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1. To produce coherent microwaves a single source is positioned behind a metal sheet in which two slits have
been cut. Arnav is using a microwave detector on the other side of the metal sheet to better understand
the ways in which waves combine.
Total for Question 1: 10
(a) State the principle of superposition of waves and illustrate it schematically. [2]

Solution: When two waves meet at a point, the resultant displacement vector at that point is
the sum of the displacement vectors of the individual waves.
Graph should show constructive and/or destructive cases, or somewhere between e.g. sine wave
+ cosine wave = zero amplitude.

(b) What is meant by ‘coherent microwaves’ ? [1]

Solution: The microwaves produced must have a constant phase difference and be of the same
frequency.

(c) Arnav walks in a straight line parallel to the slits and on the opposite side of the metal sheet from [2]
the source. Explain, in terms of the path difference, why he encounters a series of amplitude maxima
and minima.

Solution: For constructive interference a path difference of nλ is required; for destructive

(n + 1/2)λ.

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(d) The wavelength of a light source can be calculated experimentally using a diffraction grating. Out- [3]
line how you would do this, taking care to include details of the experimental setup, any measure-
ments that must be taken and any calculations required.

Solution: Shine coherent monochromatic light through the grating onto a screen.
Measure the angle between bright fringes (numbered n, from centre outwards) and the central
maximum
Plot sin θ against n
Gradient will be λ/d since nλ = d sin θ; λ is equal to the gradient times the slit spacing.

(e) After finishing his microwave experiment Arnav is asked to calculate the wavelength of light pro- [2]
duced by a laser. He measures the angle between the beam and the eighth-order maximum as
0.14◦ and uses a grating with a slit spacing of 1 mm. What is the wavelength of the light used?

Solution: 310 nm

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2. Standing waves can be produced using both transverse and longitudinal progressive waves. This question
explores how the notes produced on simple instruments are affected by the tubes’ and strings’ lengths.
Total for Question 2: 10
(a) State two differences between standing waves and progressive waves. [2]

Solution: Energy: no net transfer in a standing wave; transfer in direction of wave in a

progressive wave.
Phase: all parts of a standing wave between adjacent nodes are in phase and on different sides
of a node are in antiphase; phase changes over a complete wave cycle in progressive waves.
Amplitude: max A at antinodes and zero at nodes for a standing wave; all parts of a progressive
wave have the same amplitude.

(b) The tension in a cello

qstring is related to the speed of the progressive wave travelling along it by [3]
the relationship v = Tµ , where µ is a constant and T is the tension. For a 70 cm long cello string
held with a tension of 10 N the frequency of the first harmonic is 65 Hz. Calculate the value of the
constant µ.

Solution: 1.2 × 10−3

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(c) How would the fundamental frequency of the string change if its mass per unit length were doubled? [2]

√
Solution: Reduces by factor of 1/ 2 i.e. 46 Hz

In tubes, standing waves are produced when the air column vibrates at specific frequencies. A closed
end requires that the air is stationary, whilst at an open end oscillations of the air have their greatest
amplitude. This results in nodes forming at closed ends and antinodes forming at open ends.
(d) George is blowing across the top of a 350 cm glass tube. He produces a note with a frequency of [3]
196 Hz. By calculating the frequencies of the first harmonics, determine whether the tube is open
at one or both ends. The speed of sound in air is 343 ms−1 .

Solution: Must be open at both: produces a note with a frequency equal to an even multiple
of the first harmonic (irrespective of which of the calculated first harmonics is used).

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1. Numerous models have now been developed to explain electromagnetic radiation and its interaction with
matter and space. For example, the photon model accurately explains what happens when electromag-
netic radiation reaches the surface of a solid but to explain its propagation through a vacuum the wave
model is used.
Total for Question 1: 7
(a) State three key observations from the photoelectric effect. [3]

Solution:
1/ Electrons emitted only if frequency of incident radiation is above a critical threshold fre-
quency.
2/ If f > f0 then emission is instantaneous.
3/ If f > f0 then increasing intensity does not increase maximum KE, but does increase the
number of electrons emitted (direct proportionality).

(b) Reconcile these observations in the context of the photon model and explain why the wave model [4]
is insufficient.

Solution:
1/ E=hf - the energy of an incident photon is proportional to its frequency. Since interactions
are one-to-one, there will be no emission if the frequency of the radiation is lower than that
corresponding to the energy required to free an electron from the adjacent positive ions.
2/ One-to-one interactions - no accumulation by electrons of multiple photons’ energy - either
instant emission or no emission.
3/ Increasing the intensity increases the number of incident photons, since individual photon
energies are quantised. This increases the number of one-to-one interactions and so causes more
emissions. KE depends on energy of each photon, which doesn’t change with intensity.
Wave model: the more intense the radiation the greater the rate of energy transfer.

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2. In 1905 Einstein provided an explanation for the photoelectric effect first observed by Hertz in 1887.
This question uses his equations to explore how electromagnetic radiation interacts with different metals.
Total for Question 2: 11
(a) This is Einstein’s photoelectric equation: [3]
1 2
hf = φ + mvmax
2
Define each of the terms and explain why this is a statement of energy conservation.

Solution: h: Planck’s constant

f: frequency of incident radiation
φ: minimum energy required to free an electron from the solid (work function)
m: electron mas
vmax : maximum speed of the electron emitted
Energy of each photon must be conserved; initially it frees a single electron from the surface;
any remainder is transferred into kinetic energy of the photoelectron.

(b) The work function of a metal is 2.36 eV and the fastest electrons that Becky measures travel at [4]
a speed of 1.1 × 106 ms−1 . Calculate the maximum possible wavelength of the incident radiation.
Why is this an upper bound?

Solution: 2.1 × 10−7 m

Because there may have been faster travelling electrons, the KE-max calculated will be a lower
bound. Thus, the frequency will also be a lower bound; the wavelength will be an upper bound.

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(c) Becky doesn’t know which metal she is using. The threshold frequencies of caesium, sodium and [2]
zinc are 5.16 × 1014 Hz, 5.70 × 1014 Hz and 1.04 × 1015 Hz, respectively. Which is it likely to be?

Solution: Sodium.

(d) Next, she irradiates two samples of caesium with different radiation. Both sources have a radiant [2]
power of 10 mW. The frequencies of the radiation they emit are 5.00 × 1014 Hz and 5.50 × 1014 Hz.
She then doubles the power of both lasers. Describe qualitatively the change she should expect to
see in the number of electrons emitted in each case.

Solution: For the lower frequency source: no change - no emissions will take place.
For the higher frequency source: the number of electrons emitted will double.

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4. The sketch below shows the first three electron energy levels in a gas. These have been annotated with
their energies and their quantum numbers.
Total for Question 4: 5

(a) An electron is excited to the n=3 energy level. What was the frequency of the photon it absorbed? [2]

Solution: 3 × 1015 Hz

(b) The excited electron later de-excites. Rather than falling down to the ground state, it comes to [3]
an intermediate halt in the n=1 level. Explain, quantitatively where appropriate, what happens.
State the frequency of any new particles created.

Solution: The electron loses an amount of energy corresponding to the difference in energy of
the levels: 4 × 10−19 J. This, by conservation of energy, is emitted as a photon with the same
energy. Its frequency will be 6 × 1014 Hz.

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1. This question is about the variation of quantities such as current, voltage and resistance in simple
electrical circuits containing a variety of standard components.
Total for Question 1: 11

Figure 1: I-V characteristics for three different circuit components.

(a) State Ohm’s Law. [1]

Solution: I ∝ V

(b) Assign one of the following components to each of the characteristic graphs in Figure 1: filament [3]
lamp, semiconductor diode, resistor.

Solution:
1: resistor
2: filament lamp
3: diode

(c) Why have these been plotted on graphs of current against potential difference rather than current [1]
against electromotive force?

Solution: EMF is concerned with energy being put into the circuit; PD is concerned with
energy used by components.

(d) For the diode, state the value of the resistance when a backward bias is applied. [1]

Solution: Zero

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(e) Sketch the following graphs: [2]

i. Resistance against temperature for an ntc thermistor.
ii. Current against voltage for an ntc thermistor.

Solution:
(i) Non-linear decrease of resistance as temperature increases. Concave up.
(ii) inverse of the filament lamp i.e. concave up in the positive quadrant and concave down in
the negative quadrant.

(f) The current in a filament is 8 A. In the time during which Patrick is using the lamp, 8 × 1022 [3]
electrons pass through a given point in the circuit. For how long has he been using the lamp?

Solution: 1600 s

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2. Frances is exploring the electrical properties of a piece of wire. She observes that:
(a) for a given current, doubling the length, L, of the wire doubles the potential difference (P.D.) and
the resistance, R.
(b) for a given P.D., doubling the wire’s diameter, d, causes R to decrease by a factor of 4.
Total for Question 2: 11
(a) On the basis of Frances’ observations, which of these relationships is true: [3]
i. R ∝ A and R ∝ L
ii. R ∝ 1/A and R ∝ 1/L
iii. R ∝ 1/A and R ∝ L
iv. R ∝ d2 and R ∝ L

Solution: Option 3.

(b) Use this to define resistivity, ρ, in terms of d, R and L. [2]

πd2 R
Solution: 4L

(c) Figure 2 is a characteristic graph for a circuit component. Calculate the resistivity at the point for [3]
which the curves tangent has been drawn given that the component is cylindrical, has a length of
8 cm and has a radius of 1.5 × 10−5 m.

Solution: 1.8 × 10−8

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Figure 2: Characteristic graph for a particular circuit component.

(d) Explain how, using the characteristic, it is possible to deduce that, for this component, resistivity [3]
increases with temperature.

Solution: As temperature increases, so too does current. But, on the characteristic, as current
increases the gradient decreases i.e. R increases. Since ρ = AR
L , if R increases but the dimensions
remain unchanged, ρ will also increase.

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3. When a circuit containing a filament lamp is switched on, the lamp lights up very quickly (almost
instantaneously). However, this does not correspond to the speed at which electrons travel through the
circuitry. In this question you will calculate the speed at which electrons move in a wire.
Venetia is building a simple circuit. Half way around, she runs out of wire of type ‘A’. For the remainder,
she therefore uses type ‘B’. The two wires are joined with no other incoming or outgoing wires.
Total for Question 3: 5
28
√ A has a radius of 4 mm and a resistivity of 10 × 10 Ωm. In contrast, type B has a radius of
(a) Type [3]
4 2 mm and a resistivity 5 × 1028 Ωm. By what factor does the electron drift velocity, v, change
as charge carriers move around the circuit?

Solution: No change.

(b) If the resistance is 2 Ω and the voltage reads 10 V, calculate v in each of the wire types. [2]

Solution: 6.2 × 10−6 ms−1

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4. This question is about semiconductors.

Total for Question 4: 3
(a) Which of these statements is false? [1]
i. Insulators have a very low band-gap energy.
ii. Insulators have very few electrons available for conduction.
iii. If a lot of energy is put in, insulators undergo other types of failure before they conduct.

Solution: Option 1.

(b) The number of delocalised electrons in semiconductors... [1]

i. ... is high compared with metals.
ii. ... increases with temperature.
iii. ... decreases with temperature.

Solution: Option 2.

(c) Which two of these statements are true? [1]

i. The valence band electrons in a semiconductor carry charge around the circuit.
ii. Electrons in the conduction band have greater energy than those in the valence band.
iii. Holes act as effective positive charges.

Solution: Options 2 and 3.

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