Physics 9646

2014 C2 Block Test 2

Suggested Mark Schemes

These mark schemes are published to serve as a guideline to teachers and students, to indicate the requirements of
the test. They show the basis on which the marks are awarded marks, however it is expected that alternative correct
answers and unexpected approaches will sometimes be encountered. Due credit will be given at the discretion of
the teachers provided the students have shown understanding to the concepts tested. In the same vein, students who
arrived at the correct answer or provided a correct statement but otherwise in their working contradicted
themselves or showed that they did not really understand the concept will/may not be credited.
Mark schemes must be read in conjunction with the question. HCI will not enter into discussions or correspondence in
connection with these mark schemes.

Incorrect Physics:
No credit is given for correct substitution, or subsequent arithmetic, in a physically incorrect equation.
Error-carried-forward ECF:
Based on a wrong computation from problem, wrong deduction is made.
Answers to later work that are consistent with earlier incorrect physics, no matter how obtained, may
be awarded up to full credit for the later work.
Answers not worked out:
Mark for final answer will not be awarded. Particular exceptions e.g. 2 rad will be decided by the
discretion of the marker.
Significant Figures (s.f.):
Answers must be given to the correct no. of s.f. or d.p., else one mark will be deducted from the whole
paper. Answers will wrong s.f. will have the "s.f." written at the side of the part of the question as well
as the overall marks to the question. One mark is deducted from the whole paper for this mistake.
Gravitational Acceleration (g):
The value of g used should be 9.81 m s-2, unless the question specifically mentions that 10 m s -2 can
be used. One mark is taken off from the whole paper if this mistake is made.

Paper 1:
QN

Ans

Explanation
1 light year = (3.00 x 108) x 365.25 x 24 x 3600 = 9.46 x 1015 m = 9.46 x 1012 km.
Thus, the distance to the Andromeda Galaxy is (2.54 x 106) x (9.46 x 1012 km) = 2.40 x 1019 km.
Hence, the distance should be given as 2.40 x 10 19 km.
Many students gave D as their answer, indicating that they forgot to convert metres to kilometres.

The speed is determined by the gain in kinetic energy, which is equal to the loss in gravitational
potential energy. The height affects the amount of loss in GPE (= mgH) and the initial speed
determines the final KE (= gain in KE + initial KE). The angle of launch does not affect the amount
of GPE lost.
Alternatively, one can work out the final speed when the it hits the ground by applying the
equations of motion for projectile motion:

v x2 u 2 cos2 , v y2 u 2 sin2 2gH

v 2 u 2 cos2 u 2 sin2 2gH u 2 2gH

Normal contact force = mg cos

Friction = mg sin - ma
Applying Pythagoras Theorem,
Resultant force on box =

mg sin ma

(mg cos )2

Fave = 1.5(5.0 0)/0.3 = 25 N

Fmax = 2 Fave = 50 N

Using relative velocity of approach = relative velocity of separation

7 - 1 = 5 (-1)
And
Using principle of conservation of momentum
m(7) + 2m(1) = m(-1) + 2m(5)

Upthrust is due to the pressure difference in the fluid

Increasing y increases the clockwise moment of L. To counter this increase, R must shift to the
right to produce greater anticlockwise moment.

E = 0.5 mv2. E varies proportional with v2 will give a curve starting with small gradient as the car
starts from rest.

a r 2
a (20 103 )(

10

2 2
) 8 105 ms2
1

The change in gravitational potential is f i = -3-(-7) = 4 kJ kg-1.

U
. U m
m

Hence change in GPE is U m = 4 4 = 16 kJ

11

dQ mLv mLf

since tv > tf , Lv > Lf

dt
tv
tf

12

Consider process acb:

U = Q + Won gas U = 85 + (- 30) = 55 J
Uba = (Qin)ba + Wba -55 J = (Qin)ba + 15 J
(Qin)ba = - 70 J

13

1/p = V (1/nRT). When n and T are halved, the new gradient is 4 times larger.

14

For a constant potential difference and plate separation the electric field strength is of the same
value at all points along XY.

15

A negative charge experiences an electric force that is opposite to the direction of the electric field.
Since the electron is projected perpendicular to the field in B, the path will be parabolic and in the
plane of the paper.

16

As the variable resistance is decreased, the effective resistance of the variable resistor in parallel
with the bulb is decreased. Current supplied by the battery increases since the emf remains
unchanged. By V=IR, the pd across the bulb H increases, and it becomes brighter. Since pd
across the bulb K = E pd across bulb H, then the pd across bulb K will decrease. As the current
and pd across bulb K decrease, its brightness will decrease.

17

Since the filament is broken, no current flows through the entire circuit which consists of
components in series only. The voltmeter Y measures no potential difference across the two bulbs
because no current flows through the bulbs (V=IR = 0 x R = 0)
Voltmeter X measures the potential difference across the gap in the circuit, which equals the EMF
of the cell since no current flows.

18

19

Speed is maximum when the mass sweeps past the equilibrium position.

displacement
a

shortest time
T

-0.5a
-a

First sketch a sinusoidal graph. By inspection, we can tell that shortest time taken must be longer
than 0.25 T, but shorter than 0.5 T. This makes option B (0.33 T) the only possible answer.

Obtaining the exact numerical answer involves solving the trigo equation 0.5a = 0.5sinwt.
Alternatively, if one recalls that sin30 = 0.5, one can easily deduce that the shortest time
corresponds to 120, or 1/3 of a cycle.
Note: students who thought 0.25 T should be the answer missed the fact that SHM is not uniform
speed motion. A body in SHM moves faster near the equilibrium position but slower near the
extreme positions.

20

Forced oscillation are forced to oscillate at the driver frequency. So the period is still Td. However,
the amplitude will decrease since the damping is increased.

21

Since intensity I at Q must be intensity at P ( I

1
), amplitude at Q must be amplitude at P
r2

( I A ).
2

22

Since this is a closed tube, only odd harmonics are possible, so possible frequencies are f1, 3f1,
5f1, 7f1 and so on, where f1 is the fundamental frequency. What is drawn is the third harmonic, so
we can write 3f1=f, or f1 = f/3. So the possible frequencies in terms of f are f/3, f, 5f/3, 7f/3 and so
on.

23

d sin n
0.001
sin30 2(4.0 107 )
N

24

Since the sphere is held stationary by the electric field, applying a magnetic field does not affect
the sphere as a magnetic force is only experienced if the charged sphere is in motion.

25

Vrms =

= 6.364 V

2
Mean power =

26

6.3642
= 2.0 W
20

E31 E32 E21

hc

hc

hc

1 2
2 1

27

The probability of finding a particle at a location is given by 2 .

28

An isotope of gold is one that has the same no. of protons and different no. of neutrons.
As the interaction between the alpha particle and the gold nucleus is purely electrical, using a
different isotope of gold thus not make any noticeable difference.

29

y = number of nucleons (protons + neutrons).

Binding energy = mass defect c2
Binding energy per nucleon = mass defect x c2 / number of nucleons.

30

It is nucleon number that needs to be conserved. When we balance the nuclear equation, we only
ensure that the proton number and nucleon number are balanced on both sides of the equation.
Note that for all reactions in physics, momentum and charge are always conserved (as is energy, if
we take mass as a form of energy). For nuclear processes, the nucleon number is also conserved.

Paper 2
1

(a)(i)

ux 20.0cos 60o 10.0 m s 1 u y 20.0sin 60o 17.3 m s 1

A2

Comments:
This question was generally well done. The occasional student mixed up the horizontal and
vertical directions. There were also a few cases of students who had the correct answers for the
correct components and then mixed them up copying them over to the answer line.
(a)(ii)

Taking upwards as positive:

vx ux 10.0 m s 1
vy u y g t
M1

17.32 9.811.0
7.51 m s 1

upwards

v vx2 vy2
vy
vx

tan 1

[1]

10.0 7.51
2

12.5 m s 1

1 7.51
o
tan
36.9
10.0

Velocity = 12.5 m s-1

Direction = 36.9o above the horizontal

A1
A1

Comments:
Most of the points were lost in the direction part. Several students indicated the direction to be
at some angle from the horizontal, which is ambiguous. Worse, a number of students gave
directions as north from east or similar. Some students forgot the degree sign.
(a)(iii)

Taking upwards as positive,

1
1
2
s y u y t a t 2 17.32 4.0 9.81 4.0 9.20 m
2
2

M1
A1

The height is 9.2 m.

Comments:
For this question, there are many methods that lead to the correct answer. The method shown
is the most straightforward, which leaves the smallest chance for introducing mistakes. One
typical mistake was to miss out the minus sign for the gravitational acceleration. Although both

upward and downwards can be chosen as positive, students have to take care that they follow
their choice through consistently.
(b)

Minimum distance occurs when the two balls are at the same vertical displacement/height. At

B1

this position, there is no vertical displacement between the balls and only horizontal

A1

displacement of 10 m.
Comments:
This question was poorly done. Many students indicated that the distance covered by the first
ball was given as (initial distance) x (one second) and that this was the minimum distance (or
even the constant distance) between the two balls. The students failed to realise that the
velocities of both balls continuously change and that as a result the distance between them also
continuously changes.

(a)

The gravitational field strength at a point is defined as the gravitational force per unit mass
acting on a small mass placed at the point.

B1

Comments:
A lot of students lost this mark. They mainly failed to include the descriptor small in relation to the
mass. This is included to ensure that the mass being used to quantify the field strength does not
overtly perturb the field it is trying to sample. The concept of this mass being close to a point mass
is subsumed within the small descriptor and so is not required.
(b)

(i)
=

M1
2 3500 10
110 60

A1

= 3300 1
Comments:
This part of the question was well answered.
(ii) The gravitational attraction provides the centripetal force,
2
= 2

M1

2 3.32 3500 109

=

6.67 1011

B1
A1

= 5.7 1023
Deduct 1 mark if student write Fg = Fc with no explanation. (This is stated in past year GCE
Examiners Report)
Comments:
Many students will be disappointed to get the correct answer but not score full marks. The statement
which appears at the start of the answer is a necessary prerequisite to any subsequent
formulations. If symbols are used to represent quantities they must be defined correctly.
(c)

(i)

B1

Comments:
The majority of students were able to recall this formula yet some still managed to substitute R
instead of R2 in the denominator.

3.7 =

(ii)

6.671011 5.71023

M1

A1

= 3200
Comments:
This was, on the whole, well answered, apart from some carelessness on the part of some students
who forgot to convert their answer into kilometres at the end.
(iii) Loss in KE = Gain in GPE (from surface of Mars to infinity)
2
2

0 = 0 (

2
2

M1
B1

6.671011 5.71023
3200000

v = 4900 m s-1
Comments:
Most students were able to arrive at the correct answer but many lost a mark due to the lack of a
clear explanation of their method. Many talked about changes in energy but failed to explain
between what positions these changes were occurring. The concept that the gravitational potential
energy at an infinite distance from the planet is necessarily zero was neither acknowledged nor
utilised in their answers.

(a)

Internal energy of a system is the sum of the microscopic random kinetic energies and microscopic
potential energies of the particles/molecules in the system.
For a system of ideal gas, the intermolecular forces between the gas molecules in an ideal gas is
assumed to be negligible. So the potential energies between the molecules are thus zero.
Hence, the internal energy of an ideal gas is given by the sum of the microscopic random kinetic
energies of the molecules.

B1
B1

Comments:

(b)

It was commonplace that the answers did not give the full correct meaning of internal
energy. More often than not, there were missing keywords e.g. system, molecules and
microscopic in the sentences. The same mistake was again made when this concept was
extended to the ideal gas. Full credit will not be awarded for any sentences without the
required keywords.

It is appalling to observe that some students gave the definition of first law of
thermodynamics for this part of the question!

For ideal gas, pV = nRT,

where V: Volume occupied by the ideal gas

n: amount of gas in terms of no. of moles
R: molar gas constant
B1

Given

B1
B1

M: total mass of ideal gas

Since internal energy, U = Total (microscopic) Kinetic Energy (KE) of ideal gas,
UT
Comments:

(c)

The most common mistake made by students for this part was the inability to present their
answers logically in a clear and sequential manner. The question had asked for students to
clearly state any additional symbols, but at least half of the cohort of the students did not do
so. Do not expect full credit if you have not done so.

It was observed that a sizable number of students held misconceptions about the
relationship of internal energy with the mean kinetic energy per molecule and/or the total
kinetic energy of the molecules involved in this part of the question. These students
obviously do not appreciate the rationale for a mean square speed of molecules. Very
often the expression U = K.E. = 1/2mv2 = 1/2m<c2> appeared in the working!! The simple
K.E. in the above expression is very vague. Without proper explanation or legend for new
symbols, K.E. could mean total kinetic energy or kinetic energy per molecule or mean kinetic
energy per molecule. Do not expect the marker to read in between the lines, the
responsibility lies with the student to communicate with the marker in a clear and logical
manner.

It is pertinent to note that if the student choose to use the mean kinetic energy of the gas
molecules to work out the final expression for U, then U = N (mean K.E. of gas molecules)
= 3/2NkT where N is the total no. of gas molecules. A significant number of students did not
realise this at all, showing no awareness that internal energy of an ideal gas is the total
microscopic kinetic energies of the gas molecules.

Both the gases are at the same temperature since they are in thermal equilibrium, and therefore
have the same mean kinetic energy per molecule.

B1

The two gases have different molecular masses (or mass per molecule) .The lighter molecule has
a larger mean square speed.

B1

Comments:

(d)

Majority of the students omitted the word mean (as in mean/average kinetic energy) in
their answers. Without the word mean, their answers became very vague. Do not expect
the marker to guess your intention. This is a concept that was tested in BT1 previously and
obviously student did not learn from their mistake!!

Recall mean KE = 1/2m<c2> kT where m: mass per molecule and k: Boltzmann constant.
If a student wrote NkT or nRT instead, then conceptually the student is wrong, unless the
question stated N or n for both gases are identical.

Again, students should write their answers in words with no abbreviations. If mathematical
expressions are used, the symbols should be expressed clearly with a proper legend.

The first law of thermodynamics states that the increase in the internal energy of the system, U is
the sum of the work done on the system, W and the heat supplied to the system, Q. U
If plunger is pushed in slowly, there will be sufficient time for heat transfer to occur, and while there
is work done on the system (compression) i.e. positive W, most of the work done will go to the heat
transfer from tube to the surroundings or into the metal plug, i.e. Q negative.
Hence from the first law of thermodynamics, the increase in internal energy, U will be very small
or zero and hence the temperature will not be high enough to ignite the cotton wool.
Comments:
-

The first law of thermodynamics must be reproduced verbatim in the answers. Some
students even omitted the word of thermodynamics and wrote The first law states
that... There are so many laws in physics. Which first law are you referring to? Please
make yourself clear in your upcoming exams.

B1

B1

B1

(a)

(i)

There were students who did not read the question carefully. The first law of
thermodynamics must be used to explain why the cotton wool is not ignited when the
plunger was pushed in slowly but these students explained about the adiabatic compression
and why the cotton wool was ignited instead. Most of the time students did not make use of
the first law of thermodynamics to conclude their explanation, some even attempted to
explain the phenomenon microscopically. Full credit will not be awarded.

The essence of first law of thermodynamics is the conservation of energy (COE). Instead of
explaining the phenomenon from the COE perspective, some students wrote about the rate
of work done being small hence the small change in temperature and internal energy. This
is totally unacceptable.

l
A

M1

1.0

1.7 108

0.00021

1.7 108

1.0
3.4636 108

=0.49

A1

Comments:
The most common mistake is not obtaining the correct formula for the cross-sectional area of
a strand of wire, A = r2. (For example, using the diameter and not the radius for r, or using
2r )
(ii)

l
A

1.0 10

1.7 108

M1

0.00021
37
2

=0.13

A1

Comments:
When there are 37 strands of wire, the cross-sectional area increases by 37 times.
Alternatively, one could think of 37 resistors (each representing a strand of wire) connected in
PARALLEL, not in series. The most common mistake is treating the 37 strands as resistors in
series.
(b)

(i)

1.

Set R2 to 0

Imax

V
Rmin

4.00

24
50r

M1
A1

r = 24/4 - 5 = 1.00
2.

Set R2 to 15

R 6.00 15.0 21.0

M1
A1

24.0
1.14A
21

Comments: This questions was well done

(c)

Maximum current occurs when R2 = 15 .

1

1 1
Effective resistance of R2 and R1 (which are in parallel) =
3.75
15 5

M1

By the potential divider principle, the pd across the resistors R2 and R1

= V1

I2

3.75
24V 18.947V .
3.75 1

C1

V1 18.947

3.79A
R1
5.00

A1

Comments:
This question was not well done, because many student were unable to recognise the correct circuit
for maximum current, and even if they did, were not able to recognise the parallel resistance R1 and
R2. Adjusting to R2= 0 will result in I2 having zero current because the two ends of the R 1 are at
the same potential and there is no potential difference across the R 1. Therefore, R2 must be set to
maximum resistance 15 .

(a)

B1

Kr

Ba

U : near to right-hand end of line

Kr : right of the peak. (See further comments below)
Ba : between Kr and U, closer to Kr

The relative spacing between the atoms can be obtained from the difference in nucleon no.

10

ABe axis Fe = 56
AFe Kr = 90-56 = 34
AKr Ba = 144 -90 = 54
ABa-U = 235 144 = 91

Therefore in terms of distances between each nuclei:

Distance of Fe-Kr < Distance of Fe and y-axis ~ Distance between Kr and Ba < Distance
between Ba U.

Comments:
This question is taken from the CIE Nov9702 A level Paper for International candidates.
[Marking criteria on closeness is similar to one given by CIE Nov 9702 Paper.]
Students should appreciate that
curve.

56Fe

is one of the more atoms and is close to the peak of the

From there, the students can then use it to gauge the relative positions of U, Ba and Kr.
(b)

Krypton is expected to be most stable as it has the highest binding energy per nucleon and hence
requires the greatest amount of energy to remove a nucleon from the nucleus.

Incorrect statements :

"greatest binding energy "

It is binding energy per nucleon not just binding energy that determines the stability. If
you look at the question. Kr actually has a smaller binding energy than U (take b.e. per
nucleon X no. of nucleons) but more stable.

"more energy/work done is needed to split up"

Hence, it follows from the point above that more net energy is needed to split up U than
Kr. It is therefore, more precisely, the energy to remove each nucleon that determines
the stability.

"not as easy to lose a nucleon"

Vague answer that is not very scientificially written. So why is it less easy? Elaboration
needed.

"as Kr is the closest to Fe"

Student fails to identify the key physical quantity that determines the stability of an atom,
but rather this sounds more like a memorised result.

"Fe is the most stable"

No, Fe is not the most stable nuclei. But we often use Fe as a reference as it is one of
the most stable nuclei.
At the peak of binding energy per nucleon curve, nickel-62 is the most tightly bound
nucleus (b.e. per nucleon), followed by iron-58 and iron-56. We often refer to Fe-56
because it is use in the study of astronomy to gauge the age of planets and stars.

"most energy per nucleon to break up into the constituents"

No credit of given. Phrase seems to convey an idea of energy divided by no. of nucleons,
but the idea of energy required just to remove one nucleon is no longer clear. First

11

B1
B1

statement is one which is more like a mathematical relationship the second statement is
more conceptual in nature.
No marks for just identifying Kr as the most stable.
(c)(i)

2.

B1

(c)(ii)
1.

Energy released = B.E of Ba + BE of Kr BE of U

[Nucleon number is conserved.]

= (144 x 1.3341 x 10-12 J) + (90 x 1.3864 x 10-12 J) (235 x 1.2191 x 10-12 J)

M1

= 3.03979 x 10-11 J

C1

= (3.03979x 10-11 / 1.60 x 10-19)

= 189 986 875 eV
= 190 x 106 eV

A1

= 190 MeV (Ans)

Negative answers [0] credit : conceptually unsound

Premature rounding [-1]
If "J" is omitted for 3.03979 x 10-11 J [-1] conceptually incorrect. Inconsistent equation.
No ecf is allowed in the part
Comments:

(c)(iii)

The majority of candidates merely considered the binding energies per nucleon, without
involving
nucleon number. Some used proton numbers.

Mistaking mass defect to be equivalent to binding energy

Mistakes in significant figures or doing intermediate rounding. Students should note that
5 s.f. was given for BE per nucleon, the number of nucleons are exact. Therefore the
value of energy released in J should not be rounded down in s.f. However, as 1eV = 1.60
x 10-19 J (3 s.f.) was used in conversion, hence the final value in MeV should be given to
3 or 4 s.f. Anyway, for intermediate workings it is recommended that we do not truncate
the s.f. and should give a few more than the final to avoid rounding off errors.

Neutrons are single particles/separate/not bounded to any nucleus and have no binding energy
per nucleon.
Both points have to be present for the mark to be given.

General comments:
ER 2004:
'There were some correct responses based on the idea that the neutron is a single particle.
However, most answers were in terms of the neutron having no charge or negligible mass."
Accept:

"neutrons are not bound to anything" idea of single particle is implied.

"neutrons are free entities" idea of separate particles inferred (BOD mark given)

12

B1

Do not accept/incorrect statements:

"neutrons have no/zero binding energy (per nucleon)"
"neutrons do not have binding energy"

unclear if candidate knows why. Seems to be just rephrasing question. Student needs to
provide a logical reasoning why neutrons do not have binding energy associated with them to get
full credit.
"because nucleons / neutrons do not interact with each other" - Yes, they do! There is a nuclear
force between the nucleons. Obviously, the student did not read lecture notes.

"nucleons come from the nucleus" - these neutrons are separate entities and hence do not have
b.e. The products (Ba and Kr) are also from the nucleus too, but have b.e. because of the
interaction between their nucleons

"neutrons are fundamental/elementary particles" or "neutrons cannot be further broken down"

There are more fundamental particles that neutrons are made of quarks and hence these
statements are not correct. The key focus is therefore on how b.e. is defined in terms of nucleons
and since, the neutrons before and after the reactions are already individual, single nucleons, they
have no binding energies.

".binding energy is insignificant/negligible"

Insignificant and negligible means that there is still a value just that the value is very small. But in
the case of B.E and how it is defined, neutrons will have exactly ZERO b.e. per nucleon.

"neutrons are neutral" or "neutrons are uncharged"

- Binding energies arises predominantly because of the nuclear force between the nucleons >>
electrostatic force. Hence, in a sense, we are not even considering electrostatic forces between
protons and protons. If ever, protons are ejected, the b.e. associated with them will still be zero
as they are already independent of the nucleus.
Again, please read question and focus on the correct thing.

"neutrons do not contribute/require energy in the reaction"

- Actually the calculation is just about the binding energy and no information was given about the
kinetic energies involved. Hence, the question's focus is about possible energy released.
Neutrons still do have kinetic energies in the beginning and at the end of the reactions and they
may not be the same and hence they still in a sense contribute, remove and require energy in the
reaction.

Further penalty:
Penalty is given if there is any incorrect physics statement within the answer. So if the student
starts off correct but then gives a conceptually incorrect statement, no credit will be given.

13

(a)

Rotor radius is 10.0 / 2 = 5.0 m.

Maximum height is 15.0 + 5.0 = 20.0 m (1 d.p.).

A1

Comments:
This question was generally well done. Common mistakes were a minus sign instead of a plus sign
(suggesting that students did not read correctly, as they calculated the minimum rather than the
maximum height) or failing to divide the diameter by two to get the radius (basic sloppiness).
(b)

(i)

1. Reading off from the graph, to half the smallest square, maximum power = 22.0 kW (1
d.p.).
No range of answer accepted; answer must be to 1 d.p.

A1

A1
2. Reading off from the graph, wind speed = 13.00 m s-1 (2 d.p.).
Accepted answers: 12.75, 13.00, 13.25 and 13.50; answer must be to 2 d.p.
Comments:
The great majority of the students gave one or both of the answers to the wrong number of
decimal places. Students are reminded to read points off a graph to half the smallest division.
(ii)

1. = 2 3 =

(5.02 )(13.003 )1.25,

E = 1.08 x 105 W,
A1

E = 108 kW.
Comments:
Many students gave the equation, plugged in the numbers and immediately wrote 108 kW as
their answer. Although this was not penalised, it is very sloppy, since the multiplication clearly
adds up to 107,845, not to 108. Stricter markers might not award the mark.

2. Efficiency = (output power) / (input power),

efficiency = (22.0 kW) / (108 kW) = 0.204,

A1

efficiency = 20.4 %. 2 and 3 s.f. are accepted.

Comments:
Many students took the nominal power, rather than the maximum power, indicating that they
do not read carefully.
(iii)

The incident wind power is 108 kW.

10%, or 10.8 kW, of this is lost.
22.0 kW is converted into power.
The power of the wind after it passed through the rotor is

M1

108 10.8 22.0 kW = 7.52 x 104 W.

A1

Answer in 2 or 3 s.f.
Comments:
A common mistake was for students to take 90% of (108 22) kW. However, the question
indicated that 10% of the incident power was lost. Again, students show that they do not read
carefully.
(d)

(i)

Since there is a frequency of 50 Hz associated with the output power, it must be producing
alternating current.

14

M1
A1

Comments:
Many alternative reasons were given in favour of both direct and alternating current. In
particular, the assumption that the blades only rotate in one direction was used as evidence for
both direct and alternating current. For data-response questions, students have to learn to look
at the data provided. Most of the data given is usually used in the question.
(ii)

M1

P 20000

29.0 A
V
690

A1

Comments:
Most students had the correct equation, derived from P = I V. Paying close attention to the
question (which states nominal current) and the data provided (which states nominal power)
should lead them to the correct answer.

15

Mark Scheme:
Basic
Procedure [1]
Diagram

[2]

Marks

Vary force F and measure elongation l

Repeat steps (for 8 iterations)

1. Correct and clearly labeled setup of plastic sheet and apparatus to apply F (mass
holder/slotted mass)
2. Clearly labeled setup of apparatus to measure l (basic setup with ruler clamped
vertically by retort stand)

Method of
Varying the
IV
Measuring/
Determining
the IV.
Measuring/
Determining
the DV
[4]
Analysis of
data & results.
[2]

1. Determination of cross-sectional area of plastic sample A using appropriate formula

and apparatus (A = Width x Thickness)
2. Determination of original length of plastic sample l0 using appropriate apparatus
3. Quantification and varying of force F using mass holder/slotted masses (F = mg)
4. Measurement or calculation of l

Other Details
(to improve
reliability of
data & results.
Explicit mention
or explanation
expected for
full credit)
[max 2]

Any good further design details, some of these might be:

Measure the thickness of the plastic sheet at different points and take average
Preliminary trials to determine minimum force to apply for appreciable change in
length of plastic sample, as well as to determine the maximum amount of slotted
mass that can be used before the plastic becomes permanently deformed.
Wait for extended length of plastic sample to stabilize first before taken
measurements.
Use of pin for taking scale reading of metre rule; use of spirit level to ensure metre
rule is vertical
Any other reasonable details provided to improve on the reliability of the experiment.
Method to ensure even distribution of applied force

Safety
Precautions [1]

Any good safety precautions which can include:

Use of heavy objects/bricks to stabilize retort stand/s
Method to prevent falling weights from causing injury e.g. wear covered shoes, safety
boots

1. Plot an appropriate graph (e.g., tensile stress vs tensile strain, or F vs l)

2. Correct determination of Youngs modulus from the plotted graph

16

Comments:
1. The Scenario: In a normal plastic bag, simplistically speaking, the vertical portion of the plastic is stretched
downwards by the load; the horizontal portion is actually compressed by the load! As such, the plastic sheet
should be setup vertically, not horizontally (see sample report). The force thus act downwards,
perpendicularly to the cross-sectional area, which is equal to the breadth x thickness of the plastic sheet. It
is the length of the plastic sheet that will be elongated. A large majority of students got this part wrong.
2. Diagrams drawn must be correct and properly labelled. The physical orientations of the apparatus and the
relationships between them must also be clearly shown. For example, in many reports the metre rule is either
missing or randomly placed in the diagram. The diagram must show how the ruler is aligned with respect to
the plastic sheet and how relevant measurements are taken.
3. Apparatus list, aim/hypothesis and IV/DV/CVs are normally not required. Everything should be incorporated
into the procedures.
4. Students should be aware by now that when making measurements, the apparatus and symbol used to
represent the quantity must be clearly stated. For example, the original length can be measured with a metre
rule and represented by the symbol lo. The same symbol can then be used in other parts of the report. Dont
change the symbol halfway!
5. The thickness of the plastic sheet should ideally be measured with a micrometer screw-gauge, not a Vernier
calipers. As a guide, use micrometer screw-gauge for lengths (L) shorter than 2.5 cm; Vernier calipers for 2.5
< L < 15 cm; metre rule for 15 cm < L < 100 cm and measuring tape for L > 1 m. Many students did not use
the appropriate apparatus to measure length.
6. Many students did not measure the length and breadth of the plastic sheet, assuming it is 20 cm by 10 cm.
7. For any processed/calculated quantity, the formula used must be explicitly shown. For example, the crosssectional area A = d x t, and the elongation l = |h h0|.
8. Many students didnt factor in the mass of the mass holder when calculating F.
9. Students must explicitly state that the experiment is repeated by varying m to obtain 8 or more values of l.
A few students did not repeat the experiment, or simply said repeat the experiment without clearly stating
how. The relevant marks will not be awarded.
10. A table is normally not required.
11. Some students did not manipulate the equation correctly to plot a suitable graph to obtain the value of Youngs
Modulus from the gradient or y-intercept. Some students did not plot a graph with their data set, instead
calculating the Youngs Modulus and averaging the results. The relevant marks will not be awarded.
12. Majority of the students were unable to provide additional details on improving the reliability of their
experiment. Students must be very clear on what special steps they took, or what special apparatus they
used, and how these make their experiment more reliable. Just merely stating do this do that is not sufficient
in many of the cases. For example, merely stating Repeat the experiment for better accuracy is incomplete.
Very trivial precautions like Turn off the fans might not be accepted.
13. Many students also did not write down relevant safety precautions. Students must be very clear on the whys
and hows in their explanations. For example, saying something like Be careful of heavy weight is not
sufficient. Students must give the source of the precaution, the preventive measure taken and maybe even
the rationale behind it. For example, Wear safety shoes in case the heavy weight used might fall on their
feet. Very trivial precautions might not be accepted.
14. A few students gave up the whole question without any attempt. Even if you dont understand the scenario,
a lot of times just writing down common procedures (correctly) like repeating, plotting or safety precautions
might earn you a few marks.
15. Congratulations if you have read everything until this point. Note that we are already very very lenient in
marking this PQ. Do look through the PQ revision package and practise practise practise!

17

Diagram
Metal clamps to hold plastic sample in place
Plastic sample
Retort stand
with boss and
clamp

Slotted
mass
Mass
holder

Pin (attached to bottom

of mass holder)

Metre-rule

Procedure
1. Measure and record down the dimensions of the plastic sheet as follows:
The length (lo) and width (d) using a half-metre rule
The thickness (t) using a pair of micrometer screw gauge (measure the thickness of the
plastic sheet at different points and take average)
2. Calculate the cross-sectional area of the sample, A = d x t
3. Set up the apparatus as shown in the diagram above, without the mass holder and slotted mass.
4. Record the scale reading of the pin h0 on the vertical metre-rule.
5. Place the mass holder and slotted mass as shown.
6. Wait until the plastic sheet does not elongate any further. Record the new scale reading of the pin
h.
7. Calculate the elongation l = |h h0|.
8. F is calculated as F = (total slotted mass + mass of mass holder) x g. Mass of slotted mass and
mass holder can be measured using an electronic balance.
9. Repeat steps (5) to (8) by increasing the number of slotted mass on the mass holder for another 7
sets of m and l values.
F
l
10. Calculate the tensile stress
and tensile strain
, and plot a graph of tensile stress vs tensile
A
l0
strain.
11. Determine the gradient of the best fit line, which corresponds to Y.
12. Wear covered shoes and stay clear of the heavy masses in case they tear the plastic sheet and
fall to the ground.

18

Paper 3
1

(a)

(i)

The particle oscillates

B1

perpendicularly to the direction of wave propagation.

B1

Comments:
Oscillate contains the meaning of constant period whereas vibrate does not.
Direction of wave propagation and energy transfer are accurate whereas direction of wave
motiion, wave profile are ambiguous.
(ii)

displacement

A
time
T

displacement

A
distance along wave

Amplitude labeled either on displacement-distance graph or displacement-time graph

Wavelength labeled on displacement-distance graph
Period labeled on displacement-time graph

B1
B1
B1

Comments:
Students who did not label the axis, or label the axis wrongly (e.g. displacement-displacement
graph, distance-time graph), or label the axis using letters only (e.g. y, x, d, t) were penalised.
(b)

(i)

When waves from two sources meet, the resultant displacement (at any position at any time) is the
vector sum of the displacement of the individual waves (at any position at any time).
At positions where the waves meet in phase, constructive interference takes place, forming a
maxima.
At positions where the waves meet in anti-phase, destructive interference takes place, forming a
minima.

Common mistakes are:

19

B1

B1

B1

1. principle of superposition states that the resultant amplitude is the vector sum of individual
amplitudes
The principle of superposition merely says that the resultant displacement (at any location) is the
vector sum of individual displacements. Whether this leads to amplitude adding up, cancelling, or
partial adding or subtracting (at that location), depends on whether the waves arrive (at that
location) in-phase, in anti-phase, or in-between.

2. constructive interference results in maximum displacement

At the maxima, we have an oscillation at maximum amplitude, whose displacement variation
includes zero and negative maximum displacements.

3. constructive interference occurs when/where crest meets crest or trough meets trough
Constructive interference occurs where the waves meet in-phase. At a maxima, crest meets crest
does not happen all the time (e.g. there is also zero meets zero, half-crest meets half-crest, etc).

4. constructive interference occurs where path difference is

Without stating that the sources are emitting waves in phase, the conditions for constructive
interference based on path difference is meaningless.

5. result in bright/dark fringes

Two-source interference need not be light waves. So it is not appropriate to exclude sound waves,
water waves, etc. For this question, the more generic terms maxima/minima would be more
appropriate.
(c)

B1

(i)

Comments:
The distance indicated must begin and end at the centre of the bright fringes, because thats the
exact locations where the waves arrive exactly in-phase to result in constructive interference.
(ii)

y=18/8=2.25 mm

M1

y=L/d
2.25x10-3 = 1.10 /(0.30x10-3)

M1

=614 nm
Comments: Solutions with unclear working were penalised.
(iii)

By measuring a larger distance, the percentage/fractional error/uncertainty of the measurement is

reduced.
OR
By averaging 8 fringe separations, the uncertainty for 1 fringe separation is divided by 8.

20

B1

Comments:
Answers which omit the underlined words are usually not clear enough. This is an example of
combining measurements, which seeks to reduce percentage error by making a larger
measurement. (Another example is measuring duration for 20 oscillations, and dividing the duration
by 20 for the period). This is different from averaging measurements, which seek to reduce
random errors by average many measurements which all contain random errors. (Example is to
repeat the timing the duration of free fall, so that random errors in each timing can be summed
together to cancel themselves.)
(vi)

d sin n

M1

0.30 10 sin 400(614 10 )

3

55.0
tan55.0

y
1.1

M1

y 1.57 m
A1

Distance = 2y = 3.14 m
Comments:
Almost all students get zero for this part because they used the fringe separation formula (y=L/d).
The fringe separation formula is only valid when the fringes are regularly spaced out. This occurs
only for fringes that occur at small angle from the central axis.
(v)

Due to diffraction of light through each slit, the higher order fringes are too dim to be observable.

B1

Comments:
The reason why higher order fringes are too dim IS NOT because light got absorbed along the way
(Its only less than 2m!), or because of light spreading itself thin as it propagates (i.e. I proportional
to 1/r2). It is really because the light through the slit is not acting like a point source that propagates
uniformly in all directions. As light passes through the slit, it diffracts, but only some of it bends into
the geometric shadow. Most of it passes straight through. Because of that, there is very little light
travelling towards the far edges in the first place.
(d)

Students who realize that those 3 slits can be interpreted as a grating with 3 lines per 0.90 mm scored
well for these two parts.

B1
B1

Similarity: The fringe separation / positions of bright fringes remains the same
since the slit separation remained the same.

B1
B1

Many students confuse fringe width with fringe, and slit width with slit separation. Please check with your
tutor/friends if you are unsure.
That there will still an interference pattern, or that the zeroth order will still be found at the centre, or that
central bright fringe will still be the brightest, are considered too trivial to be worth any mark.

Difference: The bright fringes are brighter, OR more contrast between dark and bright fringes
Explanation: The bright fringes are due to constructive interference of 3 waves compared to 2 previously.

21

Unlike in double slits, when it comes to diffraction grating, we usually only discuss about the bright
fringes, and keep away from the dark fringes. There is a reason for this: there are actually multiple minima
between a pair of maxima. The physics behind this is more complicated. If you are not interested in going
beyond the syllabus, you should just stick to the bright fringes.

(a)

(i)

As the magnetic field is perpendicular to the direction of current, the ions of liquid sodium
experience a magnetic force perpendicular to the plane of the current and field.

B1

By Fleming's left hand rule, the direction of magnetic force is to the left and moves the liquid
sodium , hence the change in liquid levels, till the weight of liquid sodium above the level of liquid
sodium in the other arm balances with this magnetic force.
Comments:

B1

Many students managed to get only 1 out of 2 marks as they missed out having keys words
underlined above. There were a lot of misconceptions such as
students mentioned about varying magnetic flux and induced e.m.f,using Faraday's law, Fleming's
right hand rule or thought that this is an application of velocity selector.
Also a lot of students use wrong terminology in their explanation such as 'when magnetic field is
applied, a magnetic force is induced on the ions'. It should be 'when magnetic field is applied, a
magnetic force is acting on the ions'.Induced is a term reserved for electromagnetic induction
phenomenon whereby the production of electromotive force (e.m.f) across a conductor when
exposed to varying magnetic fields. In this question, we are looking at moving charges in magnetic
fields experience a magnetic force. One mark will be deducted if they use 'induced force' instead
of 'magnetic force'.
(ii)

A1

Correct height labeled

Left side higher than right side

Comments:
This part is generally well done. Two common mistakes made are
1. Labelling the difference between the new liquid level and the original level as h.
2. Wrong direction of liquid movement, i.e. right side higher than the left side.

22

(iii)

Length of current flow, L

A 2.5 10 3 0.05 m

FB BIL 0.18 23 0.05 0.207N

p hg
h

FB BIL

A
A

M1

M1

BIL
0.207

9.38 10 3 m
3
gA 900 9.81 2.5 10

A1

Comments:
This part was badly done with a lot of errors and misconceptions such as
1. Students did not read the question carefully that the glass U-tube is of uniform SQUARE
cross-sectional area and they were trying to get the diameter of the tube as the length of
ions passing through the electrodes.
2. Students make mistakes such as FB h g which is very commonly seen. It should be

p h g

FB
.
A

3. Students had the misconception that it's upthrust that equals the magnetic force,
U Vg . The bulk motion of liquid sodium in the direction of the magnetic force is due to
the pressure difference created by the magnetic force. And the liquid sodium levels move
until the weight of liquid sodium above the level of liquid sodium in the other arm balances
with the magnetic force.
(iv)

Effective resistance of liquid decreases, the net current is increased since

the same d.c. sourc e is used, hence magnetic force, FB increases.

B1
B1

h increases.
Comments:
This part is well done. No marks will be awarded for merely stating that h increases with no
explanation.
(b)

(i)

When current in P is switched off, the magnetic field produces by P goes to zero and Q
experiences a decrease in magnetic flux. By Faraday's Law, an e.m.f with its magnitude directly
proportional to the rate of change of magnetic flux will be induced in Q.
When the current in P goes to zero, there will not be any change in magnetic flux in Q, hence the
induced e.m.f in Q will be zero. Therefore, the induced e.m.f occurs momentarily.
Comments:
Many students get 0 or 1 out of 2 marks because they missed out explaining why the induced e.m.f
occurs momentarily and/or the key words, decrease in magnetic flux and Faraday's law. Again
there were many wrong terminologies used by students such as
'Magnetic field induced by current P' is wrong. It should be magnetic field produced by current
P.

23

B1

B1

(ii)

P
Q

Figure 2.2
By Lenz's law, the induced current will flow in the clockwise direction
to produce magnetic flux in the same direction to oppose the decrease in magnetic flux linkage
that Q experiences.

B1

B1

Comments:
This question is badly done with many misconceptions about Lenz's law and its correct
applications. Common mistakes are
1. Quoting Lenz's law correctly, i.e. Lenz's law states that the polarity of the induced e.m.f is
such that it tends to produce a current that creates a magnetic field to oppose the change
in magnetic flux. However, when they apply to the context, they arrived at the wrong
conclusion that the induced current will flow anti-clockwise to oppose the direction of
current P. That is totally wrong! It's not about induced current in opposite direction to
current.
2. Quoting Lenz's law incorrectly with missing terms highlighted in bold below. Lenz's law
states that the polarity of the induced e.m.f is such that it tends to produce a current that
creates a magnetic field to oppose the change in magnetic flux. Note that with such
missing terms, it changes the meaning of Lenz's law. No marks is awarded even if student
applies correctly to get the correct direction of induced current.
3. Simply quoting Lenz's law without applying to this context gets no credit as it is an
explanation question.
(c)

(i)
Gradient =

dB (10 0) 10 3

5 10 3 T s 1
dt
20

A1

Comments:
Students are still making careless mistakes by forgetting to take into account the units stated on
the axis.
(ii)

d
dB
0.10
3
5

NA
(1)
5 10 3.93 10 V
dt
dT
2
2

Comments:
Students did generally well for this except for some who applied the wrong formulas.
(iii)

For time 2 to 4 seconds,

d
dB
0.10 10 ( 10)
3
5

A


10 7.85 10 V
dt
dT
2 24
2

This value is needed for labelling of the graph.

24

M1
A1

7.85

-3.93

Axes labeled and values calculated correctly [1]

Correct shape and at least 2 periods drawn [1]
Accept the graph if it is reflected about t- axis.

Comments:
The graph was badly done and common mistakes are not labelling the axes, wrong shapes
(sinusoidal or triangular) and values of induced e.m.f are wrong.
(iv)

r.m.s value of induced e.m.f =

((3.93 10

3 2

3 2

3 2

) 2) ((7.85 10 ) 2) ((3.93 10 ) 2)
5.55 10 5 V
6

M1
A1

Comments:
Many students cannot calculate the r.m.s value correctly with mistakes such as
1. Calculating the mean wrongly. In other words, the wrong period identified. Most common
wrong periods given are 4s and 8s. Some even thought they have to divide by the entire
time duration of graph drawn, i.e. 16s or 18s.
2. Forgetting to square the values of induced e.m.f or square root it at the end.
3. Using wrong concepts such as Vr .m.s
(v)
r.m.s value of induced current =

Vo
2

which is only true if the graph is sinusoidal.

5.55 10 5
3.70 10 3 A
2
1.5 10
25

A1

Comments: This is generally done well as error carry forward is given.

General comments:
This question is very poorly attempted. There is very strong evidence that students do not understand the
photoelectric experiment at all. Even though many were able to state all the equations related to this topic, they did
not understand the principle from which those equations are derived from and hence not able to do well in the
qualitative parts. There is also much confusion between the mechanisms involved in photoelectric vs line spectra
vs X-rays. You should re-study this chapter completely and clarify with your tutor.
(a)

(i)

A
V

Correct use of potentiometer

A1

Correct placement of voltmeter and ammeter

A1

Correct polarity of the emf to the photocell (A must be ve)

[Mark by deduction]
Comments:
Only a handful were able to draw the circuit diagram. This was extremely disappointing as the
same concept and set-up was tested in the PLT. The main problems are:

(ii)

Majority of the students are unable to design the potentiometer set-up with the emf source
to vary the potential difference across the photoemmisive cell. This concept was tested in
C2 BT1 in the planning question but students are still unable to grasp the mechanics
behind the potentiometer. The circuit symbol was also incorrect with many replacing the
potentiometer with a rheostat and some with thermistors! Some creatively invented their
own meter by replacing the standard symbol for a voltmeter with a P.
Polarity of the emf was incorrect or not labelled. The stopping potential is a means to allow
us to determine the KEmax of the photoelectrons indirectly by the application of an external
electric field. Hence the collector plate must be negative. There were students who used
the AC symbol to represent DC.
Placement of voltmeter must be across the photoemissive cell. There were many who
placed them across the emf source or worse still across the ammeter.

As the potential becomes more negative, the current decreases.

Comments:
Many students do not understand 2 key words in the question: State and feature. Many
students wasted time writing long chunks trying to explain why they have chosen that particular
section of the graph. No credit will be given when the command word is State. Many also did not
understand what feature means and this was again evident in (d)(i) & (ii).

26

B1

Main mistakes include:

trying to describe the section of the graph rather than the feature by saying on the left
of the y-axis for example. This does not answer the question.
stating there are various V or current values. The V is the IV so of course there is a range
since we set the V ourselves. Various current value is better but did not focus on the
negative potential idea.
using KE = eV, and since V is varying, KE is varying. This approach shows a total lack of
understanding of the application. The KE of the emitted electrons are totally independent
of the potential difference set up across AB. The potential difference set up across AB
only affects the final KE of the electron when it hits the collector.
Stating current decreases as potential difference decreases or the reverse. This shows
a lack of understanding of the significance of the polarity of the plates/potential. Though
V does becomes more negative, the potential difference is actually increasing, just that
the polarity is reversed.

In view of the very poor approach to the question, lots of BODs are given to students whose
statement gives the impression that there are trying to apply the concept of varying current. This
will however not be accepted in the prelims or the GCE as it does not answer the question posed
directly.
(iii)

Electrons absorb only one photon of the same energy E=hf where f is the frequency of the incident
radiation.
Depending on how tightly the electrons are bound to the ions, the amount of work needed for
electrons to be liberated from the material is different and hence, by conservation of energy, the
electrons are emitted with different kinetic energies.
Comments:
This question shows the misconceptions and confusion between the different applications for
many students. It is not possible to reteach everything here and you need to study this again. I
will only summarise the key ideas below:

In a metal, we have a sea of electrons with metal ions. The electrons that are emitted
during the photoelectric effect are these free electrons. Hence words like ionisation,
binding energy, energy levels, electron shells/subshells, attracted to nucleus
cannot be used.
It is stated in the question that we are given a monochromatic source, so there is only a
single wavelength or frequency. The energy of all the photons are the same since the
energy is proportional to the frequency.
During the photon-electron interaction, the photon gives all its energy to the electron.
Remember that because the photon is a quantum of electromagnetic energy (and not
KE), the energy will be completely transferred. Here, there are many students who
confused with what happens in line spectra, many stating that the photon can transferred
any amount of its energy, partially to the electrons. In the case of line spectra, photons
also must transfer all its energy to the atom/electron if its energy is exactly that of the
excitation energy. If the energy of the photon does not match the excitation energy, there
is NO absorption. The mechanism that allows partial transfer of energy in line spectra is
through the collision with electrons, because the electrons can carry away the excess
energy, something that a photon cannot do. In the case of photoelectric experiment,
because the electrons are free, they do not have discrete energy states and hence the
photon doe not need to satisfy the condition of matching excitation energy, and will be
absorbed by the electron.
The work function is the MINIMUM energy needed to liberate an electron from the metal.
There can only be ONE minimum. Stating that different electrons have different work
functions shows that you do not understand what you have memorised for work function.
You cannot use work function except for the surface electrons.

27

B1

B1

Many students quoted Einsteins photoelectric effect equation. This is totally unnecessary and in
some cases, I noted that the equation created confusion. The photoelectric effect equation is an
application of conservation of energy applied to the special case of the least bound electron, and
students who just memorise this lose out of the full understanding of the conservation of energy
to all electrons interacting with the photon. Also stating equations are not given marks for explain
questions. You are expected to write in full prose.
(b)

(i)

Power = Intensity x Area

= 220 x 15 x (10-3)2
= 3.3 x 10-3 W

A1

Comments:
The main mistake is the inability to convert the area to SI units. Revise your Math.
(ii)

Energy Nphoton E photon Nphoton hc

time
t
t
N photon P 3.3 103 345 109

5.72 1015 s1
t
hc
6.63 1034 3 108

M1

power =

A1

Comments:
There was a handful of students who got the same numerical answer but award zero marks. This
is because the concept application was incorrect, the initial equation formulated was incorrect.
Many students also appear to be unfamiliar with the term rate of incidence of photons and by
using units given, they end up solving for frequency which has the same units. How the number
of photons incident can be the frequency of the em radiation is totally beyond me. It sounds totally
unreasonable.
There was a small number who did not know that nm = 10-9 m and substituted 10-6 which is m.
No marks are awarded for computing the energy of photon correctly.
(iii)

current =

Total charge Ne

time
t

1 Nphoton
5.72 1015

1.6 1019 1.14 104 A

8 t

M1
A1

Comments:
Majority of students were able to obtain full credit due to ECF from previous parts. Some only
calculated the number of electrons per unit time but not the charge per unit time which is what
current is. No marks are awarded for calculating the number of electrons per unit time correctly.
(c)

A1

Twice the intensity would double the number of photons incident and hence double the current. No
change in the stopping potential since no change in the energy of each photon.
Comments:

28

Well attempted by all. Students who lose the mark mainly did not have the saturation current to be twice
the original value.
(d)

(i)

Electrons make distinct dots on the screen.

A1

(ii)

An interference pattern is observed on the screen.

A1

Comments:
For (i) & (ii), some students do not understand the keyword feature of the pattern. For (ii), bright
and dark fringes were not accepted since the sources are not light.
(iii)

h
6.63 1034

2.39 107 m s1
m (9.11 1031 ) (3.04 1011 )

M1
A1

Comments:
Some students did not seem to realise that part (d) is on the electron double slit experiment and
no longer on photoelectric experiment. The photoelectric effect equation should not be applied
here. The other main mistake/confusion is using E

E
(iv)

hc

hc

to determine the energy of the electron.

can only be used to determine the energy of photons and nothing else.

Loss in electric potential energy = Gain in kinetic energy

eV

M1

1
mv 2 0
2

31
7
mv 2 (9.11 10 ) 2.39 10
V

2e
2 (1.6 1019 )

1630 V

A1

Comments:
The presentation of working for this part is sorely lacking. There was also a good number of
students who expressed V as

Q
4 r

which can only be applied to isolated charges.

(v)

1 mark for correct shape and probability getting less as it gets further from the centre.

A1

Comments:
It is pleasant to note that most of the students who attempted obtained the mark.
(vi)

When the accelerating voltage is increased, the kinetic energy of the electrons increases and their
de Broglies wavelength decreases.
Since the fringe separation is proportional to the wavelength, the fringes are now closer
together/fringe separation decreases.

29

B1

B1

Comments:
It is pleasant to note that most of the students obtained full marks, some with the use of equations.
It is however important to note again that marks are NOT awarded for equations for explain
questions and you must write in full prose.
Some students misinterpret the question thinking that they have been asked to describe the
probability density function.

30