light has a wave-particle duality. This means that light
has both a wave nature and a particle nature. To help clarify this dual nature, you can use the
principle of complementarity.
In order to understand a specific experiment, you must use either the wave theory or the
photon theory, but not both. To understand how light can produce an interference pattern for
two slits, you must use the wave theory and to understand how light can create photoelectrons,
you must use the photon theory. It is very difficult for people to understand how light can have
this dual nature, especially because there is no direct evidence of what light “looks like,” when
passing through space. Quantum mechanics does not attempt to answer this question; instead,
it proposes a mathematical model for the behaviour of light, rather than a visual model for the
appearance of light.

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Lesson 20 Physics SPH4U-C

The Wave Nature of Matter

If light—which previously was thought to be a wave—has particle-like qualities when
interacting with matter, do you think that matter—which previously was thought to be a
particle—could also have wave-like qualities? This idea was first proposed by Louis de Broglie
in 1924. He proposed that since the momentum of a photon is given by the relationship
h
p= ,
λ
any moving particle with a non-zero mass, such as an electron, proton, neutron, or any other
object with mass, should also have an associated wavelength. He suggested that the wavelength
of these particles could be calculated by using the following equation, originally derived by
Compton:
h
p=
λ
h
λ=
p
h
λ=
mv
The wavelength that results from this calculation is known as the de Broglie wavelength. The
equation suggests that particles with a non-zero mass also have a wavelength, when moving.
These are called “matter waves.” The following examples will help to clarify when the de
Broglie wavelength will have an effect on the particle’s behaviour.

Example 1
An electron is accelerated from a rest position through a potential difference of 30.0 V. Find the
de Broglie wavelength of the electron after it has passed through the potential difference.

Solution
You first need to find the final speed of the electron, keeping in mind that it starts from a rest
position:
ΔEk = qΔV
Ek 2 − Ek1 = eΔV
Ek 2 = eΔV
1 2
mv = eΔV
2
2eΔV
v=
m
2(1.60 × 10−19 C )( 30.0 V )
v=
9.11 × 10−31 kg
v = 3.25 × 106 m/s

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Lesson 20 Physics SPH4U-C

Now you can find the wavelength of an electron that is moving at this speed:
h
λ=
mv
6.63 × 10−34 Js
λ=
(9.11 × 10−31 kg )(3.25 × 106 m/s)
λ = 2.24 × 10−10 m
Although the wavelength of this electron is small, it is comparable to the wavelength of X-rays.
You might expect that since X-rays can diffract with a short wavelength like this, maybe
electrons can also diffract. You will revisit this idea after the next example.

Example 2
Find the de Broglie wavelength of a 0.10 kg ball thrown at 20 m/s.

Solution
h
λ=
mv
6.63 × 10−34 Js
λ=
(0.10 kg )( 20 m/s )
λ = 3.3 × 10−34 m

This wavelength is extremely small, much smaller than the diameter of the smallest nucleus.
This is too small to have any effect on the motion of the ball, or to cause diffraction in any
detectable way.
The preceding two examples show two important concepts about de Broglie wavelengths:
• Larger objects like balls, cars, planes, and so on have extremely short wavelengths that will
not have any observable effects on the motion of the objects.
• Smaller particles like electrons have wavelengths comparable to those of electromagnetic
waves, and these wavelengths will have an effect on the motion of the particles.
For many years, scientists didn’t notice the effect of these small wavelengths because they were
shorter than visible light (but comparable in size to X-rays).
In fact, when X-rays are diffracted from the surface of a crystal, a circular diffraction pattern
called Bragg scattering is formed on a photographic plate. Calculations show that if de Broglie
wavelengths exist, electrons should form a similar diffraction pattern if they diffract from the
same crystal, as shown in the following diagram. When the experiment was performed by
firing electrons instead of light at the surface of the crystal, the same diffraction pattern formed
on the photographic plate. The results of that experiment, conducted by Davisson and Germer,
were considered very strong evidence that electrons had an associated de Broglie wavelength.

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Lesson 20 Physics SPH4U-C

Photographic
plate
In
of cide
ele nt
ctr be
on am ted
s
i ff rac ons
D ectr
el

Nickel
crystal

Diffraction
pattern

Representation of the Davisson-Germer experiment

Many similar experiments have been formed that pass both X-rays and electrons through thin
foils of material. The resulting images formed on the photographic plates have always had
similar diffraction patterns. This leaves no doubt that particles, such as electrons, have wave-
like properties. Other experiments using protons, neutrons, and even nuclei have produced
similar results. Now quantum mechanics can also be used to explain the behaviour of non-zero
mass particles by using wave-like properties.
This means that both particles of light (photons) and particles of matter have a wave-particle
duality and the principle of complementarity applies to both. The dual nature of waves
and particles is a complicated phenomenon. It seems that the method of observation or
experimentation will dictate which aspect the object presents to the observer. In fact, there may
be a better model to explain the behaviour of subatomic particles waiting to be discovered.

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Lesson 20 Physics SPH4U-C

Support Questions

37. What is the de Broglie wavelength of the following examples?

a) A 0.15 kg ball moving at 30 m/s
b) A proton moving at 4.0 × 105 m/s
c) An electron moving at 6.0 × 107 m/s Suggested answer

–10
38. An electron has a wavelength of 1.20 × 10 m.
a) Find the speed of the electron.
b) Find the momentum of the electron.
c) Find the kinetic energy of the electron. Suggested answer

39. What is the wavelength of an electron that has been accelerated from a rest position by an
electric potential difference of 120 V? Suggested answer

Electron Microscopes
The best resolution of normal optical microscopes is about 2.0 × 10 –7 m (approximately half
the wavelength of visible light) and the maximum magnification is about 2000 times. However,
electrons have a much shorter wavelength than visible light, which suggests that if electrons
could be made to behave like light, then electrons with a de Broglie wavelength of
5.0 × 10–10 m could produce a magnification of up to 300 000 times. If the electron moves
faster, the wavelength will become shorter and magnifications of over 2 000 000 times would
be possible.
In the 1920s, technology involving magnetic fields allowed scientists to focus beams of
electrons in a similar way to the way that lenses focus beams of light. Using this technology,
crude electron microscopes were developed in Germany by 1931. The first North American
electron microscope was developed in 1938 by James Hillier (born in Brantford, Ontario) and
Albert Prebus, at the University of Toronto. This was the first electron microscope developed
that could perform any practical applications. Their first photographs had a magnification of
20 000 times and a resolution of six nanometres.
One type of electron microscope, called a transmission electron microscope, is very similar
to an optical light microscope, except that magnetic lenses replace optical ones, as shown in
the diagram that follows. The magnetic lenses are made of circular magnetic coils that create
strong magnetic fields. These fields exert a magnetic force on electrons that pass through them.
The electrons are then focused in the same way as light is focused, when passed through a lens.
The electrons are obtained from a hot filament and are accelerated through large potential
differences (50 kV to 100 kV) to increase their speed.

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Lesson 20 Physics SPH4U-C

Lamp Electrons
“Illumination”

Electromagnetic
Glass lens lens
Condenser lens

Specimen
Electromagnetic
Glass lens lens
Objective lens

First image

Electromagnetic
Glass lens lens
Projector lens

Final image
Ocular Fluorescent
screen

Notice that the electrons are focused into a parallel beam before they pass through the
specimen that is being examined. It is important that the specimen be very thin (20 to 50 nm)
for the process to work; otherwise, the electrons will slow down too much or scatter, which will
blur the image.
The electrons then pass through two more lenses (coils) before they are projected onto a
fluorescent screen or photographic plate, creating a two-dimensional image of the specimen. It
is important to have the electrons pass through a vacuum to avoid scattering, and the beam of
electrons must be applied for short time intervals to protect the specimen from damage.
Another type of electron microscope is called a scanning electron microscope. This type of
microscope can form three-dimensional images by moving a beam of electrons across the
specimen.

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Lesson 20 Physics SPH4U-C

A scanning tunnelling electron microscope uses the small tip of a probe to scan the surface of
the specimen. A small potential difference between the tip and the specimen causes surface
electrons to leave the probe, creating a current in a process called tunnelling. This allows the
microscope to create three-dimensional images the size of atoms and can even form a picture
that represents the distribution of the electrons, as shown in the following diagram.

Control voltages for piezotube

Piezoelectric tube
with electrodes

Tunnelling Distance control

current amplifier and scanning unit

Tip

Sample

Tunnelling
voltage
Data processing
and display

The images produced by electron microscopes are both beautiful and informative, and have
advanced many other areas of science and engineering, such as medicine, biology, atomic
structure, and physics.

Support Questions

40. Examine the following photographs, which were taken by one type of electron
microscope. Explain which type of microscope might have taken each photograph.

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Lesson 20 Physics SPH4U-C

a) Bacillus subtilis

b) Pollen

 Suggested answer

41. An electron microscope accelerates electrons from a rest position through a potential
difference of 5.2 × 104 V. (You may ignore relativistic effects for this calculation.)
a) Find the de Broglie wavelength of the electrons.
b) What will happen to the resolution of the microscope if the energy of the electrons is
increased? Explain your reasoning. Suggested answer

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Lesson 20 Physics SPH4U-C

The Standard Model

Where is physics headed now, and what are physicists researching? In the field of physics, there
are too many points of interest to discuss at any length here. However, physics has expanded
our current view of the particles that exist and how they are related to physical forces. The
most prominent and successful theory in particle physics is called the standard model. This
model of elementary particles includes particles called hadrons (protons, neutrons, and other
particles with larger rest masses), which act chiefly through the strong nuclear force. The
standard model sees the universe as being composed of two types of particles called fermions
and bosons. These particles are divided by a new property called “spin.” It was believed that
these fundamental particles had some magnetic properties, due to observations about how
they behaved when absorbing or emitting light. It was thought that this new magnetic property
could be explained if the particles could be thought to spin around their own axis. Since this is
a quantum number, the spin can only have discrete values and represents a fraction of Planck’s
constant, divided by two pi (h/2π); this quantity is called “h-bar” and is written ħ. For example,
an electron has a spin of ½ and can only have a spin of this amount. You can think of spin as
representing the momentum associated with spinning (called angular momentum), so an
1 h 1
electron has an angular momentum of ⎛⎜ ⎞⎟ , which is written as , for short. The electron
2 ⎝ 2π ⎠ 1 1 2
has two quantum spin states which are designated as + and – .
2 2
The following tables give brief summaries of fermions and bosons. There are two fundamental
types of fermions: leptons and quarks. Leptons can be found on their own, but quarks exist
only in combination with each other and are never observed on their own.
Leptons Quarks
Name Charge Mass (me) Name Charge Mass (me)
Electron –1 1 Up ⅔ 20
Electron neutrino 0 Approx. 0 Down –⅓ 20
Muon –1 200 Charm ⅔ 3000
Muon neutrino 0 Approx. 0 Strange –⅓ 300
Tau –1 3600 Top ⅔ 350 000
Tau neutrino 0 Approx. 0 Bottom –⅓ 11 000
Table 20.1: Fermions

Name Spin Force

Photon 1 Electromagnetic force
+ 0
W , W , and Z bosons 1 Weak nuclear force
Gluon 1 Strong nuclear force
Graviton 2 Gravitational force
Higgs 0 Creates mass
Table 20.2: Bosons

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Lesson 20 Physics SPH4U-C

Simplified Particle Reference Chart

Bosons Fermions
(Integral spin) (½ spin)

Gauge bosons Meson Leptons Hadrons

(Force mediators) (2 quarks) (Feel weak force) (Feel strong force)

Graviton Electrons Tau

(gravity) W+ W– Z0
(weak) Muons
(+ 3 neutrinos)
Gluon Photon
(strong) (electromagnetic)
Baryons Mesons
Other bosons (3 quarks) (2 quarks)
(neutrons/protons)

Higgs (mass)
As you can see, the particles are divided into two groups: those serving as building blocks for
other particles, like hadrons, and those that are carriers of a force. They can also be divided by
spin. The carriers of force can be thought of as the agents that cause the fundamental forces
in nature. For example, photons are particles that are exchanged between charged particles,
causing the electric force. The graviton is the particle thought to cause the gravitational force.
Currently, no graviton has ever been found, but its theoretical model is still included.
Because bosons are categorized by spin, there can be many more particles in this category.
The meson, composed of a quark and anti-quark, has a spin of zero, which puts it in the boson
category. Since it experiences the strong force, it is also placed in the fermion chart.
The particles that mediate the four forces are placed in a sub-category called gauge bosons. The
other famous boson currently in the news is the Higgs boson, the particle associated with the
Higgs field, which in turn gives particles the property of mass.
Fermions, on the other hand, are matter, and matter is divided into two main sub-categories:
matter that feels the weak force (leptons) and matter that feels the strong force (hadrons). Most
common matter, including the proton and the neutron, is made of three quarks, but the meson
also feels the strong force, and is made of only two quarks. Therefore, we must create another
category for matter made of three quarks; this category is called baryons.
As you can see, there are many different ways of showing the classification of particles. As more
properties are added, the chart becomes more complicated. This is why it is sometimes referred
to as the “particle zoo”!
Most of the information and theory involved in the standard model is beyond the scope of this
course. However, if you are interested, you might continue to take physics and learn more about
what some have called the most complete and sophisticated theory ever created. You may also
wish to research string theory, which is another theory that attempts to explain the structure of
matter and energy.

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Lesson 20 Physics SPH4U-C

Support Questions

42. Why can bosons be called messenger particles? Suggested answer

43. Distinguish between fermions and bosons. Suggested answer

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Lesson 20 Physics SPH4U-C

Key Questions
Now work on your Key Questions in the online submission tool. You may continue to work
at this task over several sessions, but be sure to save your work each time. When you
have answered all the unit’s Key Questions, submit your work to the ILC.

(28 marks)
64. Calculate the momentum of a 140 eV photon. (4 marks)
65. A certain microscopic object has a wavelength of 8.4 × 10–14 m and a speed of 1.2 × 105 m/s.
What is the mass of the object? (3 marks)
66. In a TV tube, an electric potential difference accelerates electrons from a rest position
towards a screen. Just before striking the screen, the electrons have a wavelength of
1.0 × 10–11 m. Find the electric potential difference. (6 marks)
67. Compare and contrast a 2.2 eV photon with a 2.2 eV electron in terms of energy
(in joules), rest mass (kg), speed (m/s), wavelength (m), and momentum (kgm/s) by
completing a table like the following one. (15 marks)
Property Photon Electron Compare/Contrast
Energy (J)

Rest mass (kg)

Speed (m/s)

Wavelength (m)

Momentum
(kgm/s)

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Lesson 20 Physics SPH4U-C

Congratulations! You have completed all of the lessons in the course. When
you have completed all the Key Questions for this unit, submit your work to
the ILC. A teacher will mark it and you will receive your results online.
Prepare for the Final Test as you wait for your results. The ILC will get in touch
with you about writing the test. To prepare for it, review the course material
and do the Practice Test.

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Lesson 20 Physics SPH4U-C

Practice Test
To help prepare you for the Final Test, you will take a Practice Test. The Practice Test is
organized in the same way as the Final Test, so you will know what to expect. The front page is
like the one you will see when you write the Final Test. Read over the instructions so that you
are familiar with them, and so that there are no surprises at the time of the real test.
You will have two hours to write the Final Test. Time yourself when you do this Practice Test
to see if you can complete the work in two hours. At the beginning of each section, you are told
how long that section should take you to complete.
You can access the Practice Test here.
When you have completed the Practice Test, check the Practice Test Suggested Answers to see
how well you have done.
If you had trouble with any of the questions on the Practice Test, go back to that section of the
course and review the material and Support Questions carefully.
If you have trouble completing the test in two hours, it may be because you are not familiar
with some of the ideas you need to know. Plan to review the course material fully before the
Final Test.

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Unit 5 Acknowledgements Physics SPH4U-C

Acknowledgements
Unit 5

Lesson 18
Pages 14 and 15: Johnstone. “Spacetime curvature.” Wikipedia website. Wikipedia. 2005. http://
commons.wikimedia.org/wiki/File:Spacetime_curvature.png. Uploaded on 03:36, 2 Mar 2004.

Lesson 20
Page 15: Weiner, Allon. “Bacillus subtilis.” The Weizmann Institute of Science, Rehovot, Israel.
2006. Uploaded on 18 Jan 2007; Page 15: Dartmouth Electron Microscope Facility. “Pollen
from a variety of common plants.” Wikipedia website. Wikipedia. 2005.