Neap Physics Past Papers
Uploaded by
max.vu1Neap Physics Past Papers
Uploaded by
max.vu1Neap Assessment Series
NSW Year 12
Physics
Aaron Kingsley
Neap
Content consultant: Alasdair Hey
Content developer: Lin Li Ng
Project editor: Tianna Morrison
Proofreader: Larisa Coffey-Wong
Cover and text designer: Renée Fulton www.rubidesign.com.au
Typesetter: Tianna Morrison
Text illustrations by Neap Education
®
Copyright © Neap Education 2023
Neap Education Pty Ltd
ABN 43 634 499 791
A catalogue record for this book is available from the National Library of Australia at www.nla.gov.au
Author: Aaron Kingsley
Title: Neap Assessment Series: NSW Year 12 Physics
ISBN: 978-1-86478-003-1
We acknowledge the Wurundjeri People of the Kulin nation as the traditional owners of the land on which this text
was created. We pay our respects to Elders past, present and future and acknowledge that this land we work on is,
and always will be, Wurundjeri land.
No reliance or warranty.
These materials are intended to supplement but are not intended to replace or to be any substitute for your regular
school attendance, for referring to prescribed texts or for your own note taking. You are responsible for following the
appropriate syllabus, attending school classes and maintaining good study practices. It is your responsibility to evaluate
the accuracy of any information, opinions and advice in these materials.
Under no circumstance will Neap Education Pty Ltd (“Neap Education”), its officers, agents and employees be liable for
any loss or damage caused by your reliance on these materials, including any adverse impact upon your performance
or result in any academic subject as a result of your use or reliance on the materials. You accept that all information
provided or made available by Neap Education is in the nature of general information and does not constitute advice.
It is not guaranteed to be error-free and you should always independently verify any information, including through
use of a professional teacher and other reliable resources. To the extent permissible at law Neap Education expressly
disclaims all warranties or guarantees of any kind, whether express or implied, including without limitation any
warranties concerning the accuracy or content of information provided in these materials or other fitness for purpose.
Neap Education shall not be liable for any direct, indirect, special, incidental, consequential or punitive damages of any
kind. You agree to indemnify Neap Education, its officers, agents and employees against any loss whatsoever by using
these materials.
All rights reserved. Except for any use as permitted under the Australian Copyright Act 1968 (the Act) and subsequent
amendments, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior permission of the
copyright holder. Educational institutions copying any part of this book for educational purposes under the Act must
give a remuneration notice to Copyright Agency Limited (CAL) and be granted a licence by CAL to do so. The Act allows a
maximum of one chapter or 10% of the pages of this work, whichever is greater, to be reproduced and or communicated
for education purposes under licence.
Please contact CAL for a licence when making copies:
Email: [email protected]
Toll-free phone number (landlines only): 1800 066 844
Phone: +612 9394 7600
Address: Level 12, 66 Goulburn Street, Sydney, 2000
Website: https://www.copyright.com.au/
CONTENTS
Preface. . .................................................................................................................................................................... v
Module 5 Advanced mechanics............................................................................................................. 1
Topic 1 Projectile motion............................................................................................................................. 3
Solutions...................................................................................................................................................................... 10
Topic 2 Circular motion.............................................................................................................................. 15
Solutions......................................................................................................................................................................24
Topic 3 Motion in gravitational fields. . .............................................................................................. 29
Solutions......................................................................................................................................................................36
Module 5 Challenge questions.............................................................................................................. 41
Solutions..................................................................................................................................................................... 49
Module 6 Electromagnetism................................................................................................................. 53
Topic 1 Charged particles, conductors and electric and magnetic fields..................... 55
Solutions......................................................................................................................................................................62
Topic 2 The motor effect.......................................................................................................................... 67
Solutions......................................................................................................................................................................77
Topic 3 Electromagnetic induction.................................................................................................... 83
Solutions.......................................................................................................................................................................91
Topic 4 Applications of the motor effect........................................................................................ 97
Solutions................................................................................................................................................................... 104
Module 6 Challenge questions...................................................................................................................... 109
Solutions..................................................................................................................................................................... 115
Module 7 The nature of light............................................................................................................... 119
Topic 1 Electromagnetic spectrum. . .................................................................................................. 121
Solutions....................................................................................................................................................................129
Topic 2 Light: Wave model.................................................................................................................... 135
Solutions....................................................................................................................................................................143
Topic 3 Light: Quantum model........................................................................................................... 149
Solutions....................................................................................................................................................................156
Topic 4 Light and special relativity. . .................................................................................................. 161
Solutions....................................................................................................................................................................168
Module 7 Challenge questions.......................................................................................................................173
Solutions....................................................................................................................................................................179
Module 8 From the Universe to the atom................................................................................ 183
Topic 1 Origins of the elements.......................................................................................................... 185
Solutions....................................................................................................................................................................193
Topic 2 Structure of the atom............................................................................................................ . 199
Solutions...................................................................................................................................................................207
Topic 3 Quantum mechanical nature of the atom.................................................................. 213
Solutions.................................................................................................................................................................... 221
Topic 4 Properties of the nucleus.................................................................................................... 227
Solutions................................................................................................................................................................... 233
Topic 5 Deep inside the atom. . ........................................................................................................... 239
Solutions...................................................................................................................................................................246
Module 8 Challenge questions......................................................................................................................251
Solutions...................................................................................................................................................................259
PREFACE
This book aims to build your understanding of content in the NSW Education
Standards Authority (NESA) Year 12 Physics course by providing you with
an extensive collection of exam-style questions.
Each module is broken down into topics from the syllabus. At the beginning of each
module, there is a brief description of the content covered as well as key terms with
definitions. Each topic has multiple-choice and short-answer questions of varying
difficulty levels that emulate the standards expected by NESA. Question difficulty
ranges from 1 to 5, with 1 being the least challenging and 5 the most challenging.
By working through this book, you will develop your knowledge of physics and gain
the skills to tackle your assessments and exams with confidence.
There are also challenge questions at the end of each module that are designed
to provide you with the opportunity to attempt more complex questions that draw
on content across entire modules. These questions will further broaden and deepen
your understanding of the world of physics.
In-depth solutions are provided for each question, including step-by-step working.
Syllabus outcomes, targeted performance bands and complete marking schemes
are also included in the solutions. These will allow you to check your work and learn
how to craft top-scoring responses.
It is essential that you are able to apply your knowledge of the content and the skills
you develop during the course to a variety of novel scenarios. It is also important
that you are very familiar with the NESA formulae sheet; pay particular attention
to identifying what each symbol represents, and understanding when and how
to apply and derive equations.
You can attempt questions after you cover each topic in class or save them to use
as a revision resource at the end of each module. No matter how you choose to use
this book, treat each question as an opportunity to test yourself and show what you
can accomplish.
Aaron Kingsley
MODULE 5
Advanced mechanics
TOPIC 1: Projectile motion
TOPIC 2: Circular motion
TOPIC 3: Motion in gravitational fields
This module explores the complex, two-dimensional motion of objects through the
analysis of the forces acting within systems. More specifically, the motion of projectiles
as well as objects undergoing uniform circular motion are investigated. Additionally,
planets and satellites in gravitational fields are analysed to understand how the force
of gravity impacts the motion of these objects.
MODULE 5: Advanced mechanics
MODULE 5 TOPIC 1
Projectile motion
This topic focuses on projectiles and their trajectories. You will apply the equations
of motion to various scenarios involving vertical constant acceleration. In particular,
you will make predictions and solve problems involving the two-dimensional motion
of projectiles. These scenarios will often require you to resolve the motion of the
projectiles into vertical and horizontal components. You will perform calculations and
derive relationships between different variables, including launch velocity, angle and
height. You will also determine the time of flight and horizontal range of projectiles.
PROJECTILE
A projectile is an object that moves in a gravitational field where it is subject
to the force of gravity only.
TRAJECTORY
A trajectory is the defined path that an object takes during its motion.
EQUATIONS OF MOTION
The equations of motion are mathematical models that describe the motion
of uniformly accelerating objects.
CONSTANT ACCELERATION
Acceleration is the rate of change of an object’s velocity, which can be in the form
of increasing speed, decreasing speed or changing direction. Constant acceleration
occurs when the rate of change of an object’s velocity remains constant over time.
TWO-DIMENSIONAL MOTION
Two-dimensional motion refers to the motion of an object in two dimensions,
usually in the horizontal and vertical planes.
VERTICAL COMPONENT
The vertical component is the component of a vector or quantity that is directed
along the vertical axis.
HORIZONTAL COMPONENT
The horizontal component is the component of a vector or quantity that is
directed along the horizontal axis.
HORIZONTAL RANGE
Horizontal range is the horizontal distance covered by a projectile as it travels
from the launch point to the landing point.
4 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
MODULE 5: Advanced mechanics
least challenging most challenging
Question 1.1
A projectile is launched from the ground and follows the path shown in the diagram.
P
ground
Which of the following represents the acceleration vector of the projectile at point P?
A. B.
C. D.
Question 1.2
Which of the following would increase the time of flight of a projectile that is launched
at an angle from the ground?
A. decreasing the force on the projectile at launch
B. decreasing the launch velocity
C. increasing the launch angle
D. increasing the mass of the projectile
Question 1.3
–1
A metal ball rolls off a table with a horizontal speed of 3.4 m s before falling 1.2 m
to the ground.
How long will it take for the metal ball to reach the ground?
A. 0.12 s
B. 0.24 s
C. 0.35 s
D. 0.49 s
MODULE 5 TOPIC 1: Projectile motion 5
Question 1.4
The diagram shows the motion of a projectile.
MODULE 5: Advanced mechanics
ground
Which of the following pairs of graphs shows the relationship between the projectile’s
horizontal displacement (sx) and vertical displacement (sy) over time?
A.
sx sy
t t
B.
sx sy
t t
C.
sx sy
t t
D.
sx sy
t t
6 Neap Assessment Series: NSW Year 12 Physics
Question 1.5
A cannon ball was launched at an angle from the ground. It reached a target that was
also on the ground and located 110 m away from the launch site. The cannon ball’s time
MODULE 5: Advanced mechanics
of flight was 4.2 seconds.
What was the launch angle of the cannon ball?
A. 32°
B. 38°
C. 52°
D. 58°
Question 1.6 (10 marks)
A ball is launched from the top of a building that has a height of 8.0 m. The ball is
–1
launched at a velocity of 35 m s at an angle of 41° above the horizontal, as shown
in the diagram.
s –1
m
35
41°
NOT TO
SCALE
8.0 m
–1
(a) Show that the vertical component of the ball’s launch velocity is 22.96 m s . 2
MODULE 5 TOPIC 1: Projectile motion 7
(b) Calculate the maximum height that the ball reaches above the ground. 3
MODULE 5: Advanced mechanics
(c) Calculate the velocity of the ball when it hits the ground. 5
8 Neap Assessment Series: NSW Year 12 Physics
Question 1.7 (5 marks)
The diagram shows the path of a projectile. 5
MODULE 5: Advanced mechanics
ground
On the diagram, sketch the path that the projectile would take if the acceleration
due to gravity were lower, and explain the differences between the paths.
MODULE 5 TOPIC 1: Projectile motion 9
Question 1.8 (5 marks)
A rescue plane flies at a constant height of 310 m above the ground at a speed of
–1
115 m s . The plane needs to release a rescue package so that the package lands
MODULE 5: Advanced mechanics
on a target, as shown in the diagram.
–1
115 m s
NOT TO
310 m SCALE
target
range
(a) Calculate the range from which the pilot should release the rescue package 4
so that it lands on the target.
(b) Identify where the package would land relative to the target if air resistance 1
is taken into consideration.
TOTAL MARKS: /25
10 Neap Assessment Series: NSW Year 12 Physics
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
MODULE 5: Advanced mechanics
Question 1.1 B PH12– 4, 12–12 Bands 2–3
The acceleration vector for a projectile always points
downward (towards the ground). This is because the
only force acting on the projectile during flight is gravity,
which always acts downward.
Question 1.2 C PH12–5, 12–12 Bands 3 – 4
C is correct. Increasing the launch angle would increase
the vertical component of the projectile’s launch velocity
and, therefore, the projectile’s time of flight.
A, B and D are incorrect. Each of these changes would
reduce the vertical component of the projectile’s launch
velocity and, therefore, decrease the time of flight.
Question 1.3 D PH12– 6, 12–12 Bands 4 –5
1
s y uy t a t2
2 y
1
1.2 0 9.8 t 2
2
1.2
t2
4.9
t 0.2449
0.49 s
Question 1.4 C PH12–5, 12–12 Bands 4 –5
There is no horizontal acceleration. Therefore, the
horizontal component of the projectile’s velocity
is constant. This also means that the horizontal
displacement (sx) over time (t) is constant, as shown
s
by a linear graph. This is in accordance with ux x .
t
The diagram shows that the projectile has a parabolic
trajectory as it moves in two dimensions (vertical and
horizontal). Given that sx and t are directly proportional,
the shape of the vertical displacement (sy) versus t graph
is parabolic like the projectile’s trajectory.
MODULE 5 TOPIC 1: Projectile motion 11
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 1.5 B PH12– 6, 12–12 Bands 5 – 6
MODULE 5: Advanced mechanics
Calculating the horizontal component of the initial
velocity gives:
s
ux x
t
110
4.2
26.1905 m s 1
Calculating the vertical component of the initial velocity
gives:
1
s y uy t ay t2
2
1
0 9.8 4.2 2
uy 2
4.2
20.58 m s 1
uy
tan 1
ux
20.58
tan 1
26.1905
38
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1.6
(a) u y u sin PH12– 4, 12–12 Bands 3 – 4
35 sin41 • Provides complete
working that shows
22.96 m s 1
the vertical component
of the launch velocity. 2
• Provides some relevant
working.1
12 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
MODULE 5: Advanced mechanics
(b) Calculating the ball’s maximum height above PH12– 4, 12–12 Bands 3 – 4
the starting position gives: • Calculates the ball’s
2 2 maximum height
v y u y 2a y s y
above the ground. 3
0 22.96 2 2 9.8 s y
22.96 2 • Calculates the ball’s
sy
19.6 maximum height above
26.9 m the starting position. 2
Calculating the ball’s maximum height above
the ground gives:
• Provides some relevant
26.9 + 8 = 34.9 m
working.1
(c) Calculating the horizontal component of the final PH12– 4, 12– 6, 12–12 Bands 4 –5
velocity gives: • Calculates the magnitude
v x u cos and direction of the final
35 cos 41 velocity.5
26.4148 m s 1 right
Calculating the vertical component of the final • Calculates the magnitude
velocity gives: of the final velocity. 4
v y 2 u y 2 2a y s y
• Calculates the magnitude
v y 2 22.96 2 2 9.8 8.0
of the vertical component
v y 683.9616 of the final velocity. 3
26.1527 m s 1 down
Calculating the magnitude of the final velocity • Calculates the magnitude of
gives: the horizontal component
–1
of the final velocity. 2
vx 26.4148 m s
• Provides some relevant
working.1
–1
vy 26.1527 m s
v
v vx2 v y2
26.41482 26.15272
37 m s 1
Calculating the direction of the final velocity gives:
vy
tan 1
vx
26.1527
tan 1
26.4148
45
–1
Thus, the final velocity is 37 m s at 45° below
the horizontal.
MODULE 5 TOPIC 1: Projectile motion 13
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
MODULE 5: Advanced mechanics
Question 1.7
PH12–5, 12–7, 12–12 Bands 4 –5
• Sketches the correct
parabolic path.
AND
ground • Explains ALL differences
The horizontal component of the projectile’s velocity between the paths. 5
remains the same throughout the motion, regardless of
acceleration due to gravity. However, a lower acceleration • Sketches the correct
due to gravity would mean that, as the projectile rises, parabolic path.
the vertical component of its velocity would take longer
AND
to reach zero. Therefore, the maximum height of the
projectile would be greater and be reached further away • Explains at least TWO
differences between
from the launch site. A longer total time of flight would
the paths. 4
also result in an increase in the projectile’s range.
• Sketches some correct
features of the path.
AND
• Explains ONE difference
between the paths. 3
• Sketches ONE correct
feature of the path.
AND
• Shows some understanding
of ONE difference between
the paths. 2
• Provides some relevant
information.1
14 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
MODULE 5: Advanced mechanics
Question 1.8
(a) Calculating the time of flight gives: PH12–4, 12– 6, 12–12 Bands 4 –5
1 • Calculates the range. 4
s y uy t a t2
2 y
1
310 0 9.8 t 2 • Calculates the range with
2
ONE omission or error. 3
2 310
t
4.9
t 63.2653 • Calculates the time
7.9539 seconds of flight. 2
Calculating the range gives:
s x ux t • Provides some relevant
115 7.9539 working.1
915 m
(b) The package would land before reaching PH12– 6, 12–12 Bands 3 – 4
the target. • Identifies where the
package would land
relative to the target. 1
MODULE 5: Advanced mechanics
MODULE 5 TOPIC 2
Circular motion
This topic focuses on the uniform circular motion of objects. You will examine a number
of variables, including centripetal force and acceleration, mass, speed, velocity and
radius. You will also solve problems related to a variety of situations where objects
undergo uniform circular motion, including masses on strings and objects moving
around horizontal bends and banked tracks. This topic also looks at the relationship
between rotational motion and torque.
UNIFORM CIRCULAR MOTION
Uniform circular motion refers to the motion of an object that occurs along
a circular path at a constant speed.
CENTRIPETAL
Centripetal refers to a vector that acts towards the centre of a circle, usually
in relation to acceleration or force.
RADIUS
The radius is the distance between the centre of a circle and its perimeter.
HORIZONTAL BEND
A horizontal bend refers to a flat, circular path.
BANKED TRACK
A banked track is an inclined circular path that is tilted inward.
ROTATIONAL MOTION
Rotational motion is the motion of an object around a fixed point or axis
of rotation.
TORQUE
Torque is a measure of a force that causes rotation around an axis.
16 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
MODULE 5: Advanced mechanics
least challenging most challenging
Question 2.1
Which of the following formulas is used to calculate centripetal acceleration?
v2
A.
r
mv 2
B.
r
C.
t
2 r
D.
T
Question 2.2
The diagram shows a car travelling around a horizontal bend at a constant speed.
Which row of the table describes the car’s motion as it travels around the bend?
Velocity Acceleration
A. constant constant
B. constant not constant
C. not constant constant
D. not constant not constant
MODULE 5 TOPIC 2: Circular motion 17
Question 2.3
Astronauts learn how to cope with high g-forces by training in a centrifuge. A simplified
illustration of a centrifuge viewed from above is shown.
MODULE 5: Advanced mechanics
9.2 m
astronaut NOT TO
capsule SCALE
An astronaut sits in the capsule while the centrifuge operates at a constant speed
and completes one revolution every 2.5 seconds.
What is the astronaut’s centripetal acceleration?
–2
A. 3.7 m s
–2
B. 23 m s
–2
C. 58 m s
–2
D. 145 m s
Question 2.4
A flat, circular disc with a diameter of 550 cm rotates horizontally at a frequency
of 0.02 Hz.
An object is placed at the edge of the rotating disc.
What is the speed of the object?
–1
A. 0.11 m s
–1
B. 0.14 m s
–1
C. 0.35 m s
–1
D. 0.69 m s
18 Neap Assessment Series: NSW Year 12 Physics
Question 2.5
A classroom door will only open when a minimum of 200 N m of torque is applied to it.
MODULE 5: Advanced mechanics
Looking at the top of the door from above, in which of the following scenarios will the
door open?
A. pivot B. 20 cm
240 N pivot
80 cm 20° 1070 N
C. 100 cm D. 50 cm
pivot pivot
30°
380 N 20° 420 N
Question 2.6 (2 marks)
The diagram shows a ferris wheel that is rotating at a constant rate. Point A is three 2
times as far from the centre of rotation as point B.
Compare the instantaneous and angular speeds at points A and B.
MODULE 5 TOPIC 2: Circular motion 19
Question 2.7 (3 marks)
Two boxes, J and K, have the masses m and 2m respectively. The boxes are placed
on either side of a see-saw such that their centres of mass are an equal distance, r,
MODULE 5: Advanced mechanics
from the pivot, as shown in the diagram.
J K
m 2m
r r
ground
(a) Why is the net torque on the see-saw NOT zero? 2
(b) Another box, identical to the box of mass m, can be placed anywhere along 1
the see-saw.
Identify where this box should be placed on the see-saw so that the net torque
on the see-saw is zero.
20 Neap Assessment Series: NSW Year 12 Physics
Question 2.8 (5 marks)
A ball of mass 0.60 kg hangs from a string and undergoes uniform circular motion,
as shown in the diagram.
MODULE 5: Advanced mechanics
20°
(a) On the diagram, draw and label the TWO forces acting on the ball. 2
(b) The ball takes 1.1 seconds to complete one revolution. 1
Calculate the ball’s angular speed.
(c) Determine the magnitude of the net force acting on the ball. 2
MODULE 5 TOPIC 2: Circular motion 21
Question 2.9 (3 marks)
The diagram shows a curved section of a race track. This section has a banking 3
angle of 30° and a radius of 96 m. A car that is travelling on the track has a mass
MODULE 5: Advanced mechanics
of 1400 kg.
30°
Ignoring friction, show that the maximum speed, v, that the car can travel around
–1
the curved section without slipping is 23.3 m s .
22 Neap Assessment Series: NSW Year 12 Physics
Question 2.10 (7 marks)
In a new amusement park ride, occupants travel in a vertical, circular path with radius r
–1
at a constant speed of 33 m s , as shown in the diagram.
MODULE 5: Advanced mechanics
B D
C
(a) At which point (A, B, C or D) do the occupants feel the heaviest? 1
(b) Explain why no net work is done on the occupants after completing 3
one revolution.
MODULE 5 TOPIC 2: Circular motion 23
(c) Calculate how long it takes for the occupants to complete one revolution 3
if their centripetal acceleration is 4g.
MODULE 5: Advanced mechanics
TOTAL MARKS: /25
24 Neap Assessment Series: NSW Year 12 Physics
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
MODULE 5: Advanced mechanics
Question 2.1 A PH12–12 Bands 2–3
A is correct. Centripetal acceleration (ac ) is calculated
v2
using .
r
mv 2
B is incorrect. The formula is used to calculate
r
centripetal force (Fc ).
C is incorrect. The formula is used to calculate
t
angular velocity (w ).
2 r
D is incorrect. The formula is used to calculate the
T
speed (v) of an object undergoing uniform circular motion.
Question 2.2 D PH12–5, 12–12 Bands 3 – 4
The car is undergoing uniform circular motion as it travels
around the bend. While the car maintains a constant
speed, it is constantly changing direction. Velocity and
acceleration are both vectors, which means that they
have directions. Therefore, the velocity and acceleration
of the car as it travels around the bend are not constant.
Question 2.3 C PH12– 6, 12–12 Bands 4 –5
2 r
Given that v :
T
v2
ac
r
4 2 r
T2
4 2 9.2
2.5 2
58 m s 2
MODULE 5 TOPIC 2: Circular motion 25
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 2.4 C PH12– 6, 12–12 Bands 4 –5
MODULE 5: Advanced mechanics
1
Given that T :
f
2 r
v
T
2 r
1
f
550
2 2
100
1
0.02
0.35 m s 1
Question 2.5 B PH12–5, 12– 6, 12–12 Bands 4 –5
Scenario B is the only option that results in a torque that
is greater than or equal to 200 N m.
r F
rF sin
0.20 1070 sin70
201 N m
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2.6
The instantaneous speed at point B is three times that PH12–5, 12–12 Bands 3 – 4
of point A. The angular speeds at points A and B are • Identifies that the
the same. instantaneous speed
at point B is three times
that of point A.
AND
• Identifies that the angular
speeds are the same. 2
• Any ONE of the
above points. 1
26 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
MODULE 5: Advanced mechanics
Question 2.7
(a) Box K has twice the mass of box J and therefore PH12– 6, 12–12 Bands 3 – 4
applies twice the weight force, F. Given that both • Explains why the net
boxes are the same distance, r, from the centre/pivot torque is non-zero. 2
of the see-saw, twice the amount of torque, t, will
be applied to the right-hand side, resulting in a
non-zero net torque. • Provides some relevant
information.1
(b) The box should be placed on top of the box PH12– 6, 12–12 Bands 2–3
of mass m (box J). • Identifies where the
box should be placed. 1
Question 2.8
(a) PH12–5, 12–12 Bands 3 – 4
• Draws and labels the
20° force vectors for weight
AND tension. 2
• Draws the force vectors
for weight AND tension.
tension (T) OR
• Draws and labels the
weight (W mg) force vector for weight
OR tension. 1
PH12– 4, 12–12 Bands 2–3
(b)
t • Calculates the angular
2 speed.1
t
2
1.1
5.7 rad s 1
Fnet PH12– 4, 12–5, 12–12 Bands 4 –5
(c) tan20
mg • Calculates the magnitude
Fnet 0.60 9.8 tan 20 of the net force. 2
2.1 N
• Provides some relevant
working.1
MODULE 5 TOPIC 2: Circular motion 27
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
MODULE 5: Advanced mechanics
Question 2.9
mv 2 PH12– 6, 12–12 Bands 4 –5
Given that Fnet Fc and Fg mg :
r • Provides complete
Fnet working that shows
tan the maximum speed. 3
Fg
mv 2
tan • Provides complete
rmg
working that shows
v rg tan the maximum speed
96 9.8 tan 30 with ONE omission
or error. 2
23.3 m s 1
• Provides some relevant
working.1
Question 2.10
(a) point C PH12– 6, 12–12 Bands 2–3
• Identifies the correct point. 1
(b) In accordance with W = F s, net work is only done PH12– 6, 12–7, 12–12 Bands 4 –5
when there is non-zero displacement. Given the • Explains why no net
occupants return to the same position and hence work is done. 3
there is zero displacement, there is no net work
done on the occupants after completing one • Shows an understanding
revolution. of work and circular motion. 2
• Provides some relevant
information.1
28 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
MODULE 5: Advanced mechanics
(c) ac 4 g PH12– 4, 12– 6, 12–12 Bands 4 –5
4 9.8 • Calculates the period
of the revolution. 3
39.2 m s 2
Finding the radius of the circular path gives:
• Calculates the radius
v2
ac of the circular path. 2
r
332
r
39.2 • Provides some relevant
27.7806 m working.1
Finding the period of the revolution gives:
2 r
v
T
2 27.7806
T
33
5.29 s
MODULE 5: Advanced mechanics
MODULE 5 TOPIC 3
Motion in gravitational fields
This topic focuses on the motion of objects, including planets and satellites, in
gravitational fields. You will examine the force of gravity and apply Newton’s Law
of Universal Gravitation to a range of scenarios. You will investigate orbital motion,
including circular and elliptical orbits, to determine a range of orbital properties such
as the orbital period, orbital radius and orbital velocity. This topic also looks at Kepler’s
Laws of Planetary Motion, especially Kepler’s Third Law, and how to apply energy
relationships (including potential, kinetic and total mechanical) to solve a range of
problems, including those relating to the concept of escape velocity.
SATELLITE ORBITAL PERIOD
A satellite is a body that orbits a planet, The orbital period refers to the time it
star or other celestial object. takes a planet or satellite to complete
one orbit around its central body.
GRAVITATIONAL FIELD
A gravitational field is a region of space KEPLER’S LAWS OF PLANETARY
in which a mass experiences a force MOTION
due to the presence of another mass. Kepler’s Laws of Planetary Motion
Gravitational fields are responsible for describe the motion of the planets
the motion of orbiting objects such as around the Sun. The first law states
planets and satellites. that planets move in elliptical orbits.
The second law states that a planet
NEWTON’S LAW OF UNIVERSAL covers an equal amount of area in
GRAVITATION an equal amount of time, regardless
Newton’s Law of Universal Gravitation of where it is in its orbit. The third law
states that every point mass in the states that the square of a planet’s
Universe attracts every other point mass orbital period is proportional to the
with a force that is directly proportional cube of its orbital radius.
to the product of their masses and
inversely proportional to the square ESCAPE VELOCITY
of the distance between them. Escape velocity is the minimum velocity
required for an object to break free from
ELLIPTICAL ORBIT the gravitational pull of a celestial body.
An elliptical orbit is a planet or
satellite’s orbit that is in the shape
of an ellipse with the central body
positioned at one of two foci.
30 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
MODULE 5: Advanced mechanics
least challenging most challenging
Question 3.1
Satellites that constantly orbit at higher altitudes experience
A. shorter periods.
B. greater velocities.
C. weaker gravitational fields.
D. stronger gravitational forces.
Question 3.2
Planet X has eight times the mass and four times the radius of Earth.
What is the strength of the gravitational field on the surface of planet X relative to Earth?
A. 0.5g
B. 1.0g
C. 2.0g
D. 4.0g
Question 3.3
Venus orbits the Sun at an average distance of 0.72 AU, completing one orbit every
224.7 days.
Another planet in the Solar System orbits the Sun at an average distance of 9.5 AU.
How long would it take for this planet to complete one orbit?
3
A. 3.0 × 10 days
4
B. 1.1 × 10 days
5
C. 1.0 × 10 days
8
D. 1.2 × 10 days
MODULE 5 TOPIC 3: Motion in gravitational fields 31
Question 3.4
Which of the following graphs is consistent with the total mechanical energy, E,
of a planet in a stable elliptical orbit?
MODULE 5: Advanced mechanics
A. E B. E
0 r 0 r
C. E D. E
0 r 0 r
Question 3.5
The diagram shows two moons, Moon 1 and Moon 2, orbiting a planet. Moon 1 follows
a circular orbit, while Moon 2 follows an elliptical orbit.
Moon 2
Moon 1
planet
Which of the following statements is correct?
A. Moon 1 attains a greater maximum orbital velocity than Moon 2.
B. Moon 1 attains a greater gravitational potential energy than Moon 2.
C. Moon 2 has a greater orbital period than Moon 1.
r3
D. The orbits of Moon 1 and Moon 2 do not have the same value.
T2
32 Neap Assessment Series: NSW Year 12 Physics
Question 3.6 (8 marks)
5
The International Space Station (ISS) has a mass of 4.2 × 10 kg and orbits the Earth
at an orbital radius of 6779 km.
MODULE 5: Advanced mechanics
(a) Calculate the gravitational force between the ISS and Earth. 2
–1
(b) Show that the ISS’s orbital speed is 7683 m s . 3
(c) Explain why work must be done on the ISS to maintain its orbit. 3
MODULE 5 TOPIC 3: Motion in gravitational fields 33
Question 3.7 (3 marks)
r3 GM
Using Newton’s Law of Universal Gravitation, derive Kepler’s third law . 3
2 2
T 4
MODULE 5: Advanced mechanics
34 Neap Assessment Series: NSW Year 12 Physics
Question 3.8 (5 marks)
The table shows data from an investigation that aims to determine the relationship
between the mass and weight of an object at the surface of a planet.
MODULE 5: Advanced mechanics
Mass (kg) Weight (N)
0.5 0.8
1.0 1.6
1.5 2.4
2.0 3.2
2.5 4.0
(a) Plot the data on the axes provided. Include a line of best fit. 2
4
Weight (N)
0
1 2 3 4
Mass (kg)
MODULE 5 TOPIC 3: Motion in gravitational fields 35
(b) The planet in the investigation has the same radius as Earth. 3
Explain why the escape velocity from the surface of this planet is lower
than the escape velocity from the surface of Earth. Support your answer
with a relevant formula.
MODULE 5: Advanced mechanics
Question 3.9 (4 marks)
Satellites in geostationary orbit maintain an orbital period that is equal to the time 4
it takes for Earth to complete one sidereal day. A sidereal day lasts for 23 hours,
56 minutes and 4 seconds.
A geostationary satellite with a mass of 3576 kg is moved to a lower orbit around
Earth with a radius of 7031 km.
How much work is done against the satellite to change its orbit?
TOTAL MARKS: /25
36 Neap Assessment Series: NSW Year 12 Physics
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
MODULE 5: Advanced mechanics
Question 3.1 C PH12–5, 12–12 Bands 2–3
GM
C is correct. According to g satellites at higher
r
altitudes (that is, with larger radii) experience weaker
gravitational fields.
r3 GM 2 r
A and B are incorrect. According to and v ,
T 2
4 2 T
satellites at higher altitudes have longer periods and
lower velocities.
GMm
D is incorrect. According to F , satellites at higher
r2
altitudes experience weaker gravitational forces.
Question 3.2 A PH12–5, 12– 6, 12–12 Bands 3 – 4
GM
g
r2
M
g
r2
Finding the g of planet X relative to Earth gives:
M 8
2
r 42
0.5g
Question 3.3 B PH12– 6, 12–12 Bands 4 –5
rV 3 rP3
TV 2 TP2
0.72 3 9.5 3
224.72 TP2
9.5 3
TP
0.72 3
224.72
10 769
1.1 104 days
MODULE 5 TOPIC 3: Motion in gravitational fields 37
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 3.4 D PH12–5, 12– 6, 12–12 Bands 4 –5
MODULE 5: Advanced mechanics
D is correct. The total mechanical energy, E, of a planet
remains constant throughout the planet’s stable elliptical
orbit, even as the distance, r, of the orbit changes. This is
in accordance with the law of conservation of energy. The
total mechanical energy of a planet in orbit is negative
with a maximum at zero.
A is incorrect. This graph represents changes in the total
mechanical energy of various planets that have stable
circular orbits of varying distances.
B is incorrect. This graph represents changes in the
kinetic energy of planets that have stable circular orbits
of varying distances.
C is incorrect. Total mechanical energy is always negative
and constant for a planet in a stable orbit.
Question 3.5 C PH12–5, 12– 6, 12–12 Bands 4 –5
C is correct. Moon 2 has a greater average orbital radius
than Moon 1 and, therefore, takes longer than Moon 1
to complete one orbit.
A is incorrect. Moon 2’s orbital path takes it closer to the
planet; therefore, Moon 2 attains a greater maximum
orbital velocity than Moon 1.
B is incorrect. For most of its orbit, Moon 2 is much
further away from the planet than Moon 1; therefore,
Moon 2 attains a greater gravitational potential energy
than Moon 1.
D is incorrect. According to Kepler’s law of periods, all
satellites, such as moons, orbiting a given planet have
r3
the same value.
T2
38 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
MODULE 5: Advanced mechanics
Question 3.6
GMm PH12– 4, 12–12 Bands 2–3
(a) F
r • Calculates the
6.67 10 11 6.0 1024 4.2 105 gravitational force. 2
2
6.779 106
6 • Provides some relevant
3.7 10 N
working.1
(b) Fg = Fc PH12– 6, 12–12 Bands 3 – 4
GMm mv 2 • Provides complete
2 r working that shows
r
the orbital speed. 3
GM
v
r
6.67 10 11 6.0 1024 • Provides complete
working that shows
6.779 106 the orbital speed with
7683 m s 1 ONE omission or error. 2
• Provides some relevant
working.1
(c) The ISS experiences atmospheric drag as it orbits PH12– 6, 12–7, 12–12 Bands 4 –5
Earth; as a result, work is done against the ISS that • Explains why work must
decreases its total mechanical energy and thus be done on the ISS to
reduces its altitude. maintain its orbit. 3
In order to maintain the ISS's total mechanical
energy and thus its orbit, work must be done
• Identifies that work
on the ISS against Earth’s gravitational field.
is done against the ISS
due to atmospheric drag. 2
• Provides some relevant
information.1
MODULE 5 TOPIC 3: Motion in gravitational fields 39
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
MODULE 5: Advanced mechanics
Question 3.7
Fg Fc PH12–5, 12– 6, 12–12 Bands 4 –5
GMm mv 2 • Derives the relationship. 3
r2 r
2 r • Shows that the
Substituting v gives: gravitational force equals
T
the centripetal force. 2
2
GMm m 2 r
r2 r T • Provides some relevant
3 information.1
r GM
2
T 4 2
Question 3.8
(a) 5 PH12– 4, 12–12 Bands 3 – 4
• Plots all data points.
AND
4
• Draws a line of best fit. 2
3 • Any ONE of the above points. 1
Weight (N)
0
1 2 3 4
Mass (kg)
40 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
MODULE 5: Advanced mechanics
–1
(b) Earth has a gravitational field strength of 9.8 N kg . PH12– 6, 12–12 Bands 4 –5
• Explains why the escape
The strength of the gravitational field on the surface
velocity is lower.
–1
of the planet in the investigation is 1.6 N kg , AND
according to the data, and thus significantly lower. • Provides a relevant formula. 3
Given that the radii of the planet and Earth are
• Explains why the escape
equivalent, the planet must have a smaller mass velocity is lower. 2
than Earth for it to have a weaker gravitational field
2GM • Provides some relevant
at its surface. Thus, according to v esc , the information.1
r
escape velocity from the surface of the planet is
lower than the escape velocity from the surface
of Earth.
Question 3.9
Calculating the orbital radius during the satellite’s PH12– 4, 12–5, 12– 6, 12–12 Bands 5 – 6
geostationary orbit gives: • Calculates the work done
r 3
GM against the satellite. 4
T2 4 2
r3 6.67 10 11 6.0 1024 • Calculates the work done
against the satellite with
2 2
23 60 60 56 60 4 4
ONE omission or error. 3
r 4.2220 107 m
Calculating the work done against the satellite gives: • Calculates the orbital
W E radius during the satellite’s
GMm 1 1 geostationary orbit. 2
2 r r
f i
6.67 10 11 6.0 1024 3576 • Provides some relevant
working.1
2
1 1
3 7
7031 10 4.2220 10
8.5 1010 J
MODULE 5: Advanced mechanics
MODULE 5
Challenge questions
These questions test your knowledge of the entire module. Attempt these questions
after you have finished studying the topics for Module 5.
42 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
MODULE 5: Advanced mechanics
least challenging most challenging
Question 1 (6 marks)
The diagram shows a circular space station that is rotating uniformly in order to simulate
Earth’s gravity while in deep space. The distance between the centre of the space station
and the inner wall where the person is standing is 418 m.
NOT TO
SCALE
(a) Explain what happens to the apparent weight of the person as the space 3
station’s speed of rotation increases. Support your answer with a relevant
formula.
MODULE 5 Challenge questions 43
(b) The space station’s rotation is changed and results in the person’s apparent 3
weight becoming equal to their weight on Earth.
Calculate the space station’s period of rotation.
MODULE 5: Advanced mechanics
44 Neap Assessment Series: NSW Year 12 Physics
Question 2 (9 marks)
A mechanical device is attached to a golf club of length 1.1 m so that the club undergoes
uniform circular motion with a period of 0.10 s. A 46 g golf ball is then placed in front
MODULE 5: Advanced mechanics
of the head of the golf club. The head of the golf club strikes the golf ball at a 35° angle
to the horizontal, as shown in the diagram.
NOT TO
SCALE
35°
Assume that the golf ball’s launch speed is the same as the speed of the head of the
golf club.
–1
(a) Show that the launch velocity of the golf ball is 69 m s . 2
MODULE 5 Challenge questions 45
(b) Consider the hypothesis. 7
The kinetic energy of the golf ball is at a minimum when the golf ball
reaches its maximum height.
MODULE 5: Advanced mechanics
Analyse the motion of the golf ball to test the hypothesis. Support your answer
with relevant calculations.
46 Neap Assessment Series: NSW Year 12 Physics
Question 3 (10 marks)
An astronaut on the surface of Mars shoots an arrow from a height of 1.0 m above
the surface at an angle of 27° above the horizontal. They hit a target that is 5.0 m
MODULE 5: Advanced mechanics
23
above the ground, as shown in the diagram. Mars has a mass of 6.4 × 10 kg and
6
a mean radius of 3.390 × 10 m.
NOT TO
5.0 m
SCALE
27°
1.0 m
–2
(a) Show that the acceleration due to gravity on the surface of Mars is 3.7 m s . 2
MODULE 5 Challenge questions 47
(b) The arrow hits the target when it reaches its maximum height above 5
the ground.
Calculate the horizontal range of the arrow.
MODULE 5: Advanced mechanics
48 Neap Assessment Series: NSW Year 12 Physics
(c) Olympus Mons is a volcano on Mars. The top of the volcano is 25 km above 3
the mean radius of Mars.
If the astronaut shot the arrow horizontally from the top of the volcano,
how fast would the arrow need to travel to completely orbit Mars and
MODULE 5: Advanced mechanics
return to the same spot where it was shot? Give your answer correct
to the nearest whole number.
TOTAL MARKS: /25
MODULE 5 Challenge questions 49
Solutions
Syllabus outcomes,
Sample answer targeted performance bands
MODULE 5: Advanced mechanics
and marking guide
Question 1
(a) The rotating space station provides a centripetal PH12– 6, 12–12 Bands 4 –5
• Explains why increasing
force that simulates gravity and allows the person
the speed of rotation
standing inside the space station to experience increases apparent weight
by linking to increasing
mv 2
apparent weight. In accordance with Fc , centripetal force.
r
AND
the faster the space station rotates, the greater the
• Provides a relevant
centripetal force; thus, the apparent weight formula.3
of the person increases as the space station’s
• Explains why increasing
speed of rotation increases. the speed of rotation
increases apparent weight
by linking to increasing
centripetal force. 2
• Provides some relevant
information.1
–2 PH12– 4, 12– 6, 12–12 Bands 4 –5
(b) To simulate Earth’s gravity, g = 9.8 m s . Therefore,
calculating the speed of the rotation gives: • Calculates the period
ac g of the rotation. 3
2
v
g
r • Calculates the speed
v gr of the rotation. 2
9.8 418
64.0031 m s 1 • Identifies that ac = g.1
Calculating the period of the rotation gives:
2 r
T
v
2 418
64.0031
41 .0 seconds
50 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
MODULE 5: Advanced mechanics
Question 2
2 r PH12– 4, 12–12 Bands 3 – 4
(a) v
T • Provides complete
2 1.1 working that shows
0.10 the launch velocity. 2
69 m s 1
• Provides some relevant
working.1
(b) The golf ball’s kinetic energy is proportional to the PH12–1, 12– 4, 12– 6, 12–7, 12–12
2 Bands 5 – 6
magnitude of its velocity squared (K ∝ V ). The
velocity of the golf ball is a resultant of its vertical • Outlines the relationship
between kinetic energy
and horizontal components. Given that the golf
and velocity.
ball is launched at an angle to the horizontal, the
AND
horizontal and vertical components of the golf
• Explains the changes in
ball’s velocity are both non-zero. The ball’s kinetic
kinetic energy throughout
energy at launch is calculated as follows. motion in detail.
1
K mv 2 AND
2
• Calculates and explicitly
1
0.046 692 links velocity to kinetic
2
energy at launch and
110 J
maximum height.
When the golf ball is launched, its acceleration due
AND
to gravity only affects the vertical component of
• Determines that the
its velocity, which decreases as the golf ball rises.
hypothesis is correct. 7
Once the golf ball reaches its maximum height,
the vertical component is zero; this is the only
• Outlines the relationship
point in the golf ball’s motion where the vertical
between kinetic energy
component is zero. The magnitude of the vertical and velocity.
component increases again as the golf ball falls. AND
There is no acceleration in the horizontal direction, • Explains the changes
so the horizontal component of the golf ball’s in kinetic energy
throughout motion.
velocity remains the same throughout the golf
ball’s motion, as shown in the following calculation. AND
v x ux u cos • Calculates velocity
and kinetic energy
69 cos 35
at maximum height.
56.5215 m s 1
AND
(continues on next page)
• Determines that the
hypothesis is correct. 6
MODULE 5 Challenge questions 51
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
MODULE 5: Advanced mechanics
(continued) • Explains the changes
in kinetic energy
Therefore, the magnitude of the horizontal
throughout motion.
component of the golf ball’s velocity is the same as
AND
its velocity when the golf ball reaches its maximum
• Calculates velocity
height. This means that the golf ball’s kinetic at maximum height.
energy is at a minimum when the golf ball reaches
AND
its maximum height, as shown in the following
• Determines that the
calculation. hypothesis is correct. 5
1
K mv 2
2
• Shows an understanding
1
0.046 56.5215 2 of changes in kinetic energy.
2
73 J AND
Therefore, the hypothesis is correct. • Provides a relevant
calculation.
AND
• Determines that the
hypothesis is correct. 4
• Shows an understanding
of changes in kinetic energy.
AND
• Provides a relevant
calculation.
OR
• Determines that the
hypothesis is correct. 3
• Shows an understanding
of kinetic energy.
OR
• Provides a relevant
calculation.2
• Provides some relevant
information.1
52 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
MODULE 5: Advanced mechanics
Question 3
GM PH12– 4, 12–12 Bands 3 – 4
(a) g
2
r • Provides complete
6.67 10 11 6.4 1023 working that shows
the acceleration due
3.390 106 2 to gravity. 2
2
3.7 m s
• Provides some relevant
working.1
(b) Calculating the initial vertical velocity of the arrow PH12– 4, 12– 6, 12–12 Bands 5 – 6
gives: • Calculates the horizontal
2 2 range.5
v y u y 2a y s y
u y 2a y s y
• Calculates the horizontal
2 3.7 4.0
range with ONE omission
5.4406 m s 1 or error. 4
Calculating the arrow’s time of flight gives:
v y uy ay t • Calculates the time of flight. 3
0 5.4406 3.7t
5.4406 • Calculates the initial
t
3.7 vertical velocity. 2
1.4704 seconds
Calculating the arrow’s horizontal range gives:
• Provides some relevant
s x ux t working.1
5.4406
1.4704
tan27
16 m
(c) Fc = Fg PH12– 4, 12– 6, 12–12 Bands 4 –5
mv 2 GMm • Calculates the speed
of the arrow. 3
r r2
GM
v • Calculates the speed
r
of the arrow with ONE
6.67 10 11 6.4 1023 omission or error. 2
3.390 0.025 106
3536 m s 1 • Provides some relevant
working.1
MODULE 6
Electromagnetism
TOPIC 1: Charged particles, conductors and electric and magnetic
fields
TOPIC 2: The motor effect
TOPIC 3: Electromagnetic induction
TOPIC 4: Applications of the motor effect
This module examines the interactions between charged particles and conductors
in electric and magnetic fields, including resulting phenomena such as the motor
effect. It also explores the mechanisms and applications of electromagnetic induction,
including transformers, generators and induction motors.
MODULE 6 TOPIC 1
Charged particles, conductors
and electric and magnetic fields
This topic focuses on negatively and positively charged particles and their interactions
with electric and magnetic fields. You will examine uniform electric fields in the
MODULE 6: Electromagnetism
context of parallel charged plates, as well as looking at the forces and energy changes
experienced by moving and stationary charged particles in these electric fields. This
topic also explores the forces and energy changes experienced by charged particles
in uniform magnetic fields. You will also compare the motion of charged particles in
electric, magnetic and gravitational fields, particularly with reference to their parallel
and perpendicular components.
NEGATIVELY CHARGED PARTICLE
A negatively charged particle is a particle that has a negative electric charge,
such as an electron.
POSITIVELY CHARGED PARTICLE
A positively charged particle is a particle that has a positive electric charge, such
as a proton.
ELECTRIC FIELD
An electric field is a region of space where an electrically charged object
experiences a force due to the presence of other charges.
MAGNETIC FIELD
A magnetic field is a region of space where a moving, charged particle
experiences a force due to the presence of other charges in motion.
PARALLEL CHARGED PLATES
Parallel charged plates are two metal plates that are parallel to each other and
carry opposite charge signs, resulting in a uniform electric field between them.
STATIONARY
Stationary refers to an object or system that does not change position from the
perspective of the observer.
PERPENDICULAR
Perpendicular refers to two or more lines or planes that are at right angles
to each other.
56 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 1.1
Which of the following formulas is used to calculate the strength of an electric field
between parallel charged plates?
A. E = hf
V
B. E
d
2
C. E = mc
MODULE 6: Electromagnetism
D. N
t
Question 1.2
How much force would a stationary electron experience if it was located in a magnetic
field of strength 2.0 T?
A. 0N
–20
B. 8.010 × 10 N
–19
C. 1.602 × 10 N
–19
D. 3.204 × 10 N
Question 1.3
Two charged particles, A and B, enter a region of space perpendicular to a magnetic
field. Although particle B enters the field at twice the speed of particle A, the charge
on particle A is triple the charge on particle B.
What is the ratio of the magnitudes of the magnetic forces acting on particles A and B,
FA : FB?
A. 2:3
B. 3:2
C. 3:4
D. 4:3
MODULE 6 TOPIC 1: Charged particles, conductors and electric and magnetic fields 57
Question 1.4
An electron and a proton are placed in the same constant electric field. The electric
field does work on both particles as they are each free to move the same distance.
If both particles were initially at rest, which of the following statements is correct?
A. The work done on the proton is almost 2000 times greater than the work done
on the electron.
B. The work done on the electron is almost 2000 times greater than the work done
on the proton.
C. The work done on the proton is double the work done on the electron.
D. The work done on both particles is the same.
Question 1.5
What is the shape of the path taken by a charged particle that is initially moving
MODULE 6: Electromagnetism
perpendicular to an electric field at a constant speed?
A. circular
B. parabolic
C. linear
D. spiral
Question 1.6 (2 marks)
–5 –14
A particle of charge 5.5 × 10 C and mass 1.2 × 10 kg is placed at rest between 2
3 –1
two charged parallel plates with a constant electric field strength of 4.1 × 10 V m .
The particle is allowed to move freely over a distance of 30 cm.
Calculate the work done on the charged particle.
58 Neap Assessment Series: NSW Year 12 Physics
Question 1.7 (4 marks)
Explain why the trajectory of a charged particle moving in a uniform electric field 4
is similar to the trajectory of a projectile moving in a uniform gravitational field.
MODULE 6: Electromagnetism
MODULE 6 TOPIC 1: Charged particles, conductors and electric and magnetic fields 59
Question 1.8 (4 marks)
The diagram shows an electron passing through a magnetic field of strength 0.50 T
7 –1
at a speed of 3.1 × 10 m s .
B 0.50 T
40°
(a) Calculate the magnitude of the force acting on the electron. 2
MODULE 6: Electromagnetism
mv
(b) Show that the radius of the electron’s circular path is given by r . 2
qB
60 Neap Assessment Series: NSW Year 12 Physics
Question 1.9 (5 marks)
The diagram shows a proton that has been released at the midway point between
two parallel charged plates.
NOT TO
10 cm 4000 V
SCALE
(a) On the diagram, draw the electric field lines between the parallel plates. 1
(b) Calculate the strength of the electric field between the parallel plates. 1
MODULE 6: Electromagnetism
(c) Determine the magnitude and direction of the proton’s acceleration. 3
Ignore the effect of gravity.
MODULE 6 TOPIC 1: Charged particles, conductors and electric and magnetic fields 61
Question 1.10 (5 marks)
The diagram shows the trajectories of three particles, A, B and C, as they move 5
at a constant velocity into a magnetic field.
MODULE 6: Electromagnetism
C
It is known that each particle is either an electron, a proton or a neutron.
Explain the identities of the three particles.
TOTAL MARKS: /25
62 Neap Assessment Series: NSW Year 12 Physics
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 1.1 B PH12–13 Bands 2–3
B is correct. The strength of an electric field, E, is
V
calculated using E .
d
A and C are incorrect. In each of these formulae,
E represents energy.
D is incorrect. In this formula, e represents electromotive
force.
Question 1.2 A PH12– 6, 12–13 Bands 3 – 4
MODULE 6: Electromagnetism
F qv B
1.602 10 19 0 2.0
0N
Question 1.3 B PH12– 6, 12–13 Bands 4 –5
F ∝ qv
3qAv A = qB 2vB
∴3 : 2
Question 1.4 D PH12– 6, 12–13 Bands 4 –5
Work is done according to the equation W = qEd.
Given that both particles have the same magnitude
of charge (q), are exposed to the same constant electric
field (E), and travel the same distance (d), the work done
on each particle by the electric field is the same. In this
case, the difference in the masses of the particles has
no effect.
Question 1.5 B PH12– 6, 12–13 Bands 4 –5
B is correct. A charged particle that is initially moving
at a constant speed perpendicular to an electric field
would take a parabolic path. This is due to the force
vector always acting parallel to the direction of the
electric field.
A and D are incorrect. The particle would take a circular
or spiral path if the force vector always acts perpendicular
to the motion of the charged particle.
C is incorrect. The particle would take a linear path if a net
force with components acting parallel and perpendicular
to the direction of the electric field was applied.
MODULE 6 TOPIC 1: Charged particles, conductors and electric and magnetic fields 63
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1.6
W qEd PH12– 4, 12–13 Bands 3 – 4
5.5 10 5 4.1 10 0.30
3 • Calculates the work done
on the charged particle. 2
6.8 10 2 J
• Provides some relevant
working.1
Question 1.7
Charged particles in electric fields experience a constant PH12–7, 12–13 Bands 4 –5
force that is parallel to the direction of the electric field. • Explains why the trajectories
Similarly, projectiles in gravitational fields experience are similar by comparing
MODULE 6: Electromagnetism
a constant force that is parallel to the direction of the parallel and perpendicular
gravitational field. This means that both charged particles force/acceleration vectors.
in uniform electric fields and projectiles in uniform AND
gravitational fields undergo uniform acceleration parallel
• States that the trajectories
to the direction of their respective fields. are parabolic.
4
In both circumstances, the objects undergo constant
acceleration parallel to the direction of their respective
• Explains why the trajectories
fields and zero acceleration perpendicular to their
are similar.
respective fields. Therefore, both objects will follow a
parabolic path, meaning that their trajectories are similar. AND
• States that the trajectories
are parabolic. 3
• Describes the trajectory
of a charged particle
in a uniform electric field.
OR
• Describes the trajectory
of a projectile in a uniform
gravitational field. 2
• Provides some relevant
information.1
64 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1.8
(a) F qvB sin PH12– 4, 12–13 Bands 4 –5
1.602 10 19 3.1 10 0.50 sin90
7 • Calculates the magnitude
of the force acting on the
2.5 10 12 N
electron.2
Note: The angle between the direction of the
moving electron and the direction of the magnetic
field is 90°, not 40°. • Provides some relevant
working. 1
(b) Fc = FB PH12– 6, 12–13 Bands 4 –5
mv 2 • Provides complete
qvB sin working that shows
r
the radius of the
MODULE 6: Electromagnetism
mv 2
qvB sin90 circular path. 2
r
mv 2
qvB
r • Provides some relevant
mv working.1
r
qB
MODULE 6 TOPIC 1: Charged particles, conductors and electric and magnetic fields 65
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1.9
(a) PH12–5, 12–13 Bands 3 – 4
• Draws the electric field lines. 1
10 cm 4000 V
V PH12– 4, 12–13 Bands 3 – 4
(b) E
d • Calculates the strength
4000 of the electric field. 1
0.10
40 000 V m 1
MODULE 6: Electromagnetism
PH12– 4, 12–13 Bands 4 –5
(c) Fnet ma
• Calculates the magnitude
F qE of the proton’s acceleration.
Therefore: AND
qE ma • Determines the direction
qE of the proton’s acceleration. 3
a
m
1.602 10 19 40 000 • Calculates the magnitude
1.673 10 27 of the proton’s acceleration. 2
3.8 1012 m s 2 up the page
Note: Consequential on answer to Question 1.9(b). • Provides some relevant
working.1
66 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1.10
Particle A is deflected from its initial trajectory PH12–5, 12– 6, 12–13 Bands 5 – 6
perpendicular to the direction of the magnetic field • Identifies ALL THREE
and undergoes uniform circular motion; therefore, particles.
the particle is charged. The direction of the deflection AND
indicates that the particle is positively charged; hence,
• Explains the identities of
particle A must be the proton.
ALL THREE particles based
Particle B is not deflected from its initial trajectory on their trajectories. 5
perpendicular to the direction of the magnetic field.
Therefore, the particle is not charged – as only charged
• Identifies ALL THREE
particles can experience the magnetic force – and must
particles.
be a neutron.
MODULE 6: Electromagnetism
AND
Similar to particle A, particle C is deflected from its initial
• Explains the identities
trajectory perpendicular to the direction of the magnetic
of TWO particles based
field and undergoes uniform circular motion; therefore,
on their trajectories. 4
particle C is also charged. However, the direction of
the deflection indicates that the particle is negatively
charged; hence, particle C must be an electron. • Identifies ALL THREE
particles.
Additionally, particle C (the electron) is deflected to a
greater extent than particle A (the proton). Both particles AND
enter the magnetic field perpendicular to its direction • Explains the identity
and have the same magnitude of charge, velocity and, of ONE particle based
therefore, magnitude of force (F = qvBsinq ). However, on its trajectory. 3
the significantly greater mass of the proton means it
F • Identifies ALL THREE
undergoes a smaller acceleration a .
m particles.
OR
• Identifies ONE particle
AND explains its identity
based on its trajectory. 2
• Provides some relevant
information.1
MODULE 6 TOPIC 2
The motor effect
This topic focuses on current-carrying conductors and their interactions with
magnetic fields, which is the underlying principle of the motor effect. Using the right-
hand palm rule, you will examine the relationship between the directions of the forces
and magnetic fields acting on current-carrying conductors. You will also look at the
MODULE 6: Electromagnetism
interaction between parallel current-carrying wires and how Newton’s Third Law
of Motion was applied to determine the definition of the ampere in the International
System of Units.
CURRENT-CARRYING CONDUCTOR
A current-carrying conductor is any material, usually metal, that allows the flow
of electric current through it.
MOTOR EFFECT
The motor effect is a phenomenon where a current-carrying conductor placed
in a magnetic field experiences a force, which can be used to create mechanical
motion.
RIGHT-HAND PALM RULE
The right-hand palm rule relates the direction of conventional current through
a conductor, the direction of an external magnetic field, and the direction of the
subsequent magnetic force that the conductor experiences.
PARALLEL CURRENT-CARRYING WIRES
Parallel current-carrying wires are wires that are parallel to each other and carry
current in the same direction or in opposite directions to each other.
NEWTON’S THIRD LAW OF MOTION
Newton’s Third Law of Motion states that every action has an equal and opposite
reaction; it is often used in relation to forces.
AMPERE
The ampere (A) is the unit for electric current in the International System of Units (SI).
INTERNATIONAL SYSTEM OF UNITS (SI)
The SI is a system of units for measurement that is widely used in science. It
includes units for length, mass, time, temperature, electric current and other
physical quantities.
68 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 2.1
Which of the following diagrams represents the direction of a magnetic field around
a current-carrying wire?
A. B.
I I
MODULE 6: Electromagnetism
C. D.
I I
Question 2.2
Three parallel current-carrying wires, X, Y and Z, are shown.
X Y Z
NOT TO
3A 2A 2A
SCALE
4 cm 2 cm
In which direction is the net force acting on wire Y?
A. right
B. up
C. down
D. left
MODULE 6 TOPIC 2: The motor effect 69
Question 2.3
A square loop of current-carrying wire is placed in a magnetic field as shown
in the diagram.
S
A B
Q R
MODULE 6: Electromagnetism
D C
P
Which row of the table describes how the loop will move from the position shown?
Direction of motion Axis of rotation
A. side AB into the page SP
B. side AB out of the page SP
C. side CD into the page QR
D. side CD out of the page QR
70 Neap Assessment Series: NSW Year 12 Physics
Question 2.4
A current-carrying rod is placed between the poles of two magnets, resulting in the rod
moving vertically upwards.
Which of the following diagrams best illustrates this scenario?
A. I
S N
B. I
S N
C. I
MODULE 6: Electromagnetism
S N
D. I
S N
MODULE 6 TOPIC 2: The motor effect 71
Question 2.5
A current-carrying wire passes through a region of constant magnetic field as shown
in the diagram.
NOT TO
0.30 m
SCALE
70°
The current flowing through the wire is 1.1 A. The wire experiences a force of 0.090 N.
MODULE 6: Electromagnetism
What is the strength of the magnetic field?
A. 0.03 T
B. 0.26 T
C. 0.29 T
D. 0.33 T
Question 2.6 (1 mark)
The diagram shows a straight current-carrying wire with current directed out 1
of the page.
On the diagram, using the dashed line as a guide, indicate the direction of the
magnetic field around the wire.
72 Neap Assessment Series: NSW Year 12 Physics
Question 2.7 (5 marks)
The diagram shows a current-carrying rod placed between the poles of two magnets.
I
S N
A current of 1.5 A flows through the rod. The strength of the magnetic field between
the two poles is 0.25 T. The length of the rod within the magnetic field is 15 cm.
(a) Calculate the magnitude of the magnetic force acting on the rod. 2
MODULE 6: Electromagnetism
(b) The mass of the rod is 0.23 kg. 3
Determine the magnitude and direction of the net force acting on the rod.
MODULE 6 TOPIC 2: The motor effect 73
Question 2.8 (4 marks)
A current-carrying rod is placed at 90° to the direction of a uniform, external 4
magnetic field.
Explain the effect that slowly decreasing the angle between the rod and the
plane of the magnetic field from 90° to 0° will have on the force acting on
the rod. Assume that the rod remains completely within the magnetic field.
MODULE 6: Electromagnetism
74 Neap Assessment Series: NSW Year 12 Physics
Question 2.9 (3 marks)
The diagram shows a straight current-carrying conductor in a magnetic field. 3
The conductor is 20 cm long.
B 0.50 T
N I 3A
35°
Determine the magnitude and direction of the force acting on the conductor.
MODULE 6: Electromagnetism
MODULE 6 TOPIC 2: The motor effect 75
Question 2.10 (3 marks)
The SI unit for current is amperes (A). Prior to 2019, the ampere was defined by
measuring the force between two parallel, infinitely long current-carrying wires
that were 1 m apart. The definition was that if the force per unit length between
the wires is a particular value, then there must be 1 A of current in each wire.
(a) Show that this definition of the ampere results in a force per unit length 1
–7 –1
of 2 × 10 Nm .
MODULE 6: Electromagnetism
(b) Outline the relationship between this definition and Newton’s Third Law 2
of Motion.
76 Neap Assessment Series: NSW Year 12 Physics
Question 2.11 (4 marks)
Three current-carrying wires, A, B and C, are placed in parallel as shown. 4
A B C
NOT TO
3.0 A 2.0 A
SCALE
0.30 m 0.25 m
Determine the magnitude and direction of the current through wire C if there
is no net magnetic force acting on wire B.
MODULE 6: Electromagnetism
TOTAL MARKS: /25
MODULE 6 TOPIC 2: The motor effect 77
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 2.1 A PH12–13 Bands 2–3
A is correct. Using the right-hand grip rule, the magnetic
field around the wire is directed into the page above the
wire and out of the page below the wire.
B, C and D are incorrect. The direction of the magnetic
field around each of these wires does not follow the
right-hand grip rule.
Question 2.2 A PH12–5, 12– 6, 12–13 Bands 4 –5
The direction of the force acting on wire Y from wire X is
to the left as the current in each wire is flowing in opposite
MODULE 6: Electromagnetism
directions; therefore, these wires will attract one another.
The direction of the force acting on wire Y from wire Z
is to the right as the current in each wire is flowing in
opposite directions; therefore, these wires will attract
one another.
I1 I2
Given that F , the force acting on wire Y from wire Z
r
is larger than the force acting on wire Y from wire X.
Therefore, the net force on wire Y is to the right.
Question 2.3 C PH12– 6, 12–13 Bands 4 –5
C is correct. The current is flowing in the direction ABCD.
Using the right-hand palm rule, side AB has a force
directed out of the page and side CD has a force directed
into the page; hence, the loop will begin to rotate around
the QR axis.
A is incorrect. Side AB does not move into the page,
and SP is not the axis of rotation.
B is incorrect. SP is not the axis of rotation.
D is incorrect. Side CD does not move out of the page.
78 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 2.4 D PH12– 6, 12–13 Bands 3 – 4
D is correct. According to the right-hand palm rule, the
force acting on the rod is upward, which causes the rod
to move upwards; this is illustrated in diagram D.
A and B are incorrect. These diagrams show no force
acting on the rod as the current direction is parallel
to the direction of the magnetic field.
C is incorrect. This diagram shows the direction of the
force acting on the rod as downward.
Question 2.5 B PH12– 6, 12–13 Bands 5 – 6
F lIB sin
MODULE 6: Electromagnetism
F
B
lIsin
0.090
0.30
1.1 sin90
sin70
0.26 T
MODULE 6 TOPIC 2: The motor effect 79
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2.6
PH12–13 Bands 2–3
• Indicates clearly that
the magnetic field
direction is anticlockwise. 1
Question 2.7
(a) F lIB sin PH12– 4, 12–13 Bands 3 – 4
0.15 1.5 0.25 sin90 • Calculates the magnitude
MODULE 6: Electromagnetism
2 of the magnetic force
5.6 10 N
acting on the rod. 2
• Provides some relevant
working.1
(b) Fnet mg lIB sin PH12– 6, 12–13 Bands 4 –5
0.23 9.8 5.6 10 2 • Determines the magnitude
2.2 N downward and direction of the net
force acting on the rod. 3
Note: Consequential on answer to Question 2.7(a).
• Calculates the magnitude
of the net force acting
on the rod. 2
• Provides some relevant
working.1
80 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2.8
Current-carrying rods that are placed in external PH12– 6, 12–13 Bands 4 –5
magnetic fields experience a force in accordance with • Explains in detail the
the motor effect. At 90°, the force acting on the rod effect of changing the
will be at a maximum and be perpendicular to both angle on the force acting
the direction of the external magnetic field and the on the rod.
direction of the current in the rod. AND
If the angle is decreased, the magnitude of the force • Refers to the motor effect.
will decrease proportionally according to sinq. However, AND
the direction of the force will continue to be the same
• Refers to the direction. 4
throughout this motion.
At 0°, there will be no force acting on the rod.
MODULE 6: Electromagnetism
• Explains the effect of
changing the angle
on the force acting
on the rod. 3
• Shows an understanding
of the force acting
on the rod. 2
• Provides some relevant
information.1
MODULE 6 TOPIC 2: The motor effect 81
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2.9
F lIB sin PH12– 4, 12– 6, 12–13 Bands 4 –5
0.20 3 0.5 sin90 • Determines the magnitude
0.3 N S35 E of the force acting on the
conductor.
AND
• Determines the direction
of the force acting on the
conductor.3
• Determines the magnitude
of the force acting on the
MODULE 6: Electromagnetism
conductor.
OR
• Determines the direction
of the force acting on the
conductor.2
• Provides some relevant
working.1
Question 2.10
F 0 I1 I2 PH12–5, 12–13 Bands 4 –5
(a)
l 2 r • Shows that the definition
Therefore: results in a force per unit
7 –7 –1
4 10 1 1 length of 2 × 10 N m .1
2 10 7
2 1
(b) Newton’s Third Law of Motion is often stated PH12–7, 12–13 Bands 4 –5
as ‘for every action (force) there is an equal and • States Newton’s Third Law
opposite reaction (force)’. Thus, if one of the wires of Motion.
applies a force on the second wire, then the second
AND
wire must apply a force equal in magnitude and
opposite in direction on the first wire. • Outlines the relationship
between the definition
and Newton’s Third Law. 2
• Provides some relevant
information.1
82 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2.11
F 0 I1 I2 PH12– 4, 12– 6, 12–13 Bands 5 – 6
l 2 r • Determines the magnitude
II of the current through
F 12
r wire C.
IAIB AND
FAB
rAB • Determines the direction
3.0 2.0 of the current through
wire C.4
0.30
20 N
Since Fnet = 0, FBC must also equal 20 N. • Determines the magnitude
AND direction of the current
MODULE 6: Electromagnetism
Therefore:
through wire C with ONE
IBIC omission or error. 3
FBC
rBC
2.0 IC
20 • Makes some progress
0.25 towards determining the
IC 2.5 A up the page
magnitude of the current
Note: Given that the direction of the force acting on through wire C.
wire B from wire A is to the right, the direction of the OR
force acting on wire B from wire C must be to the left, • Determines the direction
which means that the current through wire C must of the current through
be 2.5 A up the page. wire C.2
• Provides some relevant
working.1
MODULE 6 TOPIC 3
Electromagnetic induction
This topic focuses on the interaction between electric and magnetic fields. More
specifically, it explores how changing the magnetic flux through a conductor can
induce an electromotive force; this is usually referred to as electromagnetic induction.
You will examine Faraday’s Law and Lenz’s Law and learn how to apply these laws
MODULE 6: Electromagnetism
to a range of scenarios, including those where you will need to analyse the relative
motions between magnets, conductors and solenoids. You will also study the operation
of transformers, including their application in high-voltage transmission lines,
as well as gain an understanding of their limitations and the strategies used to
improve their efficiency.
MAGNETIC FLUX
Magnetic flux refers to the number of magnetic field lines passing through
a given area.
ELECTROMOTIVE FORCE (EMF)
emf refers to the voltage induced by changes in the magnetic flux through
a conductor or circuit.
FARADAY’S LAW
Faraday’s Law describes the relationship between the magnitude of an induced
emf and the rate of change of the magnetic flux through a conductor or circuit.
LENZ’S LAW
Lenz’s Law states that the direction of an induced emf is such that it opposes
the change in the magnetic flux that causes it.
SOLENOID
A solenoid is a device made of a cylindrical coil of wire.
TRANSFORMER
A transformer is an electrical device that transfers electrical energy from one
circuit to another through electromagnetic induction. Transformers are used
when voltages need to be increased (stepped up) or decreased (stepped down).
TRANSMISSION LINES
Transmission lines are a system of wires or cables used for distributing electrical
energy over long distances.
84 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 3.1
The magnetic fields through three areas, X, Y and Z, are shown.
X Y Z
NOT TO
2 cm 2 cm 1 cm
SCALE
2 cm
2 cm 3 cm
MODULE 6: Electromagnetism
Which row of the table identifies the areas that contain the largest magnetic flux
and the largest magnetic flux density?
Largest magnetic flux Largest magnetic flux density
A. Y X
B. Y Z
C. Z Y
D. Z Z
Question 3.2
Which of the following statements about ideal step-down transformers is correct?
A. Their output current is less than their input current.
B. Their primary coils have fewer turns than their secondary coils.
C. Their primary coils have more turns than their secondary coils.
D. Their output power is less than their input power.
MODULE 6 TOPIC 3: Electromagnetic induction 85
Question 3.3
A strong bar magnet moves vertically upwards next to an aluminium sheet, as shown
in the diagram.
aluminium sheet
N S
What is the direction of the force acting on the aluminium sheet?
A. upward
B. downward
MODULE 6: Electromagnetism
C. out of the page
D. into the page
Question 3.4
Alternating current (AC) is used for large-scale electricity distribution networks
because it allows voltage and current to be varied using transformers.
Which of the following would enable the most energy-efficient transmission
of electricity over long distances?
A. low voltage and low current
B. low voltage and high current
C. high voltage and low current
D. high voltage and high current
86 Neap Assessment Series: NSW Year 12 Physics
Question 3.5
The transformer shown has an energy efficiency rating of 75%.
primary secondary
(6 turns) (12 turns)
If the current supplied to the primary coil is 8 A, what is the output current?
A. 3A
B. 4A
MODULE 6: Electromagnetism
C. 12 A
D. 16 A
Question 3.6 (4 marks)
An ideal transformer has a 50-turn primary coil and 500-turn secondary coil.
The primary coil has a voltage of 12 V and a current of 0.40 A.
(a) Is this a step-up or step-down transformer? 1
(b) How much power is being transferred in the transformer? 1
MODULE 6 TOPIC 3: Electromagnetic induction 87
(c) Calculate the current in the secondary coil. 2
MODULE 6: Electromagnetism
88 Neap Assessment Series: NSW Year 12 Physics
Question 3.7 (5 marks)
A bar magnet is at rest next to a solenoid that is connected to a galvanometer. The bar
magnet is then moved and causes the current through the galvanometer to flow from
A to B.
A G B
S N
(a) How would the speed of the moving magnet affect the reading on the 1
galvanometer?
MODULE 6: Electromagnetism
(b) Using Lenz’s Law, account for the observation of the current flowing from 4
A to B.
MODULE 6 TOPIC 3: Electromagnetic induction 89
Question 3.8 (4 marks)
Explain TWO features of a transformer that improve energy efficiency. 4
MODULE 6: Electromagnetism
Question 3.9 (3 marks)
A bar magnet moves back and forth through a metal ring between location 1 3
and location 2 at a constant speed, as shown in the diagram.
location 2
N
location 1 N
Describe the magnitude and direction of any currents that are produced as the bar
magnet moves between the two locations.
90 Neap Assessment Series: NSW Year 12 Physics
Question 3.10 (4 marks)
2
A square coil of 100 turns, each with an area of 15 cm , initially has its plane parallel
to a uniform magnetic field of 60 mT. It then takes 50 ms for the coil to rotate through
an angle of 90° until its plane is perpendicular to the magnetic field.
(a) Calculate the average emf induced in the coil during the rotation. 3
MODULE 6: Electromagnetism
(b) If the coil has a total resistance of 2 Ω, how much current would be produced? 1
TOTAL MARKS: /25
MODULE 6 TOPIC 3: Electromagnetic induction 91
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 3.1 D PH12–13 Bands 2–3
D is correct. Area Z has the largest number of magnetic
field lines ‘cutting’ through the area, meaning it has
the largest magnetic flux. It also has the most densely
packed magnetic field lines when compared to areas X
and Y, meaning it has the largest magnetic flux density.
A is incorrect. Area Y does not have the largest magnetic
flux, and area X does not have the largest magnetic flux
density.
B is incorrect. Area Y does not have the largest magnetic
flux.
MODULE 6: Electromagnetism
C is incorrect. Area Y does not have the largest magnetic
flux density.
Question 3.2 C PH12–13 Bands 3 – 4
C is correct and B is incorrect. Step-down transformers
have lower output voltages than input voltages. This
requires more turns in their primary coils than their
Vp Np
secondary coils, in accordance with .
Vs Ns
A is incorrect. Step-down transformers step down
voltage, not current.
D is incorrect. Ideal transformers do not experience
power loss.
Question 3.3 A PH12– 6, 12–13 Bands 3 – 4
A is correct. As the magnet moves, a current is produced
in the aluminium sheet; according to Lenz’s Law, this
will produce a magnetic field that opposes the original
change in flux. Since the motion of the magnet is upward,
the direction of the force acting on the aluminium sheet
is also upward.
B, C and D are incorrect. According to Lenz’s Law, the
force acting on the aluminium sheet is upward.
92 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 3.4 C PH12– 6, 12–13 Bands 4 –5
2
C is correct. Given that P = VI and Ploss = I R, using a high
voltage and low current would enable the greatest power
production with minimal power loss during transmission.
A is incorrect. Low voltage and low current will result
in a low amount of power production, regardless of how
much power is lost during transmission.
B and D are incorrect. High currents will result in greater
amounts of power loss during transmission.
Question 3.5 A PH12– 6, 12–13 Bands 4 –5
Vp Np
MODULE 6: Electromagnetism
Vs Ns
Therefore:
Vp : Vs = 1 : 2
VpIp
Is
Vs
1 8
2
4 A
4 × 0.75 = 3 A
MODULE 6 TOPIC 3: Electromagnetic induction 93
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3.6
(a) step-up transformer PH12–13 Bands 2–3
• Identifies that the
transformer is step-up. 1
(b) P VI PH12– 4, 12–13 Bands 2–3
12 0.40 • Calculates the power
4.8 W being transferred. 1
Vp Np PH12– 4, 12–13 Bands 3 – 4
(c)
Vs Ns • Calculates the current
VpNs in the secondary coil. 2
Vs
Np
MODULE 6: Electromagnetism
12 500 • Provides some relevant
working.1
50
120 V
VpIp VsIs
VpIp
Is
Vs
12 0.40
120
0.040 A
94 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3.7
(a) The faster the magnet moves, the greater the PH12– 6, 12–13 Bands 3 – 4
amount of current flowing and the higher • States how the speed
the galvanometer reading. of the magnet affects
the galvanometer reading. 1
(b) Lenz’s Law is used to predict the direction of a PH12– 6, 12–13 Bands 4 –5
current that arises due to an induced emf. This • Accounts for the
current creates a magnetic field that opposes the observation.
original change in magnetic flux through the circuit.
AND
For the current to be flowing from A to B through
the galvanometer, the current needs to be flowing • Demonstrates a
comprehensive
upwards on each loop of the solenoid on the side
understanding
MODULE 6: Electromagnetism
shown.
of Lenz’s law. 4
Using the right-hand grip rule for solenoids, a south
pole would need to be produced on the right-hand
side of the solenoid for the current to be flowing • Accounts for the
from A to B. Given that the south pole of the bar observation.
magnet is closest to the solenoid, the bar magnet AND
would need to move towards the solenoid for the
• Demonstrates some
observation to occur.
understanding
of Lenz’s law. 3
• Demonstrates some
understanding
of Lenz’s law.
OR
• Identifies the magnet’s
direction of motion. 2
• Provides some relevant
information.1
MODULE 6 TOPIC 3: Electromagnetic induction 95
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3.8
For example: PH12–7, 12–13 Bands 4 –5
Laminations in the iron core of a transformer reduce the • Explains TWO features that
magnitude of eddy currents that are present in the core improve energy efficiency. 4
as a result of the changing magnetic flux. Eddy currents
require energy that is not useful for transformer operation. • Explains ONE feature that
Therefore, reducing the magnitude of eddy currents improves energy efficiency.
in the iron core improves energy efficiency.
AND
Using thick wires in the primary and secondary coils • Identifies ONE other
of a transformer reduces unwanted resistive heat feature that improves
production, thus improving energy efficiency. energy efficiency. 3
Note: You can also refer to iron cores, which are used
MODULE 6: Electromagnetism
to improve flux linkage. • Explains ONE feature that
improves energy efficiency.
OR
• Identifies TWO features
that improve energy
efficiency.2
• Provides some relevant
information.1
96 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3.9
As the bar magnet moves from location 1 toward the PH12– 6, 12–13 Bands 4 –5
metal ring, a clockwise current of increasing magnitude • Describes the magnitude
flows through the ring. As the bar magnet moves away and direction of the current
from the metal ring toward location 2, an anticlockwise as the magnet moves
current of decreasing magnitude flows through the ring. towards the ring.
AND
• Describes the magnitude
and direction of the current
as the magnet moves away
from the ring. 3
MODULE 6: Electromagnetism
• Describes the magnitude
OR direction of the current
as the magnet moves
towards the ring.
AND
• Describes the magnitude
OR direction of the current
as the magnet moves away
from the ring. 2
• Provides some relevant
information.1
Question 3.10
(a) final initial PH12– 4, 12–13 Bands 4 –5
BA cos • Calculates the average
emf induced during
60 103 0.0015 cos 0
the rotation. 3
60 103 0.0015 cos 90
9.0 105 Wb • Calculates the average
emf induced with ONE
N
t omission or error. 2
5
9.0 10
100
50 10 3 • Provides some relevant
0.18 V working.1
V PH12– 4, 12–13 Bands 3 – 4
(b) I
R • Calculates the amount
0.18 of current produced. 1
2
0.09 A
Note: Consequential on answer to Question 3.10(a).
MODULE 6 TOPIC 4
Applications of the
motor effect
This topic focuses on how the motor effect can be applied to a range of technological
advances, such as electric motors, electric generators and magnetic braking
MODULE 6: Electromagnetism
systems. You will examine simple DC motors in order to understand their structure,
how torque is generated and the effects of back emf. You will also look at the operation
of AC induction motors as well as AC and DC generators.
TECHNOLOGICAL ADVANCES
Technological advances refers to the development of new technologies and
methods that improve the performance and capabilities of existing products
and systems.
ELECTRIC MOTOR
An electric motor is a device that converts electrical energy into mechanical
energy, typically using the interaction between a magnetic field and a
current-carrying conductor.
ELECTRIC GENERATOR
An electric generator is a device that converts mechanical energy to electrical
energy through electromagnetic induction.
MAGNETIC BRAKING
Magnetic braking is a method of slowing down a moving object by applying
magnetic fields.
SIMPLE DC MOTOR
A simple DC motor is a type of motor that runs on direct current (DC) and
typically has a single rotor and stator.
BACK EMF
Back emf refers to the voltage induced in a motor’s armature in the opposite
direction to the supplied voltage.
AC INDUCTION MOTOR
An AC induction motor is a type of motor that uses alternating current (AC)
to induce an electromagnetic field in the rotor, resulting in torque.
98 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 4.1
In which of the following scenarios is torque at a maximum in a single coil motor?
A. The plane of the coil is perpendicular to the external magnetic field.
B. The plane of the coil is parallel to the external magnetic field.
C. The plane of the coil is at a 45° angle to the external magnetic field.
D. The plane of the coil is at a 90° angle to the external magnetic field.
MODULE 6: Electromagnetism
Question 4.2
A simple DC motor is constructed using a square coil that has 5 turns and sides
of length 5 cm. The coil is inside a uniform magnetic field of strength 0.55 T and
has a current of 1.5 A flowing through it.
What is the magnitude of the maximum torque on the coil as it rotates?
–3
A. 2 × 10 Nm
–2
B. 4 × 10 Nm
–2
C. 1 × 10 Nm
–1
D. 2 × 10 N m
Question 4.3
Which of the following components allows the current direction to be maintained
in the external circuit of a DC generator?
A. commutator
B. carbon brushes
C. iron core
D. slip rings
MODULE 6 TOPIC 4: Applications of the motor effect 99
Question 4.4
How does back emf affect the operation of a simple DC motor?
A. It maintains the direction of the current.
B. It produces stronger magnetic fields.
C. It increases the forces acting on the coil.
D. It reduces the amount of current.
Question 4.5
A DC motor lifts a 500 g mass at a constant speed. The motor has a single turn coil
2
of area 0.02 m in a magnetic field of strength 0.8 T. A string attaches the mass
to a motor shaft that has a diameter of 0.10 m.
MODULE 6: Electromagnetism
0.10 m
NOT TO
SCALE
500 g
What magnitude of torque is required to lift the mass?
A. 0.25 N m
B. 0.49 N m
C. 4.9 N m
D. 25 N m
100 Neap Assessment Series: NSW Year 12 Physics
Question 4.6 (2 marks)
A student incorrectly uses the term ‘back current’ when referring to back emf 2
in a motor.
Explain why this term is incorrect.
MODULE 6: Electromagnetism
Question 4.7 (4 marks)
2
A simple motor consists of a single square coil of area 0.050 m in a magnetic field of
strength 0.40 T. The motor’s shaft is attached to a pulley that has a diameter of 10 cm.
2
A 0.050 m
I B 0.40 T NOT TO
SCALE
pulley
10 cm
(a) If a mass were suspended from the pulley via a string, on which side 1
(right or left) would the mass need to be placed to prevent the coil
from rotating?
MODULE 6 TOPIC 4: Applications of the motor effect 101
(b) A 0.30 kg mass is suspended from the side that prevents the coil from rotating. 3
Calculate how much current is flowing through the coil.
MODULE 6: Electromagnetism
Question 4.8 (3 marks)
With reference to the law of conservation of energy, explain Lenz’s Law. 3
102 Neap Assessment Series: NSW Year 12 Physics
Question 4.9 (3 marks)
Explain how an AC induction motor uses the motor effect. 3
MODULE 6: Electromagnetism
Question 4.10 (5 marks)
The graph shows the current produced by a generator in its first four seconds
of operation.
Current (A)
Time (s)
1 2 3 4
(a) On the graph, sketch the current that would be produced by the generator 3
if its rotation speed was doubled.
(b) Is the generator AC or DC? Justify your answer. 2
MODULE 6 TOPIC 4: Applications of the motor effect 103
Question 4.11 (3 marks)
Consider the statement. 3
Simple DC motors and generators are structurally similar, which is why
they are essentially the opposite of one another.
Assess the accuracy of this statement.
MODULE 6: Electromagnetism
TOTAL MARKS: /25
104 Neap Assessment Series: NSW Year 12 Physics
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 4.1 B PH12– 6, 12–13 Bands 2–3
B is correct. According to nIA B nIAB sin ,
maximum torque is achieved when the area vector,
which is perpendicular to the plane of the loop, is 90°
to the external magnetic field. This is achieved when the
plane of the coil is parallel to the external magnetic field.
A and D are incorrect. These scenarios would result
in zero torque as the angle between the area vector
and external magnetic field is zero.
C is incorrect. In this scenario, the torque is proportional
MODULE 6: Electromagnetism
to sin45°, which is less than sin90°.
Question 4.2 C PH12–5, 12–13 Bands 3 – 4
nIAB sin
5 1.5 0.05 0.05 0.55 sin90
1 102 N m
Question 4.3 A PH12–13 Bands 3 – 4
A is correct. A commutator or split ring allows the current
produced in the coil of a DC generator to maintain a
constant direction in the external circuit.
B is incorrect. Carbon brushes allow the commutator
to maintain contact with the external circuit.
C is incorrect. Iron cores increase the strength of the
magnetic field.
D is incorrect. Slip rings are used in AC generators, not
DC generators.
Question 4.4 D PH12– 6, 12–13 Bands 4 –5
D is correct. Back emf reduces the net emf, which in turn
reduces the current.
A is incorrect. Current direction is maintained regardless
of back emf.
B is incorrect. Back emf lowers current, which in turn
lowers the strength of the magnetic field.
C is incorrect. Lower current in the coil reduces the forces
acting on the coil.
MODULE 6 TOPIC 4: Applications of the motor effect 105
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 4.5 A PH12– 6, 12–13 Bands 4 –5
r F
rmg
0.050 0.500 9.8
0.25 N m
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 4.6
The term ‘back current’ implies that current is flowing PH12–5, 12–13 Bands 4 –5
in the opposite direction to the direction of the supplied • Explains why back current
MODULE 6: Electromagnetism
current. This is incorrect. Back emf lowers the current is an incorrect term. 2
in a motor because the current is dependent on the
net emf: net emf = supply emf – back emf.
• Provides some relevant
information.1
Question 4.7
(a) left side PH12– 6, 12–13 Bands 3 – 4
• Identifies the correct side. 1
(b) r F PH12– 4, 12– 6, 12–13 Bands 4 –5
rmg • Calculates the current
0.050 0.30 9.8 flowing through the coil. 3
0.147 N m
nIAB sin • Calculates the required
0.147 1 I 0.050 0.40 sin90 torque.2
I 7.4 A
• Provides some relevant
working.1
106 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 4.8
Lenz’s Law states that an induced emf produces a PH12–7, 12–13 Bands 4 –5
current that creates a magnetic field that opposes • States Lenz’s Law.
the original change in magnetic flux. The law is a
AND
consequence of the law of conservation of energy, which
• Explains Lenz’s Law with
states that energy cannot be created or destroyed,
reference to the law of
only transferred or transformed. The induced emf and
conservation of energy. 3
the current it produces represent the formation of
electrical energy. This electrical energy comes from the
decrease in the moving object’s mechanical energy. • Outlines Lenz’s Law.
If the direction of the current was such that it did not AND
oppose the original change in magnetic flux, then there • Outlines the law of
MODULE 6: Electromagnetism
would be an increase in both mechanical and electrical conservation of energy. 2
energy of the moving object, thus violating the law of
conservation of energy.
• Provides some relevant
information.1
Question 4.9
A current-carrying conductor in an external magnetic PH12–7, 12–13 Bands 4 –5
field will experience a force, which is the motor effect. • Outlines the motor effect.
Each of the bars in the squirrel cage of an AC induction
AND
motor acts as a current-carrying conductor. Given that
• Explains how an AC
there is a constantly rotating magnetic field that creates
induction motor uses
a constantly changing magnetic flux in the squirrel cage,
the motor effect. 3
currents are generated in the bars. The magnetic fields
that are produced around the bars interact with the
rotating magnetic field, forcing the squirrel cage to rotate • Describes the motor effect.
in the same direction. OR
• Outlines the operation
of an AC induction motor. 2
• Provides some relevant
information.1
MODULE 6 TOPIC 4: Applications of the motor effect 107
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 4.10
(a) PH12–5, 12–13 Bands 4 –5
• Sketches an appropriate
sine wave that includes
ALL of:
Current (A)
– twice the magnitude
Time (s)
of current
1 2 3 4
– half the period
– wave continuing for
a full four seconds. 3
MODULE 6: Electromagnetism
• Sketches a sine wave
that includes any TWO
of the above features. 2
• Sketches a sine wave
that includes any ONE
of the above features. 1
(b) The generator is AC because the output current PH12– 6, 12–13 Bands 3 – 4
changes direction. • Identifies that the
generator is AC.
AND
• Justifies the answer. 2
• Provides some relevant
information.1
108 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 4.11
The statement is accurate. Structurally, a simple DC motor PH12–5, 12–13 Bands 4 –5
is the same as a simple DC generator. However, motors • Makes a judgement on the
and generators differ in their conversions of energy. accuracy of the statement.
DC motors convert electrical energy to mechanical AND
energy, while DC generators convert mechanical energy
• Assesses BOTH parts
to electrical energy. Given that the energy conversions
of the statement. 3
completed by the two devices are the opposite of one
another, simple DC motors and generators can be
considered the opposite of one another. • Assesses ONE part
of the statement. 2
MODULE 6: Electromagnetism
• Provides some relevant
information.1
MODULE 6
Challenge questions
These questions test your knowledge of the entire module. Attempt these questions
after you have finished studying the topics for Module 6.
MODULE 6: Electromagnetism
110 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 1 (7 marks)
A student attaches a metal rod that is 10 cm long to a spring balance and suspends
the rod between two magnetic poles. They then pass various amounts of current
through the rod. The rod remains perpendicular to the magnetic field throughout
the investigation.
spring balance
MODULE 6: Electromagnetism
N S N S
X
metal rod
The table shows the results of the student’s investigation.
Current (A) Spring balance reading (N)
0 3.2
1 3.4
2 3.6
3 3.8
4 4.0
(a) In which direction (towards X or towards Y) is the current flowing through 1
the rod?
MODULE 6 Challenge questions 111
(b) Calculate the strength of the magnetic field. 2
(c) Calculate the mass of the rod. 2
MODULE 6: Electromagnetism
(d) If 3 A of current flows through the rod in the opposite direction, what would 2
the student read from the spring balance?
112 Neap Assessment Series: NSW Year 12 Physics
Question 2 (6 marks)
The diagram shows a tube of aluminium, a tube of plastic, and a tube of copper 6
with a vertical slit along its length.
copper
aluminium plastic (with slit)
Identical magnets are positioned at the top of each tube and then allowed
to freefall through the tubes. The magnet that falls through the plastic tube
reaches the bottom of the tube first, followed very closely by the magnet that
MODULE 6: Electromagnetism
falls through the copper tube, and followed much later by the magnet that falls
through the aluminium tube.
Explain these observations.
MODULE 6 Challenge questions 113
Question 3 (6 marks)
The diagram shows a simple DC motor with a square coil, ABCD, which is spinning
in an anticlockwise direction when viewed from the power supply side.
B C
S N
A D
MODULE 6: Electromagnetism
(a) The angle between the plane of the coil and the direction of the magnetic 4
field is θ.
On the axes provided, sketch the graphs of the force on side CD (FCD) and
the torque (t ) on the rotor as functions of θ for one full rotation from the
coil’s current position.
FCD
90 180 270 360 90 180 270 360
(b) Explain why side BC never contributes to the torque throughout the rotation. 2
114 Neap Assessment Series: NSW Year 12 Physics
Question 4 (6 marks)
A 12 V power supply is connected to a 6.0 Ω resistor and two parallel metal rails. 6
A 0.10 m metal rod with a mass of 0.020 kg is able to slide along the rails without
friction. A uniform magnetic field of 0.80 T is directed out of the page.
Top view
metal rod
metal rail 6.0 Ω
12 V
MODULE 6: Electromagnetism
Calculate the magnitude of the net force acting on the metal rod at the moment
when the power supply is switched on.
TOTAL MARKS: /25
MODULE 6 Challenge questions 115
Solutions
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1
(a) towards X (out of the page) PH12– 6, 12–13 Bands 4 –5
• Provides the correct
direction.1
F PH12– 4, 12–13 Bands 4 –5
(b) B
lI sin • Calculates the strength
0.2 of the magnetic field. 2
0.1 1 sin90
2 T
Note: Given that the spring balance reading • Provides some relevant
increased by 0.2 N for every increase of 1 A in working.1
MODULE 6: Electromagnetism
current flowing through the rod, F must be 0.2 N.
(c) 0 A = 3.2 N PH12– 4, 12–13 Bands 4 –5
Therefore, the weight of the rod is 3.2 N. • Calculates the mass
W of the rod. 2
m
g
3.2 • Provides some relevant
9.8 working.1
0.33 kg
(d) Before changing the direction of the current, the PH12– 6, 12–13 Bands 4 –5
spring balance reading at 3 A is 3.8 N. The weight • Determines the spring
of the rod is 3.2 N. Therefore, the magnetic force balance reading. 2
is 3.8 – 3.2 = 0.6 N. Changing the direction of current
will result in this magnetic force being upward.
• Provides some relevant
Therefore:
working.1
Fnet W FB
3.2 0.6
2.6 N
116 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2
There is a constantly changing magnetic flux as the PH12–5, 12– 6, 12–7, 12–13 Bands 5 – 6
magnets fall through the tubes. According to Lenz’s Law, • Explains in detail the
this can induce an emf that can produce eddy currents observations for all THREE
in the tubes, which create magnetic fields to oppose the tubes in the investigation. 6
changing magnetic flux. Eddy currents are a form of
electrical energy and, in this case, are produced by the
• Explains the observations
transformation of mechanical energy from the falling
for all THREE tubes in the
magnets. Thus, larger eddy currents result in the magnets investigation.5
falling at a slower rate.
Given that plastic is an insulator, the magnet falling
• Explains the observations
through the plastic tube will not produce eddy currents.
for TWO tubes in the
MODULE 6: Electromagnetism
Therefore, the magnet continues to fall freely under the investigation.4
influence of gravity only and reaches the bottom first.
While copper is a good conductor, the copper tube has
• Shows an understanding
a vertical slit along its entire length, which means that
of electromagnetic
large eddy currents cannot form in the tube. As only induction and its role
small eddy currents form, the motion of the magnet in the observation for
is opposed by a minimal magnetic force. This results ONE tube. 3
in the magnet reaching the bottom of the tube only
a very short time after the magnet that fell through
• Shows an understanding
the plastic tube.
of electromagnetic
Aluminium is also a good conductor. The magnet that induction.2
falls through the aluminium tube creates large eddy
currents in the tube, which create a magnetic force
opposing the motion of the falling magnet. This results in • Provides some relevant
information.1
the magnet reaching the bottom of the tube much later.
MODULE 6 Challenge questions 117
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3
(a) FCD PH12–5, 12– 6, 12–13 Bands 5 – 6
• Sketches the graph
of FCD for one rotation.
AND
• Sketches the graph
90 180 270 360
of t for one rotation. 4
• Sketches ONE graph.
AND
• Sketches the SECOND
MODULE 6: Electromagnetism
graph with minor errors. 3
• Sketches ONE graph. 2
90 180 270 360
• Sketches some relevant
information.1
(b) Side BC experiences a force at points throughout PH12– 6, 12–13 Bands 4 –5
the motor’s rotation; however, this force never acts • States that side BC
in the direction of rotation of the rotor, so it never experiences a force.
contributes to the torque.
AND
• Explains that the force
never acts in the direction
of rotation of the rotor. 2
• Provides some relevant
information.1
118 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 4
Calculating the weight of the rod gives: PH12–4, 12– 6, 12–13 Bands 5 – 6
F mg • Calculates the magnitude
0.020 9.8 of the net force acting
0.196 N into the page on the rod. 6
Calculating the current in the rod gives:
• Calculates the magnitude
V
I of the net force acting
R
on the rod with ONE
12
omission or error. 5
6.0
2.0 A
Calculating the magnetic force acting on the rod gives: • Calculates the magnitude
MODULE 6: Electromagnetism
of the magnetic force
F lIB sin acting on the rod.
0.10 2.0 0.80 sin90
AND
0.16 N to the right
• Calculates the weight
Therefore, calculating the magnitude of the net force of the rod. 4
gives:
Fnet 0.196 2 0.16 2 • Calculates the weight
0.25 N of the rod.
AND
• Calculates the current
in the rod. 3
• Calculates the weight
of the rod.
OR
• Calculates the current
in the rod. 2
• Provides some relevant
working.1
MODULE 7
The nature of light
TOPIC 1: Electromagnetic spectrum
TOPIC 2: Light: Wave model
TOPIC 3: Light: Quantum model
TOPIC 4: Light and special relativity
This module explores the various historical and contemporary models and theories
regarding the very nature of light. There is a strong focus on the evidence that led
to a changing understanding of light over time. This includes Maxwell’s theory of
electromagnetism, the classical wave model and the quantum model. Another major
development was Einstein’s theory of special relativity, which emerged from the idea
that the speed of light is constant for all observers.
MODULE 7 TOPIC 1
Electromagnetic spectrum
This topic focuses on the classical theory of electromagnetism, including how
electromagnetic waves are produced and propagated. You will examine the historical
and contemporary methods used to determine the speed of light, as well as look at the
variety of spectra produced by discharge tubes, sunlight and incandescent filaments.
You will also delve into the role of spectroscopy in determining various features of stars
including surface temperature, chemical composition, density and rotational and
translational velocity.
ELECTROMAGNETIC WAVE
An electromagnetic wave consists of oscillating electric and magnetic fields that
can propagate through a vacuum.
SPECTRA
Spectra are representations of the distribution of electromagnetic radiation, or
light, absorbed or emitted by an object. There are three main types of spectra:
emission, absorption and continuous.
MODULE 7: The nature of light
DISCHARGE TUBE
A discharge tube is a sealed glass tube containing a gas at low pressure. An
electric discharge is passed through the gas, resulting in the emission of light.
INCANDESCENT FILAMENT
An incandescent filament is a type of light globe that produces light by heating a
thin, metal wire (filament).
SPECTROSCOPY
Spectroscopy is the study of the interaction between matter and electromagnetic
radiation, particularly the absorption and emission of light by matter.
ROTATIONAL VELOCITY
Rotational velocity is the rate at which an object rotates around an axis.
TRANSLATIONAL VELOCITY
Translational velocity is the rate at which an object moves in a straight line.
122 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 1.1
Which of the following types of electromagnetic radiation has the shortest wavelength?
A. radio waves
B. ultraviolet light
C. gamma rays
D. visible light
Question 1.2
What is the frequency of light that has a wavelength of 485 nm?
–4
A. 6.19 × 10 Hz
2
B. 1.50 × 10 Hz
5
C. 6.19 × 10 Hz
14
D. 6.19 × 10 Hz
Question 1.3
MODULE 7: The nature of light
Which of the following statements about electromagnetic waves is correct?
A. All electromagnetic waves travel at the speed of light, c.
B. All electromagnetic waves have the same frequency but different wavelengths.
C. The electric and magnetic fields in an electromagnetic wave oscillate parallel
to one another.
D. The electric and magnetic fields in an electromagnetic wave oscillate parallel
to the wave’s direction of motion.
MODULE 7 TOPIC 1: Electromagnetic spectrum 123
Question 1.4
Sirius A is a main sequence star of spectral type A1 located 8.6 light years from Earth.
–1
It has a surface temperature of 9940 K and a rotational velocity of 16 km s .
Which of the following CANNOT be determined by analysing Sirius A’s spectrum?
A. spectral type
B. distance from Earth
C. surface temperature
D. rotational velocity
Question 1.5
Which of the following procedures is commonly used to directly determine the chemical
composition of a star?
A. analysing the rotational and translational motion of the star
B. analysing the gravitational effects of the star on nearby celestial bodies
C. matching the resultant colours of known gases in discharge tubes to the observed
colour of the star
D. matching the spectral lines emitted by known chemicals to lines observed in the
star’s spectrum
MODULE 7: The nature of light
124 Neap Assessment Series: NSW Year 12 Physics
Question 1.6 (3 marks)
In the early seventeenth century, Galileo Galilei attempted to measure the speed 3
of light using lanterns with shutters. He and an assistant stood on hilltops
approximately 1.5 km away from one another. Galileo opened the shutter on his
lantern. Then the assistant opened the shutter on his lantern when he saw the
light from Galileo’s lantern. Galileo measured the time between when he first
opened his shutter to when he saw the light from his assistant’s lantern.
1.5 km
Explain why Galileo was unable to accurately measure the speed of light using
this method. Support your answer with a relevant calculation.
MODULE 7: The nature of light
MODULE 7 TOPIC 1: Electromagnetic spectrum 125
Question 1.7 (3 marks)
Describe the production and propagation of electromagnetic waves. 3
MODULE 7: The nature of light
126 Neap Assessment Series: NSW Year 12 Physics
Question 1.8 (5 marks)
(a) How can spectroscopy be used to identify elements in stars? 2
(b) Describe how a star’s spectrum can be used to determine its rotational 3
velocity and surface temperature.
MODULE 7: The nature of light
MODULE 7 TOPIC 1: Electromagnetic spectrum 127
Question 1.9 (4 marks)
Account for the different spectra produced by incandescent filaments, reflected 4
sunlight and discharge tubes.
MODULE 7: The nature of light
128 Neap Assessment Series: NSW Year 12 Physics
Question 1.10 (5 marks)
A 2.45 GHz microwave oven acts as a resonant cavity and produces standing waves.
A student removes the turntable from inside the microwave and replaces it with a block
of chocolate. After switching the microwave on for a short period of time, the student
observes equally spaced spots where the chocolate has melted.
(a) Explain how this observation can be used to measure the speed of light. 3
(b) The student measures the distance between each melted spot to be 5.5 cm. 2
Calculate the speed of light based on these results.
MODULE 7: The nature of light
TOTAL MARKS: /25
MODULE 7 TOPIC 1: Electromagnetic spectrum 129
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 1.1 C PH12–14 Bands 2–3
C is correct. Gamma rays have the shortest wavelength
–12
as they are typically less than a picometre (1 × 10 m).
A is incorrect. Radio waves have a wavelength longer
–3
than approximately a millimetre (1 × 10 m).
B is incorrect. The wavelength of ultraviolet light is
–9
approximately 10 to 400 nanometres (10 × 10 to
–9
400 × 10 m).
D is incorrect. The wavelength of visible light is
–9
approximately 400 to 750 nanometres (400 × 10
–9
to 750 × 10 m).
Question 1.2 D PH12– 4, 12–14 Bands 2–3
c
f
3.00 108
485 10 9
6.19 1014 Hz
Question 1.3 A PH12–14 Bands 2–3
A is correct. Electromagnetic waves have different
MODULE 7: The nature of light
wavelengths and frequencies, but they all travel at the
8 –1
speed of light, c (3.00 × 10 m s ), through a vacuum.
B is incorrect. For the speed of light to remain constant,
electromagnetic waves that have different wavelengths
must also have different frequencies. Therefore, not all
electromagnetic waves have the same frequency.
C is incorrect. The electric and magnetic fields in an
electromagnetic wave oscillate perpendicular to
one another.
D is incorrect. The electric and magnetic fields in an
electromagnetic wave oscillate perpendicular to the
wave’s direction of motion.
130 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 1.4 B PH12– 6, 12–14 Bands 3 – 4
B is correct. The distance between Sirius A and Earth
cannot be determined by analysing the star’s spectrum.
This is because astronomical distances need to be
measured using the parallax method.
A is incorrect. Sirius A’s spectral type can be determined
by analysing a range of its spectral characteristics,
including its colour.
C is incorrect. Sirius A’s surface temperature can be
determined by analysing the peak wavelength emitted
by the star.
D is incorrect. Sirius A’s rotational velocity can be
determined using the thickness of the absorption
lines in its spectrum.
Question 1.5 D PH12–5, 12–14 Bands 4 –5
D is correct. The chemical composition of a star can be
directly determined by comparing its spectral absorption
lines with emission lines from known chemicals in a
laboratory.
A is incorrect. Analysing the rotational and translational
motion of a star provides information about the star’s
motion.
B is incorrect. Analysing the gravitational effects of a star
on nearby celestial bodies provides information about
MODULE 7: The nature of light
the masses of the objects.
C is incorrect. Gases in discharge tubes give off colours
due to a combination of emission lines (for example,
hydrogen gives off a light purple colour). As the colour
of a star is determined by its surface temperature, these
colours will not match the colour of a star and hence
cannot be used to determine its chemical composition.
MODULE 7 TOPIC 1: Electromagnetic spectrum 131
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1.6
8 –1 PH12– 6, 12–14 Bands 3 – 4
Since the speed of light is 3.00 × 10 m s , the time it
would have taken for the light to travel between Galileo • Explains why Galileo was
unable to measure the
and his assistant is too short to be measured using this
speed of light.
method. The time it would have taken for the light to
AND
travel 1.5 km from Galileo to his assistant would have been:
• Provides a relevant
d calculation.3
t
c
1500
• Any ONE of the
3.00 108 above points. 2
5.00 10 6 s
Therefore, the total time it would have taken for the light • Provides some relevant
to travel to Galileo’s assistant and back again would have information.1
–5
been 1.00 × 10 s. Additionally, their reaction times alone
would have been significantly greater than the time it
took for the light to travel between them.
Question 1.7
Oscillating electric charges produce electromagnetic PH12–7, 12–14 Bands 3 – 4
waves with the same frequency as that of the oscillation. • Describes the production
These charges produce a changing electric field, which AND propagation of
in turn produces a changing magnetic field that is electromagnetic waves. 3
MODULE 7: The nature of light
perpendicular to the electric field. These self-induced,
oscillating electric and magnetic fields are oriented
• Describes the production
perpendicular to the direction of the propagating wave,
OR propagation of
which travels through empty space at the speed of light, c. electromagnetic waves. 2
• Provides some relevant
information.1
132 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1.8
(a) Each element accounts for a unique series of PH12– 6, 12–14 Bands 3 – 4
absorption lines in a star’s spectrum, which can be • Outlines how spectroscopy
matched to known emission lines. A spectroscope can be used to identify
can be used to observe stellar spectra, thus enabling elements in stars. 2
the identification of specific elements in stars.
• Provides some relevant
information.1
(b) Changes in the width of a series of known PH12–14 Bands 4 –5
absorption lines in a star’s absorption spectrum • Describes how a star’s
can be used to determine its rotational velocity. spectrum can be used
Broader lines indicate that the star has a greater to determine its rotational
rotational velocity. velocity AND surface
The colour of a star indicates the area of the star’s temperature.3
spectrum that has the greatest intensity. This can
be used to determine the star’s surface temperature.
• Describes how a star’s
spectrum can be used
to determine its rotational
velocity OR surface
temperature.2
• Provides some relevant
information.1
MODULE 7: The nature of light
MODULE 7 TOPIC 1: Electromagnetic spectrum 133
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1.9
Incandescent filaments emit electromagnetic radiation PH12– 6, 12–7, 12–14 Bands 4 –5
due to their temperature. The radiation is emitted at • Accounts for the spectra
a range of wavelengths; thus, incandescent filaments produced by all THREE of:
produce continuous spectra. – incandescent filaments
Gases on the Sun’s surface absorb very specific – reflected sunlight
frequencies of light that come from the continuous
– discharge tubes. 4
spectrum produced in the Sun’s core. Therefore, the
Sun produces an absorption spectrum. When sunlight
reflects off a surface, such as a planet, it contains • Accounts for the spectra
absorption lines from both the Sun and particular produced by any TWO of:
chemicals on the surface it reflects off. – incandescent filaments
Discharge tubes are glass tubes that contain specific – reflected sunlight
gases, such as hydrogen. Electrodes are placed at each – discharge tubes. 3
end and a high voltage is applied. The gases produce
very specific frequencies of light that are unique to
• Accounts for the spectrum
their composition. This results in the production of
produced by any ONE of:
an emission spectrum.
– incandescent filaments
– reflected sunlight
– discharge tubes.
OR
• Identifies the type
of spectra produced
MODULE 7: The nature of light
in all THREE instances. 2
• Provides some relevant
information.1
134 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1.10
(a) The speed of light can be calculated when the PH12– 6, 12–14 Bands 5 – 6
frequency and wavelength of a light source is • Explains how the
known. Standing waves are produced inside the observation can be
microwave. The melted spots on the chocolate used to measure the
represent the antinodes of the standing waves. speed of light.3
Therefore, the total of the distances between three
adjacent melted spots represents the wavelength
of the standing wave. Given that the frequency • Provides a reason for
of the microwave is also known, the speed of light the observation.
can be calculated using v = fl. AND
• Identifies a relevant
formula that can be
used to measure the
speed of light.2
• Provides some relevant
information.1
(b) v f PH12– 4, 12–14 Bands 4 –5
2.45 10 9 2 0.055 • Calculates the speed
of light. 2
2.7 108 m s 1
• Provides some relevant
working.1
MODULE 7: The nature of light
MODULE 7 TOPIC 2
Light: Wave model
This topic focuses on the evidence that supports the classical wave model of light.
You will examine the wave behaviour of light, including diffraction and interference.
You will analyse what occurs when sunlight or monochromatic light is incident on
a double slit apparatus or diffraction grating. You will also compare Huygens’ and
Newton’s models of light, and apply Malus’ Law to describe polarisation, another
behaviour of light that supports a transverse wave model.
DIFFRACTION
Diffraction is the bending of light around an obstacle or through an aperture.
INTERFERENCE
Interference is the phenomenon of two or more waves superimposing to produce
a new wave pattern.
MONOCHROMATIC LIGHT
Monochromatic light is light that consists of only one wavelength or colour.
MODULE 7: The nature of light
DOUBLE SLIT APPARATUS
A double slit apparatus is made up of a pair of thin, parallel slits and is used
to demonstrate the wave-like behaviour of light.
DIFFRACTION GRATING
A diffraction grating uses a surface with a large number of very closely spaced
parallel lines to diffract light into its component wavelengths.
HUYGENS’ MODEL OF LIGHT
Huygens’ model of light describes light as a wavefront of spherical wavelets.
NEWTON’S MODEL OF LIGHT
Newton’s model of light describes light as a stream of particles or corpuscles.
MALUS’ LAW
Malus’ Law describes the relationship between the angle of incidence and the
angle of transmission of polarised light through a polarising material.
POLARISATION
Polarisation is the process or state of aligning the oscillations of a transverse
wave along a specific plane.
136 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 2.1
Vertically polarised light with an intensity of 120 cd passes through a polariser that has
a plane of polarisation oriented at 42° to the vertical.
What is the intensity of the light that passes through the polariser?
A. 42 cd
B. 66 cd
C. 89 cd
D. 120 cd
Question 2.2
During the seventeenth century, which of the following phenomena supported
the wave model of light only?
A. light diffracts
B. light refracts
C. light reflects
D. light travels in straight lines
MODULE 7: The nature of light
Question 2.3
Which model of light did Newton propose?
A. wave
B. proton
C. corpuscular
D. ultraviolet
MODULE 7 TOPIC 2: Light: Wave model 137
Question 2.4
The diagram illustrates a phenomenon.
barrier
What is the phenomenon?
A. diffraction
B. refraction
C. reflection
D. polarisation
Question 2.5
Monochromatic light is incident on a pair of thin slits. A screen located 3 m away
from the slits shows a series of bright and dark regions.
What is the path difference between the central bright region and the second
MODULE 7: The nature of light
dark region?
A. 0.5l
B. 1.0l
C. 1.5l
D. 2.0l
138 Neap Assessment Series: NSW Year 12 Physics
Question 2.6 (3 marks)
Explain how polarisation supports the transverse wave model of light. 3
MODULE 7: The nature of light
MODULE 7 TOPIC 2: Light: Wave model 139
Question 2.7 (3 marks)
A ray of polarised light passes through a polarising filter, which reduces the light’s 3
intensity by 70%.
Calculate the angle between the planes of polarisation.
MODULE 7: The nature of light
140 Neap Assessment Series: NSW Year 12 Physics
Question 2.8 (4 marks)
When sunlight is incident upon a diffraction grating, an interference pattern 4
of varying colours is observed.
Why does each region of red light appear further away from the central maximum
than each region of blue light? Support your answer with a relevant formula.
MODULE 7: The nature of light
MODULE 7 TOPIC 2: Light: Wave model 141
Question 2.9 (6 marks)
Monochromatic light of an unknown wavelength is incident upon a pair of thin slits
that are 60 mm apart. The slits are located 2.5 m from a screen where a series of bright
and dark regions are observed.
(a) Explain the pattern that is observed on the screen. 2
(b) The distance between adjacent bright regions is determined to be 3.2 cm. 2
Calculate the angle between adjacent bright regions.
(c) Calculate the wavelength of the light. 2
MODULE 7: The nature of light
142 Neap Assessment Series: NSW Year 12 Physics
Question 2.10 (4 marks)
Newton and Huygens each proposed competing models of light. 4
By referring to how each model explained refraction, justify how mid-nineteenth
century investigations that measured the speed of light in water supported
Huygens’ model of light.
MODULE 7: The nature of light
TOTAL MARKS: /25
MODULE 7 TOPIC 2: Light: Wave model 143
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 2.1 B PH12– 4, 12–14 Bands 2–3
I Imax cos2
120 cos2 42
66 cd
Question 2.2 A PH12– 6, 12–14 Bands 3 – 4
A is correct. When light diffracts, the waves of light
spread as they pass through a barrier or around a corner.
This is a phenomenon that relates to the wave model
of light only.
B, C and D are incorrect. These phenomena can be
explained using the wave or particle models of light.
Question 2.3 C PH12–14 Bands 2–3
C is correct. Newton proposed the corpuscular model,
where light consists of tiny ‘corpuscles’ or particles
of varying masses.
A is incorrect. The wave model was proposed by Huygens.
B is incorrect. A proton is a subatomic particle, not
a model of light.
D is incorrect. Ultraviolet is a type of electromagnetic
radiation, not a model of light.
MODULE 7: The nature of light
144 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 2.4 A PH12– 6, 12–14 Bands 2–3
A is correct. The diagram shows the spreading of waves
as they pass through a barrier. This phenomenon is
called diffraction.
B is incorrect. Wave refraction refers to a wave changing
direction as it passes between media.
C is incorrect. Wave reflection refers to a wave changing
direction when it bounces off a barrier.
D is incorrect. Polarisation occurs when all waves except
for a single plane are blocked.
Question 2.5 C PH12–5, 12–14 Bands 4 –5
C is correct. Fully constructive interference, represented
by a bright region, occurs when the path difference
equals a whole number multiple of the wavelength.
Fully deconstructive interference, represented by a dark
region, occurs when the path difference equals a whole
number multiple of the wavelength minus one half.
Therefore, the path difference between the central bright
region and the second dark region is 1l + 0.5l = 1.5l.
A is incorrect. This option is the path difference between
adjacent bright and dark regions.
B is incorrect. This option is the path difference between
two adjacent bright regions or two adjacent dark regions.
MODULE 7: The nature of light
D is incorrect. This option is the path difference between
three adjacent bright regions or three adjacent dark
regions.
MODULE 7 TOPIC 2: Light: Wave model 145
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2.6
The transverse wave model of light proposes that light PH12– 6, 12–7, 12–14 Bands 3 – 4
is made of electromagnetic waves that oscillate • Explains how polarisation
perpendicular to their direction of propagation. These supports the transverse
fields can be oriented in infinitely many axes. As light wave model of light. 3
can be linearly polarised, these field oscillations can
be restricted to single planes – one for the electric field,
• Defines polarisation.
and one for the magnetic field – that are perpendicular
to one another. If light was not made of transverse AND
electromagnetic waves, this linear polarisation would • Describes the transverse
not be observed. wave model of light. 2
• Provides some relevant
information.1
Question 2.7
I Imax cos2 PH12– 4, 12–14 Bands 4 –5
• Calculates the angle
0.30 1 cos2
between the planes
cos 0.30 of polarisation. 3
1
cos 0.30
57 • Calculates the angle
between the planes
of polarisation with
ONE omission or error. 2
MODULE 7: The nature of light
• Provides some relevant
working.1
146 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2.8
If light enters the same-sized gap or slit, as it does in a PH12–5, 12– 6, 12–14 Bands 4 –5
diffraction grating, light with a longer wavelength will • Explains why successive
experience greater diffraction. This is supported by the regions of red light
formula dsinq = ml. If the distance between the slits, d, appear further away
remains the same, then sinθ ∝ mλ, where m is a whole from corresponding
number. regions of blue light.
As red light has a longer wavelength than blue light, the AND
sine of the angle of red light maxima would be greater • Provides a relevant formula. 4
than that of blue light maxima. This will result in an
interference pattern where successive regions of red
• Identifies that red light
light appear further away from the central maximum
has a longer wavelength
than the corresponding regions of blue light. than blue light.
AND
• Identifies that red light
experiences greater
diffraction.
AND
• Provides a relevant formula. 3
• Identifies that red light
has a longer wavelength
than blue light.
AND
MODULE 7: The nature of light
• Identifies that red light
experiences greater
diffraction.
OR
• Provides a relevant formula. 2
• Provides some relevant
information.1
MODULE 7 TOPIC 2: Light: Wave model 147
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2.9
(a) The light diffracts as it passes through the slits. PH12– 6, 12–14 Bands 3 – 4
The interference pattern is produced by constructive • Explains the pattern
(bright regions) and deconstructive (dark regions) observed on the screen. 2
interference of the diffracted light.
• Provides some relevant
information.1
x PH12– 4, 12–14 Bands 3 – 4
(b) tan
L • Calculates the angle
1 0.032 between adjacent
tan
2.5 bright regions. 2
0.73
• Provides some relevant
working.1
(c) d sin m PH12– 4, 12–14 Bands 3 – 4
6 • Calculates the wavelength
60 10 sin 0.73
7 of the light. 2
7.7 10 m
Note: Consequential on answer to Question 2.9(b).
• Provides some relevant
working.1
MODULE 7: The nature of light
148 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2.10
Refraction is the change of direction of light as it passes PH12–6, 12–7, 12–14 Bands 4–5
between media. • Identifies the models
Newton proposed the corpuscular, or particle, model that Newton and
of light. This model stated that light speeds up when Huygens proposed.
it enters water. Newton explained that a force attracts AND
the corpuscles to the water, which changes their • Refers to how each model
direction and increases their speed as they travel explained refraction.
through the water. AND
Huygens proposed the wave model of light. This model • States that the results of
stated that light slows down when it enters water. A mid-nineteenth century
wavefront forms secondary wavelets at the boundary investigations matched
of the water, which reduces the wavelength of the light the prediction of
while the frequency of the light remains constant. Thus, Huygens’ wave model. 4
the direction of the waves changes and the speed of the
light reduces.
• Identifies the models
Investigations in the mid-nineteenth century measured that Newton and
the speed of light in water as being slower than in air; Huygens proposed.
thus, these investigations supported Huygens’ model AND
of light.
• Refers to how each model
explained refraction.
OR
• States that the results of
mid-nineteenth century
MODULE 7: The nature of light
investigations matched
the prediction of
Huygens’ wave model. 3
• Identifies the models
that Newton and
Huygens proposed.
OR
• Defines refraction.
OR
• States that the speed
of light in water is slower
than in air. 2
• Provides some relevant
information.1
MODULE 7 TOPIC 3
Light: Quantum model
This topic focuses on the evidence that supports the quantum, or photon, model of light.
You will examine the initial observations from black body experiments and the use
of Planck’s law. This topic requires the application of Wien’s Law to determine the
relationship between the surface temperature and peak wavelength emitted by hot
objects. You will analyse the photoelectric effect and how it was inconsistent with
the classical wave model of light, as well as how Einstein used Planck’s work on black
bodies to explain this effect. You will gain a deeper understanding of the photoelectric
effect by looking at the relationship between the maximum kinetic energy of emitted
photoelectrons, a metal’s work function, and the energy of incident photons.
PHOTON PEAK WAVELENGTH
A photon is a discrete packet, or Peak wavelength is the wavelength
quantum, of electromagnetic energy. at which the intensity of a spectrum
is at its maximum.
BLACK BODY
A black body is a theoretical object that PHOTOELECTRIC EFFECT
MODULE 7: The nature of light
absorbs all incident electromagnetic The photoelectric effect is the
radiation and emits radiation at all phenomenon where electrons are
frequencies with a characteristic emitted from a metal surface when
spectrum. light is incident upon it. It was first
explained by Einstein and provided
PLANCK’S LAW experimental evidence for the
Planck’s law describes the spectral quantum nature of light.
radiance of a black body. Planck
hypothesised that black bodies emit PHOTOELECTRON
electromagnetic energy in discrete A photoelectron is an electron emitted
packets called quanta. by a metal surface due to the
photoelectric effect.
WIEN’S LAW
Wien’s Law states that the peak WORK FUNCTION
wavelength of the spectrum emitted by Work function refers to the minimum
a black body is inversely proportional energy required to remove an electron
to its surface temperature. from a metal surface.
150 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 3.1
Einstein’s explanation of the photoelectric effect built upon the work of which scientist?
A. Wien
B. Malus
C. Maxwell
D. Planck
Question 3.2
What is the work function of an unknown metal that has a threshold frequency
14
of 4.4 × 10 Hz?
–48
A. 1.5 × 10 J
–19
B. 2.9 × 10 J
47
C. 6.6 × 10 J
49
D. 2.9 × 10 J
Question 3.3
MODULE 7: The nature of light
How much energy does a photon of wavelength 450 nm have?
–40
A. 3.00 × 10 J
–28
B. 4.42 × 10 J
–19
C. 4.42 × 10 J
–18
D. 2.32 × 10 J
MODULE 7 TOPIC 3: Light: Quantum model 151
Question 3.4
Which of the following graphs represents the relationship between the surface
temperature, T, and peak wavelength, l, of light emitted from a black body?
A. B.
T T
C. D.
T T
Question 3.5
When light strikes the surface of a metal, photoelectrons can be emitted.
Which of the following graphs represents the relationship between the number
of photoelectrons emitted and the frequency, f, of the incident light?
A. B.
MODULE 7: The nature of light
photoelectrons
photoelectrons
Number of
Number of
f f
C. D.
photoelectrons
photoelectrons
Number of
Number of
f f
152 Neap Assessment Series: NSW Year 12 Physics
Question 3.6 (2 marks)
Calculate the peak wavelength of light emitted by an incandescent filament that 2
has a temperature of 3200 K.
Question 3.7 (5 marks)
The graph shows the maximum kinetic energy, Kmax, of emitted photoelectrons versus
the frequency of incident light, f, for three different metals.
KEY
metal 1
metal 2
metal 3
Kmax
MODULE 7: The nature of light
f0 f0 f0 f
(a) Why do all three metals have the same gradient? 1
(b) What does f0 represent? 1
MODULE 7 TOPIC 3: Light: Quantum model 153
(c) Why are photoelectrons not emitted below certain frequencies, regardless 3
of the intensity of the light source? Support your answer with a relevant
formula.
Question 3.8 (3 marks)
Lead has a work function of 4.14 eV. 3
Calculate the maximum kinetic energy, Kmax, of the photoelectrons emitted from
15
lead when it is exposed to light with a frequency of 8.20 × 10 Hz.
MODULE 7: The nature of light
154 Neap Assessment Series: NSW Year 12 Physics
Question 3.9 (4 marks)
By applying the law of conservation of energy, analyse the photoelectric effect. 4
Support your answer with a relevant formula.
Question 3.10 (3 marks)
Monochromatic light with a wavelength of 620 nm is incident on a metal that has
a work function of 2.50 eV.
(a) How much energy does each photon from the light source have? 2
MODULE 7: The nature of light
(b) The wavelength of the light source is increased. 1
What effect will this have on the energy of each photon?
MODULE 7 TOPIC 3: Light: Quantum model 155
Question 3.11 (3 marks)
The black body radiation curve obtained from a 4500 K object is shown. 3
Intensity
0
Wavelength
On the graph, sketch the curve that would be obtained from a 6000 K object.
MODULE 7: The nature of light
TOTAL MARKS: /25
156 Neap Assessment Series: NSW Year 12 Physics
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 3.1 D PH12–14 Bands 2–3
D is correct. Einstein built on Planck’s discovery that
light from a black body was emitted in discrete quanta,
according to E = hf.
A is incorrect. Wien developed a law that is used to
determine the peak wavelength emitted by a black body
at a given temperature.
B is incorrect. Malus developed a law that is used to
determine the intensity of light passing through a
polariser.
C is incorrect. Maxwell developed the theory of
electromagnetism, which could not be used to explain
the photoelectric effect.
Question 3.2 B PH12–5, 12–14 Bands 3 – 4
hf0
6.626 10 34 4.4 1014
2.9 10 19 J
Question 3.3 C PH12–5, 12–14 Bands 3 – 4
hc
E
6.626 10 34 3.00 108
MODULE 7: The nature of light
450 10 9
19
4.42 10 J
Question 3.4 B PH12–5, 12–14 Bands 4 –5
B is correct. A black body’s peak wavelength decreases
as its surface temperature increases. According to Wien’s
law, peak wavelength is inversely proportional to surface
temperature.
A is incorrect. This graph shows a linear relationship
between peak wavelength and surface temperature.
C and D are incorrect. These graphs show peak
wavelength increasing as surface temperature increases.
MODULE 7 TOPIC 3: Light: Quantum model 157
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 3.5 D PH12–5, 12–14 Bands 4 –5
D is correct. Once the threshold frequency of the light
is reached, photoelectrons will be emitted. The number
of photoelectrons depends on the intensity of the light,
not the frequency.
A is incorrect. This graph shows the relationship between
frequency and the kinetic energy of photoelectrons.
B is incorrect. This graph shows an inverse relationship
between the number of photoelectrons and frequency.
C is incorrect. This graph shows a directly proportional
relationship between frequency and number of
photoelectrons.
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3.6
b PH12– 4, 12–14 Bands 2–3
max
T • Calculates the peak
2.898 10 3 wavelength of the light. 2
3200
9.056 10 7 m
• Provides some relevant
working.1
MODULE 7: The nature of light
158 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3.7
(a) The gradient of each line is Planck’s constant, h, PH12–5, 12–14 Bands 3 – 4
which is the same regardless of the metal. • Identifies that the gradient
is Planck’s constant. 1
(b) f0 represents the threshold frequency of each metal. PH12– 4, 12–14 Bands 3 – 4
• Identifies that f0 represents
threshold frequency. 1
(c) The energy of a photon is determined by its PH12– 6, 12–14 Bands 4 –5
frequency in accordance with E = hf. If the energy • Explains why photoelectrons
of each photon is not high enough to overcome are not emitted below
the work function of the metal, photoelectrons will certain frequencies
not be emitted. Increasing the intensity of the light regardless of light intensity.
increases the number of photons, not the energy
AND
of each photon; therefore, only increasing the
frequency of the light will cause photoelectrons • Includes a relevant formula. 3
to be emitted.
• Explains why photoelectrons
are not emitted below
certain frequencies
regardless of light intensity. 2
• Provides some relevant
information.1
Question 3.8
MODULE 7: The nature of light
–19 PH12– 4, 12–14 Bands 4 –5
Given that 1 eV = 1.602 × 10 J:
4.14 eV = 6.63228 × 10
–19
J • Calculates Kmax of the
emitted photoelectrons. 3
Kmax hf
6.626 10 34 8.20 1015 6.63228 10 19
• Calculates Kmax of the
4.77 10 18 J emitted photoelectrons
with ONE omission or error. 2
• Provides some relevant
working.1
MODULE 7 TOPIC 3: Light: Quantum model 159
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3.9
According to the law of conservation of energy, energy PH12–7, 12–14 Bands 4 –5
cannot be created or destroyed; however, it can be • Analyses the photoelectric
transferred as demonstrated by the photoelectric effect. effect by applying the law
A photon that strikes the surface of a metal has a specific of conservation of energy.
amount of energy in accordance with E = hf. This energy AND
can be passed on to an electron within the metal that,
• Provides a relevant formula. 4
after some of the photon’s energy is used to overcome
the work function (f ), can then be ejected from the metal.
The ejected photoelectron has a kinetic energy that • Shows an understanding
is equivalent to the photon’s energy minus the work of the law of conservation
function of the metal; hence Kmax = hf – f. of energy and the
photoelectric effect.
AND
• Provides a relevant formula. 3
• Shows an understanding
of the law of conservation
of energy and the
photoelectric effect. 2
• Provides some relevant
information.1
Question 3.10
MODULE 7: The nature of light
hc PH12– 4, 12–14 Bands 3 – 4
(a) E
• Calculates the energy
6.626 10 34 3.00 108 of each photon. 2
9
620 10
19
3.21 10 J • Provides some relevant
working.1
(b) The energy of each photon will decrease. PH12–5, 12–14 Bands 3 – 4
• States the effect of
increasing the wavelength
of the light source. 1
160 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3.11
PH12–5, 12–14 Bands 4 –5
• Sketches a curve that shows:
– a smaller peak
wavelength
– greater intensity
Intensity
for all wavelengths. 3
• Sketches a curve that
shows the above features
with ONE error. 2
0 • Sketches a curve that
Wavelength
shows ONE of the
above features. 1
MODULE 7: The nature of light
MODULE 7 TOPIC 4
Light and special relativity
This topic focuses on Einstein’s work on special relativity. You will examine how Einstein
used his postulates and thought experiments to develop concepts such as time
dilation, length contraction and relativistic momentum. You will look at how these
concepts were experimentally validated, including the study of cosmic-origin muons
and atomic clocks. You will also apply Einstein’s mass–energy equivalence relationship
to determine the energy released by specific processes that convert mass to energy.
SPECIAL RELATIVITY
Special relativity is a theory developed by Einstein in 1905 and describes the
relationship between space and time.
POSTULATE
A postulate is a statement or assumption that is accepted as true and is used
as the basis for further reasoning or arguments.
THOUGHT EXPERIMENT
A thought experiment is a mental exercise designed to test a hypothesis or
MODULE 7: The nature of light
explore a concept; it is particularly useful when the physical experiment is too
difficult to perform.
TIME DILATION
Time dilation is a phenomenon predicted by special relativity whereby time
passes slower in frames moving relative to an observer.
LENGTH CONTRACTION
Length contraction is a phenomenon predicted by special relativity whereby the
length of a moving object is measured to be shorter than the length that would
be measured by an observer at rest relative to the object.
COSMIC-ORIGIN MUON
A cosmic-origin muon is a type of fundamental particle that is created by the
interaction of cosmic rays with Earth’s atmosphere.
ATOMIC CLOCK
An atomic clock is a highly precise clock that uses the vibrations of atoms
to keep time.
MASS–ENERGY EQUIVALENCE
The mass-energy equivalence is a principle proposed by Einstein that states that
mass and energy are interchangeable.
162 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 4.1
Which of the following experiments validated special relativity?
A. Hafele–Keating experiment
B. Einstein’s thought experiments
C. Lorentz’s experiment
D. Galileo’s experiment
Question 4.2
8 –1
A spacecraft moves past a stationary observer on Earth at 2.8 × 10 m s while its
external lights are on.
The observer on Earth would measure the light coming from the external lights
as travelling at what speed?
A. 0.07c
B. 0.93c
C. 1.00c
D. 1.93c
MODULE 7: The nature of light
Question 4.3
A spacecraft moves past a planet at close to the speed of light, c.
How would the planet appear relative to an astronaut in the spacecraft?
A. The planet’s length would contract in the direction of the spacecraft’s motion.
B. The planet’s length would contract perpendicular to the direction of the
spacecraft’s motion.
C. The planet’s length would expand in the direction of the spacecraft’s motion.
D. The planet’s length would expand perpendicular to the direction of the
spacecraft’s motion.
MODULE 7 TOPIC 4: Light and special relativity 163
Question 4.4
The rest length of a bullet train is 150 m. The bullet train moves so fast past a platform
with a rest length of 120 m that the bullet train and the platform are the same length
relative to an observer on the platform.
How fast must the train be moving relative to the observer on the platform?
4 –1
A. 1.30 × 10 m s
8 –1
B. 1.70 × 10 m s
8 –1
C. 1.80 × 10 m s
8 –1
D. 3.00 × 10 m s
Question 4.5
How much energy is produced from a single positron–electron annihilation?
–22
A. 5.47 × 10 J
–19
B. 1.64 × 10 J
–14
C. 8.20 × 10 J
–13
D. 1.64 × 10 J
MODULE 7: The nature of light
164 Neap Assessment Series: NSW Year 12 Physics
Question 4.6 (2 marks)
Outline Einstein’s TWO postulates of special relativity. 2
Question 4.7 (3 marks)
Explain why relativistic effects can be ignored for objects travelling at everyday 3
speeds. Support your answer with an appropriate mathematical model.
MODULE 7: The nature of light
MODULE 7 TOPIC 4: Light and special relativity 165
Question 4.8 (3 marks)
An astronaut travels on a spacecraft from Earth to a distant star at a constant 3
speed. It takes the astronaut 11 years to complete the journey; however, when
they arrive at the planet, 14 years had passed for an observer on Earth.
How far away is the star from Earth as measured by the astronaut?
MODULE 7: The nature of light
166 Neap Assessment Series: NSW Year 12 Physics
Question 4.9 (5 marks)
An observer measures the lifetime of a muon at rest to be 2.2 ms. Muons that are 5
created through interactions of cosmic rays with the Earth’s atmosphere typically
travel at 0.9999c.
Explain how muons produced at an altitude of 15 km can be detected at Earth’s
surface. Support your answer with calculations.
MODULE 7: The nature of light
MODULE 7 TOPIC 4: Light and special relativity 167
Question 4.10 (4 marks)
Compare the non-relativistic and relativistic momenta of a proton travelling at 0.97c. 4
Question 4.11 (3 marks)
Recount Einstein’s thought experiment involving lightning strikes and a train 3
that was used to suggest that observers in relative motion may not agree that
two events occur simultaneously.
MODULE 7: The nature of light
TOTAL MARKS: /25
168 Neap Assessment Series: NSW Year 12 Physics
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 4.1 A PH12–14 Bands 2–3
A is correct. The Hafele–Keating experiment showed that
faster moving clocks tick slower, thus validating special
relativity.
B is incorrect. Einstein’s thought experiments regarding
special relativity were theoretical.
C is incorrect. Lorentz developed the factor used in special
relativity calculations.
D is incorrect. Galileo’s experiment involved the principle
of relativity only.
Question 4.2 C PH12– 6, 12–14 Bands 3 – 4
C is correct. Light always travels at the speed of light, c.
A, B and D are incorrect. Light always travels at 1.00c,
regardless of the motion of the observer.
Question 4.3 A PH12– 6, 12–14 Bands 3 – 4
A is correct. For the astronaut in the spacecraft, the
planet’s length would contract parallel to the direction
of the spacecraft’s motion. This is due to the concept of
length contraction, which states that the length of any
object in a moving frame of reference will appear shorter
in its direction of motion.
MODULE 7: The nature of light
B is incorrect. The planet’s length contracts relative
to the astronaut in the spacecraft, but its length
perpendicular to the direction of the spacecraft’s motion
remains unchanged.
C is incorrect. The planet’s length contracts, not expands,
in the direction of the spacecraft’s motion.
D is incorrect. The planet’s length neither expands
nor changes perpendicular to the direction of the
spacecraft’s motion.
MODULE 7 TOPIC 4: Light and special relativity 169
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 4.4 C PH12– 6, 12–14 Bands 4 –5
v2
l l0 1
c2
v2
120 150 1
2
3.00 10
8
v 1.80 108 m s 1
Question 4.5 D PH12– 6, 12–14 Bands 4 –5
E mc 2
2
2 9.109 10 31 3.00 108
1.64 10 13 J
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 4.6
1. The laws of physics are the same in all inertial PH12–14 Bands 3 – 4
reference frames. • Outlines Einstein’s
2. The speed of light is constant for all observers TWO postulates
independent of their motion. of special relativity. 2
MODULE 7: The nature of light
• Provides some relevant
information.1
170 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 4.7
For example: PH12– 6, 12–14 Bands 4 –5
There is a term that is common to all special relativity • Explains why relativistic
effects can be ignored
calculations. This term is referred to as the Lorentz factor, for objects that are not
1
or gamma (g ), and is equal to . travelling at relativistic
v2 speeds.
1
c2 AND
It is the factor by which time is dilated or length is • Provides a relevant
contracted. For example, if an object travels at even mathematical model. 3
10% the speed of light, c, the Lorentz factor would be:
1 • Explains why relativistic
1.0050
2 effects can be ignored
3.00 107 for objects that are not
1
3.00 108 2 travelling at relativistic
speeds.2
Given that there will be no effect if g = 1, we see that even
at 10% the speed of light, relativistic effects would be very
• Provides some relevant
minimal and can therefore be ignored.
information.1
Question 4.8
Calculating the speed of the spacecraft gives: PH12– 4, 12–14 Bands 5 – 6
t0 • Calculates the distance
t
of the star from Earth
v2
MODULE 7: The nature of light
1 relative to the astronaut. 3
c2
11
14 • Calculates the speed
v2 of the spacecraft. 2
1
c2
v 0.6186c
• Provides some relevant
Calculating the distance of the star to Earth gives: working.1
d vt
0.6186 11
6.8 light years OR 6.4 1016 m
MODULE 7 TOPIC 4: Light and special relativity 171
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 4.9
Even at a speed of 0.9999c, if the lifetime of muons PH12– 4, 12– 6, 12–14 Bands 5 – 6
were absolute (that is, 2.2 ms), they would only travel • Explains how muons
a distance of: produced at an altitude
d vt of 15 km can be detected
at Earth’s surface.
0.9999 3.00 108 2.2 10 6
AND
660 m
• Provides calculations. 5
Therefore, the muons should never reach the ground
and thus should not be detected at Earth’s surface.
However, if time dilation is taken into consideration, • Explains how muons
produced at an altitude
the lifetime of the muons for an observer on Earth’s
of 15 km can be detected
surface would be:
at Earth’s surface.
t0
t AND
v2 • Provides at least ONE
1
2
c calculation.4
2.2 10 6
0.9999 3.00 108 2 • Shows an understanding
1 of relativistic effects.
3.00 108 2 AND
1.5557 10 4 s • Provides at least ONE
Therefore, the distance travelled by the muons for calculation.3
an observer on Earth’s surface would be:
MODULE 7: The nature of light
d vt • Shows an understanding
0.9999 3.00 108 1.5557 10 4 of relativistic effects.
46 666 m OR
This is much greater than 15 km; thus, muons produced • Provides at least ONE
at an altitude of 15 km can be detected at Earth’s surface. calculation.2
• Provides some relevant
information.1
172 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 4.10
Calculating the non-relativistic momentum of the proton PH12– 4, 12–14 Bands 4 –5
gives: • Compares the non-relativistic
p mv and relativistic momenta
1.673 10 0.97 3.00 10
27 8 of the proton. 4
4.9 10 19 kg m s 1
• Calculates the non-relativistic
Calculating the relativistic momentum of the proton
AND relativistic momenta
gives: of the proton. 3
m0v
pv
v2 • Calculates the relativistic
1
c2 OR non-relativistic
momentum of the proton. 2
1.673 10 27 0.97 3.00 108
0.97 3.00 108 2 • Provides some relevant
1
3.00 108 2 working or information. 1
2.0 10 18 kg m s 1
Therefore, the proton has approximately four times the
momentum if relativistic effects are taken into account.
Question 4.11
For example: PH12– 6, 12–14 Bands 4 –5
Einstein imagined a person in the middle of a train • Recounts Einstein’s
MODULE 7: The nature of light
carriage that is travelling at a very high speed past thought experiment
a platform. Another person is located on the platform. that was used to suggest
The person on the platform notes that at the moment the that two events may
not occur simultaneously. 3
midpoint of the train carriage passes them, two separate
strikes of lightning hit the front and back of the train
carriage at the same time. The person inside the train • Outlines ONE of Einstein’s
carriage does not agree that these two events occurred thought experiments
at the same time. The person inside the train sees one relevant to special relativity. 2
lightning strike hit the front of the train carriage before
the second strike hits the back. For both of Einstein’s • Provides some relevant
postulates of special relativity to be true, both information.1
conclusions are correct.
MODULE 7
Challenge questions
These questions test your knowledge of the entire module. Attempt these questions
after you have finished studying the topics for Module 7.
MODULE 7: The nature of light
174 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 1 (10 marks)
A laser light of wavelength 520 nm is incident upon a pair of thin slits, S 1 and S 2,
–5
that are separated by a distance, d, of 4.5 × 10 m, as shown in the diagram.
screen
laser light
S1
d
S2
When the laser light is switched on, a pattern of bright and dark regions is observed
on the screen.
(a) What is the angle, q, between the two dark regions on either side of the 2
central bright region?
MODULE 7: The nature of light
MODULE 7 Challenge questions 175
(b) Explain TWO strategies that could be used to maintain the distance between 4
each bright and dark region if the wavelength of the laser light was increased.
(c) Describe how the pattern would change if the laser light was replaced with 2
an incandescent light globe.
(d) If Newton’s model of light was correct, a different pattern would be expected 2
MODULE 7: The nature of light
on the screen.
Describe the expected pattern.
176 Neap Assessment Series: NSW Year 12 Physics
Question 2 (7 marks)
Analyse Planck’s and Einstein’s contributions to our understanding of the dual 7
particle and wave nature of light.
MODULE 7: The nature of light
MODULE 7 Challenge questions 177
Question 3 (8 marks)
The table shows data from an experiment that measured how an electron’s momentum
varies with velocity.
8 –1 –22 –1
Velocity (v) (× 10 m s ) Momentum (p) (× 10 kg m s )
0.51 0.47
1.13 1.11
1.94 2.32
2.46 3.91
2.97 19.1
2.99 35.1
(a) On the axes provided, graph the results of the experiment. Include a line 4
of best fit.
MODULE 7: The nature of light
178 Neap Assessment Series: NSW Year 12 Physics
(b) Classical physics predicts that the momentum, p, of an object equals its 4
mass, m, multiplied by its velocity, v.
Based on the data from the experiment, assess the accuracy of this prediction.
Support your answer with relevant calculations.
MODULE 7: The nature of light
TOTAL MARKS: /25
MODULE 7 Challenge questions 179
Solutions
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1
(a) d sin m PH12– 4, 12–14 Bands 4 –5
1 520 10 9 • Calculates the angle
sin 1
between the two
4.5 10 5
dark regions. 2
0.66
• Provides some relevant
working.1
(b) Given that dsinq = ml, increasing the wavelength, l, PH12– 6, 12–14 Bands 5 – 6
will increase the angle, q. This will also increase the • Explains TWO strategies. 4
distance between the bright and dark regions.
In order to maintain the distance between the
• Explains ONE strategy.
bright and dark regions, the distance between
the slits and screen could be reduced. This would AND
counteract the increase of q. • Outlines a second strategy. 3
Another strategy could involve increasing the
distance, d, between the slits. This would cause
• Explains ONE strategy.
q to decrease, counteracting the effect of the
increase in l. OR
• Identifies TWO strategies. 2
• Provides some relevant
information.1
MODULE 7: The nature of light
(c) An incandescent light globe emits white light. PH12– 6, PH12–14 Bands 4 –5
Instead of a series of monochromatic bright • Describes how the pattern
regions separated by dark regions shown by the would change. 2
laser light, the incandescent light globe would
show a continuous, repeating series of bright
regions of different colours located on either side • Provides some relevant
of a central white region. information.1
(d) Newton proposed the corpuscular or particle PH12– 6, PH12–14 Bands 4 –5
model of light. Based on his model, light would • Describes the expected
be expected to travel through each of the two pattern.2
slits and produce two matching bright regions
on the screen.
• Provides some relevant
information.1
180 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2
In the late nineteenth century, the classical PH12–7, 12–14 Bands 5 – 6
electromagnetic wave model of light developed by • Explains the limitations
Maxwell was the leading theory on the nature of of the classical wave model.
light. This model predicted that the intensity of light AND
determined the amplitude and, therefore, the energy
• Analyses in detail Planck’s
of the wave. In essence, this theory predicted that light
work on black body
was emitted in a continuous manner.
radiation.
By the early twentieth century, new behaviours of light AND
relating to black bodies and the photoelectric effect
• Analyses in detail
were observed that could not be explained using the
Einstein’s work on the
classical wave model. A black body absorbs all incident
photoelectric effect.
electromagnetic radiation. It also emits electromagnetic
AND
radiation as determined by its temperature. The classical
wave model predicted that the intensity of this emitted • Links Planck’s and
radiation would increase as its wavelength became Einstein’s contributions
shorter. This would mean that as the energy of the to our understanding
of the dual nature of light. 7
wavelengths approached the ultraviolet region, the
intensity would approach infinity, which would break
the law of conservation of energy. Experimental data • Explains the limitations
from black body models did not match this prediction. of the classical wave model.
Instead, there was a clear radiation intensity curve that AND
had a definite peak before dropping in intensity again as
• Analyses Planck’s work
shorter wavelengths were approached. on black body radiation.
Planck was able to explain why black bodies emitted AND
MODULE 7: The nature of light
radiation in this way. He proposed that black body
• Analyses Einstein’s work
radiation could only be emitted in discrete packets of
on the photoelectric effect. 6
energy (quanta), according to a constant, h, multiplied
by the frequency, f, of the light (E = hf). Planck’s equation
matched the experimental data. • Outlines the limitations
of the classical wave model.
Einstein’s work on light went further than Planck’s.
Unlike Planck, who used quantisation of light energy AND
to explain black body radiation, Einstein challenged • Analyses the work
our understanding of the very nature of light by using of Planck OR Einstein.
E = hf to explain the photoelectric effect. The photoelectric AND
effect is the phenomenon whereby electrons are emitted • Outlines the work
from a metal surface that is exposed to electromagnetic of the other. 5
radiation. According to the classical wave model, the
intensity of the light source used should determine
• Outlines the limitations
the kinetic energy of the electrons. Instead, the kinetic
of the classical wave model.
energy of the electrons was found to be dependent
on the frequency, not the intensity, of the light. AND
(continues on next page) • Analyses the work
of Planck OR Einstein. 4
MODULE 7 Challenge questions 181
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
(continued) • Outlines at least ONE
limitation of the
In essence, Einstein stated that each light quantum
classical wave model.
acts as a particle when it collides with an electron.
An electron absorbs either all or none of the energy OR
of one light quantum. The energy of each light quantum • Explains Planck’s work
was determined by its frequency, according to hf. This on black body radiation.
explains why the kinetic energy of the emitted electrons OR
was dependent on the frequency of the light source and • Explains Einstein’s work
why increasing intensity only increased the number on the photoelectric effect. 3
of emitted electrons. He added another term to Planck’s
equation; the work function, F, which is the minimum
energy required to cause electron emission. This is • Outlines Planck’s work
on black body radiation.
summarised by the photoelectric effect equation,
Kmax = hf – F. OR
Planck’s and Einstein’s work did not disprove the wave • Outlines Einstein’s work
theory of light. Instead, we now understand that light on the photoelectric effect. 2
behaves as a wave in some circumstances and as a
particle in others. • Provides some relevant
information.1
Question 3
(a) PH12– 4, 12–14 Bands 3 – 4
50
• Labels the axes, including
units.
kg m s )
–1
40 AND
MODULE 7: The nature of light
• Uses an appropriate scale
for each axis.
–22
30 AND
Momentum (p) ( 10
• Plots all data points.
20 AND
• Draws a line of best fit. 4
10
• Any THREE of the
above points. 3
0
0 1 2 3 4
• Any TWO of the
8 –1
Velocity (v) ( 10 m s ) above points. 2
• Any ONE of the
above points. 1
182 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
(b) At lower speeds, this prediction is accurate. For PH12–5, 12–14 Bands 4 –5
example, according to classical physics, the • Assesses that the prediction
8 –1 is accurate at lower speeds
momentum of the electron at 0.51 × 10 m s
and not accurate at higher
should be:
speeds.
–31 8 –22 –1
(9.109 × 10 ) × (0.51 × 10 ) = 0.46 × 10 kg m s AND
This is very close to the experimental value. • Supports the answer with
at least TWO relevant
However, at higher speeds, particularly those that
calculations.4
are close to the speed of light, the prediction is
not accurate. For example, according to classical
• Assesses that the prediction
physics, the momentum of the electron at
8 –1 is accurate at lower speeds
2.99 × 10 m s should be: and not accurate at higher
–31 –22 –22 –1 speeds.
(9.109 × 10 ) × (2.99 × 10 ) = 2.72 × 10 kg m s
AND
This is nearly thirteen times less than the
• Supports the answer
experimental value.
with ONE relevant
calculation.3
• Assesses the prediction.
OR
• Provides ONE relevant
calculation.2
MODULE 7: The nature of light
• Provides some relevant
information.1
MODULE 8
From the Universe
to the atom
TOPIC 1: Origins of the elements
TOPIC 2: Structure of the atom
TOPIC 3: Quantum mechanical nature of the atom
TOPIC 4: Properties of the nucleus
TOPIC 5: Deep inside the atom
This module explores the evidence for the Big Bang and the expanding Universe, and
investigates the features and characteristics of stars and their spectra. There is a strong
focus on the experimental evidence that led to the development and refinement
of our understanding of the atom and the energy that can be harnessed from them.
The module concludes by investigating the very nature of matter, including the
numerous fundamental particles that continue to be unveiled.
MODULE 8 TOPIC 1
Origins of the elements
In this topic, you will explore the elements and their origins, including evidence of the
expanding Universe, such as Hubble’s work and the Big Bang theory. You will examine
the stellar nucleosynthesis reactions that occur in main sequence and post-main
sequence stars and investigate their spectra. You will also develop an understanding
of how Hertzsprung–Russell diagrams are used to determine various features of
stars, including their evolutionary stages, spectral type, colour, luminosity and
surface temperature.
ELEMENTS
Elements are the basic substances that make up matter; they are composed
of atoms that have the same number of protons in their nuclei.
BIG BANG
The Big Bang theory describes the origins of the Universe, which began as a hot,
dense state and has been expanding and cooling ever since.
STELLAR NUCLEOSYNTHESIS
Stellar nucleosynthesis is the process by which elements in stars combine to form
new elements via nuclear fusion.
MAIN SEQUENCE STAR
A main sequence star is in a phase of its life cycle where it is burning hydrogen
to produce helium in its core.
POST-MAIN SEQUENCE STAR
A post-main sequence star has exhausted the hydrogen in its core and begun
to fuse heavier elements. These stars are in a later stage of their life cycle than
main sequence stars.
HERTZSPRUNG–RUSSELL DIAGRAM
A Hertzsprung–Russell diagram is a graph that plots the luminosity of a star
MODULE 8: From the Universe
against its surface temperature. It is used to classify stars and understand their
evolution.
to the atom
LUMINOSITY
Luminosity refers to the total amount of energy emitted by celestial bodies,
including stars, per unit of time.
186 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 1.1
Main sequence stars are characterised by their ability to
A. undergo supernovae explosions.
B. create black holes.
C. stay blue throughout their life cycle.
D. fuse hydrogen into helium in their cores.
Question 1.2
Which of the following is an example of a main sequence star?
A. red giant
B. red dwarf
C. white dwarf
D. neutron star
Question 1.3
Why were no atoms created during the first few hundred thousand years after
the Big Bang?
A. The Universe was too hot.
B. Electrons did not yet exist.
C. Stars had not yet reached critical mass for fusion to occur.
D. Protons and neutrons were not able to combine into nuclei.
Question 1.4
Which of the following correctly lists the stars from coolest to hottest?
A. red, spectral type K, yellow, white, blue
MODULE 8: From the Universe
B. spectral type O, white, yellow, orange, red
C. blue, white, yellow, orange, red
to the atom
D. red, orange, spectral type M, white, blue
MODULE 8 TOPIC 1: Origins of the elements 187
Question 1.5
A Hertzsprung–Russell diagram is shown. Four regions, P, Q, R and S, are labelled.
6
10
4
10
P
Luminosity (Sun 1)
S
2
10
–2
R
10
Q
–4
10
40 000 20 000 10 000 5000 2500
Surface temperature (K)
Which row of the table identifies the region in which the carbon–nitrogen–oxygen
(CNO) cycle is dominant in its core and the region in which a star is in the most
advanced stage of its life cycle?
Region in which the CNO cycle Region in which a star is in the most
is dominant in a star’s core advanced stage of its life cycle
A. S P
B. S Q
C. R P
D. R Q
Question 1.6 (3 marks)
Account for the Sun’s constant loss of mass. Support your answer with a relevant 3
formula.
MODULE 8: From the Universe
to the atom
188 Neap Assessment Series: NSW Year 12 Physics
Question 1.7 (3 marks)
A Hertzsprung–Russell diagram is shown.
6
10
4
10
Luminosity (Sun 1)
2
10
–2
10
–4
10
40 000 20 000 10 000 5000 2500
Surface temperature (K)
(a) On the diagram, circle the region where red giants are located. 1
(b) What colour are stars that have a surface temperature of approximately 1
30 000 K?
(c) What is the approximate surface temperature of the Sun? 1
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 1: Origins of the elements 189
Question 1.8 (3 marks)
Consider the statement. 3
The Sun produces an emission spectrum.
Assess the accuracy of this statement. Explain your answer.
MODULE 8: From the Universe
to the atom
190 Neap Assessment Series: NSW Year 12 Physics
Question 1.9 (11 marks)
Hubble made an important discovery about the Universe after gathering data and
plotting the relationship between distance and the recessional velocities of galaxies
relative to Earth. This relationship is summarised by the equation v = H0D, where v
is the recessional velocity in kilometres per second, D is the distance from Earth in
–1 –1
megaparsecs and H0 is Hubble’s constant in km s Mpc . The table shows some of
Hubble’s data.
–1
Object Distance (Mpc) Velocity (km s )
NGC 5194 0.5 270
NGC 5236 0.9 500
NGC 7331 1.1 500
NGC 4151 1.7 960
NGC 4472 2.0 850
NGC 4649 2.0 1090
(a) On the axes provided, plot the data and include a line of best fit. Use the 3
graph to determine H0 for the data.
1250
1000
Velocity (km s )
–1
750
500
250
0
0.5 1.0 1.5 2.0
MODULE 8: From the Universe
Distance (Mpc)
to the atom
MODULE 8 TOPIC 1: Origins of the elements 191
(b) Hubble’s results showed that the Universe is expanding. Hubble’s constant 3
can be used to determine the time, t, for which the Universe has been
1
expanding, according to t , and thus the age of the Universe.
H0
The current accepted value for Hubble’s constant is approximately
–1 –1
70 km s Mpc .
16 7
Given that 1 parsec is 3.1 × 10 m and 1 year is 3.16 × 10 s, calculate the
approximate age of the Universe in years. Assume that the recessional
velocities of galaxies are constant.
MODULE 8: From the Universe
to the atom
192 Neap Assessment Series: NSW Year 12 Physics
(c) A student drew points with a permanent marker on the outer surface 2
of a balloon to represent galaxies. The student then inflated the balloon,
as shown in the diagram, to model the expansion of the Universe.
As the balloon expanded, all the points moved further apart by the same
amount.
Outline TWO limitations of the student’s model.
(d) How does Hubble’s law support the Big Bang theory? 3
MODULE 8: From the Universe
to the atom
TOTAL MARKS: /25
MODULE 8 TOPIC 1: Origins of the elements 193
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 1.1 D PH12–15 Bands 2–3
D is correct. Main sequence stars are characterised by
their ability to fuse hydrogen into helium in their cores.
Stars that are at later stages in their life cycle have
exhausted the hydrogen in their cores and thus undergo
other processes in their cores.
A and B are incorrect. Only high-mass stars have the
potential to undergo supernovae explosions and create
black holes.
C is incorrect. Main sequence stars can be any colour.
Question 1.2 B PH12–15 Bands 3 – 4
B is correct. Red dwarfs fuse hydrogen into helium in their
cores; thus, they are main sequence stars.
A, C and D are incorrect. These stars do not fuse hydrogen
into helium in their cores; thus, they are classified as
post-main sequence stars.
Question 1.3 A PH12–15 Bands 3 – 4
A is correct. For the first few hundred thousand years
of its existence, the Universe was too hot for electrons
to combine with nuclei to form atoms.
B is incorrect. Electrons were created in the very first
moments after the Big Bang.
C is incorrect. Stars are made of atoms, so atoms must
have been created before stars.
D is incorrect. Protons and neutrons combined to form
nuclei minutes after the Big Bang occurred.
MODULE 8: From the Universe
to the atom
194 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 1.4 A PH12– 6, 12–15 Bands 4 –5
A is correct. As spectral type K stars are orange, the order
of colours in this list is red, orange, yellow, white, blue.
Therefore, the stars are ordered correctly from coolest
to hottest.
B is incorrect. As spectral type O stars are blue, this list
orders the stars from hottest to coolest.
C is incorrect. This list orders the stars from hottest
to coolest.
D is incorrect. While the named colours are in order
from coolest to hottest in this list, spectral type M stars
are also red.
Question 1.5 B PH12– 6, 12–15 Bands 4 –5
B is correct. The S region indicates high-mass main
sequence stars, which predominantly fuse hydrogen
into helium in their cores through the CNO cycle. The
Q region indicates white dwarfs, which are at the most
advanced stage in the life cycle of stars that appears
on a Hertzsprung–Russell diagram.
A, C and D are incorrect. The R region indicates low-mass
main sequence stars, which predominantly fuse hydrogen
into helium in their cores through the proton–proton
chain. The P region indicates red giants, which can use
the CNO cycle to fuse hydrogen into helium in their
outer layers, but not in their cores. Red giants undergo
helium fusion, followed by fusion of higher elements,
in their cores.
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 1: Origins of the elements 195
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1.6
The Sun releases energy via nuclear fusion. According to PH12– 6, 12–7, 12–15 Bands 3 – 4
2
Einstein’s mass–energy equivalence relationship, E = mc , • Accounts for the Sun’s
this radiated energy is the product of mass lost when loss of mass through
energy released during
hydrogen fuses to form more stable helium nuclei in the
nuclear fusion.
Sun’s core.
AND
• Provides a relevant formula. 3
• Identifies nuclear fusion
OR the release of energy
as contributors to the
Sun’s loss of mass.
AND
• Provides a relevant formula. 2
• Provides some relevant
information.1
Question 1.7
(a) PH12–5, 12–15 Bands 3 – 4
6 • Circles the correct region. 1
10
4
10
Luminosity (Sun 1)
2
10
–2
10
–4
10
MODULE 8: From the Universe
40 000 20 000 10 000 5000 2500
to the atom
Surface temperature (K)
196 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
(b) blue PH12–5, 12–15 Bands 3 – 4
• States the correct colour. 1
(c) 5500 K PH12–5, 12–15 Bands 3 – 4
Note: Responses in the range of 5000–6000 K • States the surface
are acceptable. You can determine this answer temperature of the Sun. 1
by referring to the main sequence region of the
Hertzsprung–Russell diagram.
Question 1.8
The statement is inaccurate. The hot, dense core of the PH12–5, 12–15 Bands 4 –5
Sun produces a continuous black body spectrum of light. • Assesses that the
Most of this light passes straight through the Sun’s cooler statement is inaccurate.
atmosphere, but the atmospheric gases absorb some AND
frequencies of light, resulting in the production of an
• Explains how the Sun
absorption spectrum.
produces an absorption
spectrum.3
• Assesses that the
statement is inaccurate.
AND
• States that the Sun
produces an absorption
spectrum.2
• Provides some relevant
information.1
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 1: Origins of the elements 197
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1.9
(a) PH12– 4, 12–5, 12–15 Bands 3 – 4
1250
• Plots all data points.
AND
1000
• Draws a line of best fit.
AND
Velocity (km s )
–1
750 • Uses the gradient of the
line of best fit to determine
Hubble’s constant. 3
500
• Plots all data points.
250 AND
• Draws a line of best fit.
0 OR
0.5 1.0 1.5 2.0
• Uses some data to determine
Distance (Mpc) Hubble’s constant. 2
Determining Hubble’s constant gives:
H0 gradient
• Plots some data points.
125
OR
0.25
• Uses some data to determine
500 km s 1 Mpc 1
Hubble’s constant. 1
MODULE 8: From the Universe
to the atom
198 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
(b) Converting Hubble’s constant to SI units gives: PH12– 4, 12– 6, 12–15 Bands 4 –5
H0 70 km s 1 Mpc 1 • Calculates the approximate
3 age of the Universe in years. 3
70 10
106 3.1 1016
• Calculates the approximate
2.2581 10 18 s 1
age of the Universe in years
1 with ONE omission or error. 2
t
H0
1
• Provides some relevant
2.2581 10 18 working.1
4.4286 1017 s
4.4286 1017
1.4 1010 years or 14 billion years
7
3.16 10
(c) The student’s model only shows expansion in two PH12–5, 12–15 Bands 4 –5
dimensions; however, the Universe expands in • Outlines TWO limitations
three dimensions. of the student’s model. 2
As the balloon model increases in size, the marker
points stretch and get larger, which suggests that
the galaxies are expanding. However, only the space • Outlines ONE limitation
of the student’s model. 1
between galaxies expands as the Universe expands.
(d) Hubble’s law states that the recessional velocities PH12–7, 12–15 Bands 4 –5
(redshifts) of galaxies are proportional to their • States Hubble’s law.
distance from Earth. This provides evidence for an
AND
expanding Universe and implies that all matter
was once very close together. This is consistent • Explains how evidence
with the Big Bang theory, which states that the for an expanding universe
universe began as a single, extremely dense point supports the Big Bang
that rapidly expanded outwards and continues to theory.3
expand today.
• Shows an understanding
of Hubble’s law and
the Big Bang. 2
• Provides some relevant
information.1
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 2
Structure of the atom
In this topic, you will focus on our early understanding of the structure of the atom and,
in particular, how we know that atoms are made of protons, neutrons and electrons.
You will examine the experimental evidence that led to the discovery and understanding
of the electron, including early experiments that used cathode rays, as well as how
electric, magnetic and gravitational fields were used to determine the properties of
the electron. You will also study the experiments that supported the development of
Rutherford’s nuclear model of the atom. Taking a deeper look into the mechanisms
of these experiments will further build your understanding of how atomic theory has
developed over time.
ATOM
An atom is the basic unit of matter that is the smallest unit of a chemical element.
PROTON
A proton is a subatomic particle with a positive charge.
NEUTRON
A neutron is a subatomic particle with no charge.
ELECTRON
An electron is a subatomic particle with a negative charge.
CATHODE RAY
A cathode ray is a stream of electrons emitted from a cathode (negative electrode)
in a vacuum tube.
RUTHERFORD’S NUCLEAR MODEL
According to Rutherford’s nuclear model of the atom, an atom consists of a
positively charged nucleus, where protons and neutrons are located, surrounded
by orbiting electrons.
MODULE 8: From the Universe
ATOMIC THEORY
Atomic theory describes the properties and behaviour of atoms; it includes the
concept that atoms are the basic building blocks of matter and that all elements
to the atom
are made of atoms.
200 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 2.1
Cathode rays are now known to be made of a stream of
A. protons.
B. neutrons.
C. electrons.
D. alpha particles.
Question 2.2
Which of the following particles were fired at thin metal foils in the Geiger–Marsden
experiment?
A. protons
B. neutrons
C. electrons
D. alpha particles
Question 2.3
Which of the following describes Thomson’s model of the atom?
A. a positively charged, spherical cloud with embedded electrons
B. a nucleus orbited by electrons with fixed paths and discrete energies
C. a dense, positively charged nucleus surrounded by orbiting electrons
D. a dense nucleus surrounded by positively charged electrons
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 2: Structure of the atom 201
Question 2.4
A straight metal rod is connected to a power supply and placed inside a cathode
ray tube. When the power supply is switched off, cathode rays move in a straight
path from left to right as shown in the diagram.
metal rod
cathode rays
In which direction will the cathode rays be deflected when the power supply
is switched on?
A. up the page
B. down the page
C. into the page
D. out of the page
Question 2.5
The diagram shows a vacuum chamber that contains two charged parallel plates.
–14
A liquid droplet of mass 7.4 × 10 kg falls through a hole in the top of the vacuum
chamber due to gravity. The voltage supply is varied until the droplet remains stationary
in the chamber, which occurs at 2240 V.
NOT TO
2240 V 10 mm
SCALE
–
How many excess electrons must have been attached to the liquid droplet?
A. 2
B. 20
C. 202
MODULE 8: From the Universe
D. 20 209
to the atom
202 Neap Assessment Series: NSW Year 12 Physics
Question 2.6 (4 marks)
(a) What was the aim of Millikan’s experiment? 1
(b) Describe how Millikan used fields to show that a particular property of matter 3
is quantised.
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 2: Structure of the atom 203
Question 2.7 (7 marks)
(a) Describe how Thomson determined the speed of cathode ray particles 4
in his charge-to-mass experiment. Support your answer with a relevant
mathematical derivation.
MODULE 8: From the Universe
to the atom
204 Neap Assessment Series: NSW Year 12 Physics
(b) Explain why cathode ray particles can undergo uniform circular motion 3
when in a magnetic field.
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 2: Structure of the atom 205
Question 2.8 (4 marks)
The diagram shows part of Chadwick’s experimental setup, which aimed to identify
the nature of an unknown radiation emitted from beryllium after it was bombarded
with alpha particles.
beryllium
alpha unknown
particles radiation
(a) On the diagram, draw a labelled sketch to complete the setup of Chadwick’s 2
experiment.
(b) How did Chadwick’s identification of the unknown radiation update the 2
model of the atom?
MODULE 8: From the Universe
to the atom
206 Neap Assessment Series: NSW Year 12 Physics
Question 2.9 (5 marks)
(a) Outline the initial expectations of the Geiger–Marsden experiment. 2
(b) How do the features of Rutherford’s atomic model account for the results 3
of the Geiger–Marsden experiment?
MODULE 8: From the Universe
to the atom
TOTAL MARKS: /25
MODULE 8 TOPIC 2: Structure of the atom 207
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 2.1 C PH12–15 Bands 2–3
Cathode rays are now known to be made of a stream
of electrons. This was discovered during experiments
involving cathode ray tubes.
Question 2.2 D PH12–15 Bands 2–3
In the Geiger–Marsden experiment, alpha particles were
fired at thin metal foils. This experiment improved our
understanding of the structure of the atom.
Question 2.3 A PH12–15 Bands 3 – 4
A is correct. Thomson’s ‘plum pudding’ model stated
that atoms were positively charged, spherical clouds
with embedded electrons.
B is incorrect. Bohr’s model stated that atoms were
nuclei orbited by electrons with fixed paths and discrete
energies.
C and D are incorrect. Rutherford’s model stated that
atoms were positively charged nuclei surrounded
by negatively charged orbiting electrons.
Question 2.4 B PH12– 6, 12–15 Bands 4 –5
When the power supply is switched on, current will flow
from left to right through the metal rod inside the tube.
This will result in a magnetic field around the metal rod
that is pointing into the page in the region where the
cathode rays are located. As cathode rays are made up
of negatively charged particles, they will therefore interact
with the magnetic field, which results in a force that
pushes them down the page.
MODULE 8: From the Universe
to the atom
208 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 2.5 B PH12–5, 12– 6, 12–15 Bands 5 – 6
Calculating the electric field strength between the
parallel plates gives:
V
E
d
2240
0.01
224 000 V m 1
The voltage supply was varied until the droplet remained
stationary; therefore, the weight acting down on the
droplet and the electric force acting up on the droplet
are equal in magnitude.
Calculating the magnitude of the electric charge gives:
Fg FE
mg qE
mg
q
E
7.4 10 14 9.8
224 000
3.2375 10 18 C
Therefore, the number of excess electrons is:
3.2375 10 18
20 electrons
1.602 10 19
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 2: Structure of the atom 209
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2.6
(a) to determine the charge of the electron PH12–1, 12–15 Bands 2–3
• Outlines the aim. 1
(b) Millikan used electric and gravitational fields to PH12–7, 12–15 Bands 4 –5
suspend charged oil droplets in a chamber. The • Describes Millikan’s use
fields produced forces on the droplet that were of electric and
equal in magnitude but opposite in direction. gravitational fields.
He discovered that the charge of the oil droplets
AND
was an integer multiple of a discrete value, which
shows that charge is quantised. • Identifies the quantised
nature of charge. 3
• States that Millikan used
electric and gravitational
fields.
AND
• Identifies the quantised
nature of charge. 2
• Provides some relevant
information.1
MODULE 8: From the Universe
to the atom
210 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2.7
(a) Thomson arranged electric (E) and magnetic (B) PH12– 6, 12–7, 12–15 Bands 4 –5
fields such that the electric and magnetic forces • Describes in detail how
on a beam of cathode ray particles were equal Thomson manipulated
in magnitude but opposite in direction. He electric and magnetic
manipulated the strengths of the fields until fields to determine the
the particles travelled through the apparatus speed of cathode ray
undeflected, which meant that the magnitude particles.
of the electric and magnetic forces on the particles
AND
were equal and thus allowed the speed of the
particles to be determined. This is summarised • Derives how the speed of
by the following calculation. E
particles is given by v .4
FE FB B
qE qvB
E • Describes how Thomson
v
B used fields to determine
the speed of cathode ray
particles.
AND
• Derives how the speed of
E
particles is given by v . 3
B
• Describes in limited detail
how Thomson used fields
to determine the speed
of cathode ray particles.
OR
• Derives how the speed of
E
particles is given by v . 2
B
• Provides some relevant
information.1
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 2: Structure of the atom 211
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
(b) Cathode rays are made of a stream of negatively PH12– 6, 12–15 Bands 4 –5
charged particles (electrons). If these charged • Explains why cathode
particles move perpendicular to a magnetic field, ray particles undergo
they experience a net force perpendicular to both uniform circular motion
their motion and the direction of the magnetic in a magnetic field. 3
field. This net force is due to the magnetic force
in accordance with F = qvBsinq. Therefore, the
particles maintain their speed but change direction • Shows an understanding
at a constant rate (that is, they undergo centripetal of cathode rays and
acceleration), which results in the particles moving uniform circular motion. 2
in a circular path. These conditions are necessary
to enable the particles to undergo uniform circular
• Provides some relevant
motion while in a magnetic field.
information.1
Question 2.8
(a) paraffin detection PH12–5, 12–15 Bands 3 – 4
beryllium wax device
• Draws a labelled sketch
to complete the experimental
setup, showing ALL of:
– paraffin wax
– protons
– detection device. 2
• Draws a labelled sketch
alpha unknown protons
that shows any TWO
particles radiation
of the above points. 1
(b) Chadwick identified the unknown radiation as PH12–7, 12–15 Bands 3 – 4
neutrons. The model of the atom was then updated • States that Chadwick
to include neutrons as part of the atomic nucleus identified the unknown
alongside protons. radiation as neutrons.
AND
• Outlines how the neutrons
were included in the atomic
nucleus.2
• Provides some relevant
information.1
MODULE 8: From the Universe
to the atom
212 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 2.9
(a) The initial expectations of the Geiger–Marsden PH12–7, 12–15 Bands 3 – 4
experiment were that all of the alpha particles fired • Outlines the initial
at the thin metal foil would pass straight through, expectations of the
with only some being very slightly deflected. Thus, Geiger–Marsden
the experiment would confirm Thomson’s ‘plum experiment.2
pudding’ model of the atom.
• Provides some relevant
information.1
(b) In the Geiger–Marsden experiment, a beam of alpha PH12–7, 12–15 Bands 4 –5
particles was directed at a thin sheet of gold foil. • Explains the features
Most of the particles were observed to travel of Rutherford’s atomic
straight through the foil, though a small fraction model AND how they
were deflected at large angles. account for the results
Rutherford proposed that most of the particles of the Geiger–Marsden
travelled straight through the foil because atoms experiment.3
are made mostly of empty space. He accounted for
the deflections of particles by suggesting that they
• Explains at least ONE feature
were due to the particles interacting with a small,
of Rutherford’s proposed
dense, positively charged nucleus at the centre
model of the atom.
of each atom. Rutherford completed his model
by concluding that the nucleus of an atom was AND
surrounded by orbiting electrons. • Outlines the results
of the Geiger–Marsden
experiment.2
• Provides some relevant
information.1
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 3
Quantum mechanical nature
of the atom
In this topic, you will focus on the ways that classical physics attempted to explain
known properties of the atom in the early twentieth century. You will examine the
limitations of Rutherford’s atomic model and how Bohr’s idea of quantised electron
energy levels in a hydrogen atom led to his development of the planetary model.
You will analyse the spectra of hydrogen, including the Balmer series. You will also
explore de Broglie’s matter waves and how they addressed limitations of Bohr’s model,
paving the way for the current quantum model of the atom.
CLASSICAL PHYSICS
Classical physics refers to the branch of physics that deals with the behaviour
of macroscopic objects, such as mechanics and electromagnetism.
QUANTISED
Quantised is the term used to describe physical quantities, such as energy, that
can only take on certain discrete values, as opposed to continuous values.
HYDROGEN
Hydrogen is the lightest and most abundant element in the Universe; it consists
of one proton.
PLANETARY MODEL
Bohr’s planetary model of the atom states that the electrons surrounding a
nucleus can only exist in stable orbits of fixed energies.
BALMER SERIES
The Balmer series is a series of emission lines in a hydrogen atom that result from
electrons transitioning from a higher energy level down to the second level.
MATTER WAVES
MODULE 8: From the Universe
Matter waves refer to the wave-like behaviour of all matter, including particles
such as electrons.
to the atom
QUANTUM MODEL
According to the quantum model of the atom, the electrons around an atomic
nucleus are treated as standing matter waves. The model also describes the
probability of finding these electrons in given regions of space around the nucleus.
214 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 3.1
Which of the following is known as the de Broglie equation?
A. E = hf
hc
B. E
h
C.
mv
1 1 1
D. R
2
ni2
nf
Question 3.2
Which of the following hydrogen spectral series produces emission lines that are in the
visible region of the electromagnetic spectrum?
A. Lyman
B. Balmer
C. Paschen
D. Brackett
Question 3.3
Which of the following experimental observations was the first to support de Broglie’s
hypothesis?
A. electrons scattered by a nickel crystal producing diffraction patterns
B. neutrons scattered by a protein crystal producing diffraction patterns
C. light producing interference patterns when incident upon a pair of thin slits
D. electrons producing interference patterns when incident upon a pair of thin slits
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 3: Quantum mechanical nature of the atom 215
Question 3.4
The diagram shows a number of electron transitions in a model of a hydrogen atom.
A scientist studies four transitions, P, Q, R and S and determines the wavelength
of absorbed or emitted light of each transition.
n 5
n 4
n 3
n 2
S
P n 1
Which of the following lists the order of the transitions from longest to shortest
wavelength?
A. S, R, P, Q
B. Q, P, R, S
C. Q, R, S, P
D. P, S, R, Q
MODULE 8: From the Universe
to the atom
216 Neap Assessment Series: NSW Year 12 Physics
Question 3.5
The table shows four electron energy levels for a hydrogen atom and their associated
amounts of energy.
Energy level (n) Energy (eV)
2 –3.4
3 –1.5
4 –0.85
5 –0.54
Which of the following electron transitions will release a photon with a frequency
14
of 6.91 × 10 Hz?
A. n = 4 to n = 2
B. n = 2 to n = 4
C. n = 5 to n = 2
D. n = 2 to n = 5
Question 3.6 (2 marks)
Outline Schrödinger’s contribution to the quantum model of the atom. 2
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 3: Quantum mechanical nature of the atom 217
Question 3.7 (4 marks)
–10
(a) Calculate the speed of a proton that has a de Broglie wavelength of 2.1 × 10 m. 2
(b) How did de Broglie’s work on matter waves solve a problem related to the 2
nature of the atom?
MODULE 8: From the Universe
to the atom
218 Neap Assessment Series: NSW Year 12 Physics
Question 3.8 (6 marks)
The electron energy level diagram for a hydrogen atom is shown.
n 0 eV
n 5 –0.54 eV
n 4 –0.85 eV
n 3 –1.5 eV
n 2 –3.4 eV
n 1 –13.6 eV
(a) How much energy is required to ionise the hydrogen atom when its electron 1
is in the ground state?
(b) On the diagram, draw ALL possible transitions that could result in photon 2
emission after an electron in the ground state absorbs 12.1 eV of energy.
(c) An atom emits a photon due to an electron transition with a wavelength 3
–7
of 5.40 × 10 m.
Is it possible that this photon was emitted by a hydrogen atom? Support
your answer with relevant calculations.
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 3: Quantum mechanical nature of the atom 219
Question 3.9 (8 marks)
(a) How did Bohr address the limitations of Rutherford’s atomic model? 5
MODULE 8: From the Universe
to the atom
220 Neap Assessment Series: NSW Year 12 Physics
(b) Describe TWO limitations of Bohr’s atomic model. 3
MODULE 8: From the Universe
to the atom
TOTAL MARKS: /25
MODULE 8 TOPIC 3: Quantum mechanical nature of the atom 221
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 3.1 C PH12–15 Bands 2–3
h
C is correct. The de Broglie equation is . This
mv
equation is used to calculate the de Broglie wavelength
of moving objects.
A is incorrect. E = hf is Planck’s equation.
hc
B is incorrect. E is a variation of Planck’s equation.
1
1 1
D is incorrect. R is Balmer’s equation,
nf
2
ni 2
which uses Rydberg’s constant.
Question 3.2 B PH12–15 Bands 2–3
B is correct. The Balmer series produces four emission
lines that are in the visible region of the electromagnetic
spectrum.
A is incorrect. The Lyman series produces ultraviolet
emission lines.
C and D are incorrect. The Paschen and Brackett series
produce infrared emission lines.
Question 3.3 A PH12–15 Bands 4 –5
A is correct. In 1927, Davisson and Germer fired electrons
at a nickel crystal and observed a diffraction pattern.
This was the first experimental observation to support
de Broglie’s matter waves, which de Broglie hypothesised
in 1924.
B is incorrect. Neutron diffraction experiments on
biological specimens do support de Broglie’s matter
waves hypothesis. However, the first neutron diffraction
experiments only occurred after Chadwick’s discovery
of the neutron in 1932.
C is incorrect. Young observed interference patterns
MODULE 8: From the Universe
caused by light in the early 1800s, but this supported
the wave nature of light, not all matter.
D is incorrect. Electron double–slit experiments do support
to the atom
de Broglie’s matter waves hypothesis. However, these
experiments were not performed until the early 1960s.
222 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 3.4 A PH12–5, 12–15 Bands 5 – 6
Finding the wavelength of transition P gives:
1 1 1
R
nf
2
ni2
1 1 1
1.097 107
1 2
22
1.2 10 7 m
Finding the wavelength of transition Q gives:
1 1 1
1.097 107
1 2
52
9.5 10 8 m
Finding the wavelength of transition R gives:
1 1 1
1.097 107
2 2
52
4.3 10 7 m
Finding the wavelength of transition S gives:
1 1 1
1.097 107
32 5 2
1.3 10 6 m
Therefore, the order of wavelengths from longest
to shortest is S, R, P, Q.
Question 3.5 C PH12– 4, 12– 6, 12–15 Bands 5 – 6
E hf
6.626 10 34 6.91 1014
4.5786 10 19 J
Converting to eV gives:
4.58 10 19
2.86 eV
1.602 10 19
To release a photon of 2.86 eV, energy must be lost, so
the electron must drop from a higher energy level to a
lower energy level. The difference between energy level 5
and energy level 2 matches the energy of the photon
MODULE 8: From the Universe
(3.4 – 0.54 = 2.86 eV). Therefore, the electron must
transition from n = 5 to n = 2.
to the atom
MODULE 8 TOPIC 3: Quantum mechanical nature of the atom 223
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3.6
Schrödinger developed a quantum mechanical model PH12–7, 12–15 Bands 3 – 4
of the atom that treats the electrons in atoms as matter • Outlines Schrödinger’s
waves. He created a wave equation that describes the contribution to the
behaviour of electrons in atoms as probabilistic in nature. quantum model
of the atom. 2
• Provides some relevant
information.1
Question 3.7
h PH12– 4, 12–15 Bands 3 – 4
(a)
mv • Calculates the speed
h of the proton. 2
v
m
6.626 10 34
• Provides some relevant
1.673 10 27 2.1 10 10 working.1
1886 m s 1
(b) de Broglie suggested that the electrons in an PH12–7, 12–15 Bands 3 – 4
atom exist as standing waves, rather than orbiting • States that de Broglie
particles. This solved the energy loss problem; if the suggested electrons exist
electrons in an atom are treated as orbiting particles, as standing waves.
they are continuously accelerating and thus should
AND
radiate energy and spiral down into the nucleus.
Standing waves are not accelerating, which • Explains why this
explains why electrons in an atom are stable. suggestion solved the
energy loss problem
related to electrons
in an atom. 2
• Provides some relevant
information.1
MODULE 8: From the Universe
to the atom
224 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3.8
(a) To ionise the atom, the electron must move from PH12–5, 12–15 Bands 3 – 4
n = 1 (ground state) to n = ∞. • Determines the amount
Therefore, the energy required to ionise the atom is: of energy required to
13.6 eV ionise the hydrogen atom. 1
(b) n 0 eV PH12–5, 12–15 Bands 4 –5
n 5 –0.54 eV • Draws an arrow pointing
n 4 –0.85 eV downwards for all THREE
possible transitions. 2
n 3 –1.5 eV
• Draws an arrow pointing
n 2 –3.4 eV downwards for at least
ONE possible transition. 1
n 1 –13.6 eV
(c) Calculating the energy of the emitted photon gives: PH12– 4, 12–5, 12–15 Bands 4 –5
hc • Calculates the energy
E
of the photon in eV.
6.626 10 34 3.00 108 AND
7
5.40 10 • States that the photon
3.6811 10 19 J could not have been
emitted by a hydrogen
3.6811 10 19 atom.
2.30 eV
1.602 10 19 AND
The photon cannot have been emitted by a
• Explains how the calculation
hydrogen atom because none of the differences
supports this statement. 3
between the electron energy levels are equal
to 2.30 eV. The closest is 1.9 eV.
• Attempts to calculate
the energy of the
photon in eV.
AND
• States that the photon
could not have been
emitted by a hydrogen
atom.2
MODULE 8: From the Universe
• Provides some relevant
to the atom
information.1
MODULE 8 TOPIC 3: Quantum mechanical nature of the atom 225
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3.9
(a) Rutherford’s model described the atom as having PH12–7, 12–15 Bands 5 – 6
a small, dense, positively charged nucleus • Describes BOTH limitations
surrounded by orbiting electrons. One limitation of of Rutherford’s model.
this model was its inability to explain why electrons
AND
in an atom are stable. According to classical physics,
electrons should radiate energy as they orbit the • Explains how Bohr addressed
nucleus and eventually fall into the nucleus. Another the limitations in his model. 5
limitation of Rutherford’s model was its inability to
explain the observed spectra of atoms, which are
• Describes ONE limitation
patterns of lines produced when an atom absorbs
of Rutherford’s model.
or emits light.
AND
Bohr improved upon Rutherford’s model. To
explain the observed spectra of hydrogen atoms, • Explains how Bohr addressed
Bohr suggested that electrons orbit the nucleus the limitation/s in his model. 4
at specific energy levels, or shells, and that they
can only jump from one energy level to another by
• Outlines ONE limitation
absorbing or emitting a specific amount of energy.
of Rutherford’s model.
This was based on the concept of quantisation,
where energy can only be exchanged in discrete AND
packets, or quanta. Bohr also applied this concept • Outlines ONE feature
to the electron energy loss problem. While he could of Bohr’s model. 3
not explain why it occurred, he postulated that the
electrons remained stable as long as they were in a
particular energy level. The electrons had the ability • Outlines ONE limitation
to transition to other specific energy levels only by of Rutherford’s model.
absorbing or emitting a specific amount of energy. OR
• Outlines ONE feature
of Bohr’s model. 2
• Provides some relevant
information.1
MODULE 8: From the Universe
to the atom
226 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
(b) For example: PH12–7, 12–15 Bands 3 – 4
Bohr’s atomic model could not account for the • Describes TWO limitations
Zeeman effect, which is the splitting of spectral of Bohr’s atomic model. 3
lines observed in the emission or absorption
spectra of atoms that are subjected to a strong
• Identifies TWO limitations
magnetic field. The degree of splitting depends
of Bohr’s atomic model. 2
on the strength of the magnetic field and the
type of atom.
Bohr’s model could also not account for the • Identifies ONE limitation
observed spectra of atoms with multiple electrons. of Bohr’s atomic model. 1
In atoms with more than one electron, the
electrons electrically interact with one another,
which can lead to energy level shifts.
Note: Your response could include descriptions
of how Bohr’s model could not account for:
• variations in spectral line intensities, which
caused some electron transitions to occur
more frequently
• hyperfine spectral lines caused by interactions
between the nucleus of an atom and its
electrons.
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 4
Properties of the nucleus
In this topic, you will focus on the various ways in which energy can be released from
the atomic nucleus. You will examine the types of nuclear radiation that can be emitted
from the radioactive decay of various isotopes, including alpha, beta and gamma
radiation. You will gain an understanding of nuclear fusion and nuclear fission,
including controlled and uncontrolled fission reactions. You will also look at the use
of the mass–energy equivalence relationship in nuclear decays and transmutations,
as well as how it relates to mass defect and binding energy.
ISOTOPE NUCLEAR FISSION
An isotope is a variation of a chemical Nuclear fission is the process where an
element in which there is a different atomic nucleus splits into two or more
number of neutrons in the nucleus. smaller nuclei.
ALPHA RADIATION TRANSMUTATION
Alpha radiation is the emission of Transmutation is the process in which
a helium nucleus, consisting of two a chemical element is changed to
protons and two neutrons, from another chemical element via a
an atomic nucleus. nuclear reaction or radioactive decay.
BETA RADIATION MASS DEFECT
Beta radiation is the emission of an Mass defect is the difference between
electron or a positron from an atomic the mass of a nucleus and the mass
nucleus. of its constituent nucleons.
GAMMA RADIATION BINDING ENERGY
Gamma radiation is the emission of Binding energy is the energy required
high-energy electromagnetic radiation to separate a nucleus into its
from an atomic nucleus. constituent nucleons.
NUCLEAR FUSION
Nuclear fusion is the process where
MODULE 8: From the Universe
atomic nuclei come together to form
a heavier nucleus.
to the atom
228 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 4.1
How many neutrons are in a 223
88 Ra nucleus?
A. 88
B. 135
C. 223
D. 311
Question 4.2
What is nuclear binding energy?
A. the energy stored in chemical bonds
B. the process in which light is converted to chemical energy
C. the energy required to separate a nucleus into its constituent nucleons
D. the difference between the mass of a nucleus and its constituent nucleons
Question 4.3
Which row of the table identifies the types of nuclear radiation that have the greatest
penetrating power and greatest ionisation ability?
Greatest penetrating power Greatest ionisation ability
A. alpha alpha
B. gamma alpha
C. beta gamma
D. alpha beta
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 4: Properties of the nucleus 229
Question 4.4
Some high-energy gamma photons produced by lightning storms are able to knock
neutrons out of nitrogen-14 nuclei in the atmosphere, creating nitrogen-13 isotopes.
This occurs according to the equation
gamma photon + nitrogen-14 → nitrogen-13 + neutron.
The table shows some atomic masses.
Isotope/particle Mass (u)
nitrogen-14 14.00307
nitrogen-13 13.00574
neutron 1.00843
Which of the following is closest to the minimum gamma photon energy required
for this reaction to occur?
A. 0.01 MeV
B. 0.04 MeV
C. 1.0 MeV
D. 10 MeV
Question 4.5
12
Radioactive polonium-210 has a half-life of 138 days. A sample containing 4.3 × 10
polonium-210 atoms is stored for later use.
How many atoms of polonium-210 would be left in the sample after 100 days?
6
A. 4.3 × 10 atoms
12
B. 2.2 × 10 atoms
12
C. 2.6 × 10 atoms
12
D. 3.1 × 10 atoms
MODULE 8: From the Universe
to the atom
230 Neap Assessment Series: NSW Year 12 Physics
Question 4.6 (4 marks)
Depending on the isotope, carbon can undergo both types of beta decay.
(a) Identify the products of a carbon-14 isotope undergoing beta-minus decay. 2
(b) Identify the products of a carbon-10 isotope undergoing beta-plus decay. 2
Question 4.7 (3 marks)
With a mass of 55.934936 u, iron-56 is one of the most stable nuclei. 3
Calculate the binding energy of iron-56.
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 4: Properties of the nucleus 231
Question 4.8 (7 marks)
(a) Distinguish between the processes of nuclear fission and nuclear fusion. 2
(b) Compare controlled and uncontrolled nuclear fission reactions. Provide 5
an example of a situation in which each type of nuclear fission is used.
MODULE 8: From the Universe
to the atom
232 Neap Assessment Series: NSW Year 12 Physics
Question 4.9 (6 marks)
A single, radioactive radon-222 atom decays to polonium-218, releasing 5.5 MeV of energy
in the process.
(a) What type of decay has occurred? 1
11
(b) The half-life of radon-222 is 3.8 days. A sample containing 6.2 × 10 atoms 5
of radon-222 is stored for 19 days.
Calculate the total mass that the sample will lose during this time.
MODULE 8: From the Universe
to the atom
TOTAL MARKS: /25
MODULE 8 TOPIC 4: Properties of the nucleus 233
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 4.1 B PH12–15 Bands 2–3
number of neutrons mass number atomic number
223 88
135
Question 4.2 C PH12–15 Bands 2–3
C is correct. Nuclear binding energy is the energy
required to separate a nucleus into its constituent
nucleons (protons and neutrons).
A is incorrect. Chemical energy is defined as the energy
stored in chemical bonds.
B is incorrect. Photosynthesis, a type of chemical reaction,
is the process of converting light into chemical energy.
D is incorrect. The mass defect is the difference between
the mass of a nucleus and its constituent nucleons.
Question 4.3 B PH12–15 Bands 3 – 4
Gamma radiation has the greatest penetrating power
as it has no mass and no charge, meaning that it can
penetrate further into matter. Beta radiation has the next
greatest penetrating power, followed by alpha radiation.
Alpha particles have the greatest ionisation ability as their
charge of +2 and relatively large mass allow them to easily
remove electrons from other substances. Beta particles
have the next greatest ionisation ability due to their
charge of ±1, followed by gamma rays.
MODULE 8: From the Universe
to the atom
234 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 4.4 D PH12– 6, 12–15 Bands 5 – 6
mass difference mass of products mass of reactants
13.00574 1.00843 14.00307
0.0111 u
Given that 1 u = 931.5 MeV:
0.0111 × 931.5 = 10.34 MeV
Therefore, the minimum gamma photon energy is closest
to 10 MeV.
Question 4.5 C PH12– 6, 12–15 Bands 5 – 6
ln2
t1
2
ln2
138
0.0050 d 1
Nt N0 e t
4.3 1012 e 0.0050 100
2.6 1012
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 4: Properties of the nucleus 235
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 4.6
(a) nitrogen-14, an electron and an antineutrino PH12– 6, 12–15 Bands 3 – 4
Note: The balanced nuclear equation is • Identifies all THREE
14 14 products of a carbon-14
6 C 7N e ve .
isotope undergoing
beta-minus decay. 2
• Identifies at least ONE
product of a carbon-14
isotope undergoing
beta-minus decay. 1
(b) boron-10, a positron and a neutrino PH12– 6, 12–15 Bands 3 – 4
Note: The balanced nuclear equation is • Identifies all THREE
10 10 products of a carbon-10
6 C 5B e ve .
isotope undergoing
beta-plus decay. 2
• Identifies at least ONE
product of a carbon-10
isotope undergoing
beta-plus decay. 1
MODULE 8: From the Universe
to the atom
236 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 4.7
mass of nucleons mass of protons mass of neutrons PH12– 4, 12–5, 12–15 Bands 4 –5
1.673 10 27 1.675 10 27 • Calculates the binding
26 30
1.661 10 27
1.661 10 27 energy in electronvolts
OR joules. 3
56.44069837 u
mass defect mass of nucleons mass of nucleus
56.440698 55.934936 • Calculates the binding
0.505762 u energy with ONE omission
or error. 2
binding energy 0.505762 931.5
471 MeV OR 7.5 10 11 J
• Provides some relevant
working.1
Question 4.8
(a) Nuclear fission is the process of splitting a heavy PH12–7, 12–15 Bands 3 – 4
nucleus into two or more smaller nuclei. • Distinguishes between
Nuclear fusion is the process of combining two nuclear fission and
light nuclei to form a heavier nucleus. nuclear fusion. 2
• Identifies at least ONE
feature of nuclear fission
OR nuclear fusion. 1
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 4: Properties of the nucleus 237
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
(b) For example: PH12–7, 12–15 Bands 4 –5
Controlled and uncontrolled nuclear fission • Shows the similarities
reactions both involve the splitting of a heavy and differences between
nucleus into two or more smaller nuclei, releasing controlled and uncontrolled
energy in the process. This often occurs due to nuclear fission reactions.
the nucleus absorbing a neutron, which renders AND
the nucleus unstable. When the unstable nucleus
• Provides ONE example
splits, several additional neutrons are released.
for EACH reaction type. 5
These neutrons are then able to initiate further
fission reactions and produce more energy.
The main difference between controlled and • Shows the similarities
uncontrolled nuclear fission reactions is the way and differences between
in which these released neutrons are managed. controlled and uncontrolled
nuclear fission reactions.
In controlled fission reactions, the number of
neutrons that can result in further fission reactions AND
is carefully managed. In a nuclear power reactor, for • Provides ONE example
example, the number of control rods that are used for ONE reaction type. 4
to absorb neutrons can be manipulated to either
slow down or speed up the reaction as required.
• Shows an understanding
On the other hand, in uncontrolled fission
of controlled and
reactions, the number of released neutrons
uncontrolled nuclear
that can result in further fission reactions is not
fission reactions.
managed, resulting in the reactions proceeding
at a rapidly increasing rate. This occurs during the AND
operation of nuclear weapons. • Provides ONE example
for ONE reaction type. 3
• Shows an understanding
of controlled OR
uncontrolled nuclear
fission reactions. 2
• Provides some relevant
information.1
MODULE 8: From the Universe
to the atom
238 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 4.9
(a) alpha decay PH12– 6, 12–15 Bands 3 – 4
Note: Polonium-218 has two protons fewer than • Identifies that alpha decay
radon-222 and four times less mass; therefore, has occurred. 1
alpha decay has occurred.
(b) Calculating the number of atoms decayed gives: PH12– 4, 12–5, 12–15 Bands 5 – 6
ln2 • Calculates the total mass
t1 lost by the sample over
2 19 days. 5
ln2
3.8
• Calculates the total mass
0.1824 d 1 lost by the sample with
Nt N0 e t ONE omission or error. 4
6.2 1011 e 0.182419
• Calculates the total energy
1.9378 1010
lost by the sample. 3
N 6.2 1011 1.9378 1010
6.0062 1011 • Calculates the number
Calculating the energy lost by the sample gives: of atoms decayed. 2
E 6.0062 1011 5.5 106
3.3034 1018 eV • Provides some relevant
working.1
3.3034 1018 1.602 10 19 0.5292 J
Calculating the mass lost by the sample gives:
E mc 2
0.5292
m
3.00 108 2
5.9 10 18 kg
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 5
Deep inside the atom
In this topic, you will focus on the various fundamental particles and forces of nature.
You will examine the evidence that supports the existence of various subatomic particles,
such as quarks, leptons and bosons. You will also gain insight into how fundamental
particles are arranged in the Standard Model of matter, and how particle accelerators
have been used to test and validate theories in particle physics.
FUNDAMENTAL PARTICLES
Fundamental particles are the basic building blocks of matter; these particles
are not known to be made of any smaller particles.
QUARK
A quark is a type of fundamental particle that carries a fractional electric charge.
When combined, quarks make up various particles, including protons and
neutrons.
LEPTON
A lepton is a type of fundamental particle that does not take part in the strong
interaction, such as electrons and neutrinos.
BOSON
A boson is a type of fundamental particle that has integer spin and is responsible
for carrying the fundamental forces.
STANDARD MODEL
The Standard Model of matter is a theoretical framework that describes the
fundamental particles and their interactions.
PARTICLE ACCELERATOR
A particle accelerator uses electromagnetic fields to accelerate particles to high
speeds in order to study their properties and behaviour. Examples of particle
accelerators include linear accelerators, cyclotrons and synchrotrons.
MODULE 8: From the Universe
PARTICLE PHYSICS
Particle physics is a branch of physics that studies the fundamental particles
to the atom
and the forces that govern their behaviour.
240 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 5.1
How many quarks does a proton have?
A. 0
B. 1
C. 2
D. 3
Question 5.2
For which of the following fundamental forces has the associated force carrier not yet
been discovered?
A. weak
B. strong
C. gravitational
D. electromagnetic
Question 5.3
What are the two main groups of particles in the Standard Model?
A. bosons and neutrinos
B. quarks and leptons
C. bosons and hadrons
D. fermions and bosons
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 5: Deep inside the atom 241
Question 5.4
2
A strange quark has a mass of 0.092 GeV/c .
What is the mass of a strange quark in kilograms?
–31
A. 1.6 × 10 kg
–28
B. 1.5 × 10 kg
–28
C. 1.6 × 10 kg
–25
D. 1.5 × 10 kg
Question 5.5
Which of the following statements is NOT correct?
A. Mesons are made of quark–antiquark pairs.
B. Baryons are responsible for carrying the strong force.
C. Fermions consist of quarks and neutrinos.
D. The strong force acts only on quarks, whereas the weak force acts on both quarks
and leptons.
MODULE 8: From the Universe
to the atom
242 Neap Assessment Series: NSW Year 12 Physics
Question 5.6 (6 marks)
(a) State the six types of quarks. 2
(b) State the six types of leptons. 2
(c) Identify TWO main differences between quarks and leptons. 2
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 5: Deep inside the atom 243
Question 5.7 (5 marks)
(a) Describe the role of the electromagnetic force in an atom. 2
(b) Compare the composition of protons and neutrons in terms 3
of the Standard Model.
MODULE 8: From the Universe
to the atom
244 Neap Assessment Series: NSW Year 12 Physics
Question 5.8 (3 marks)
Initially, scientists thought that beta decay only involved the emission of beta 3
particles. After analysing the energies of emitted beta particles, it was discovered
that the energies varied, according to the graph shown.
Number of beta particles
Energy of beta particles
Explain why neutrinos were predicted to be emitted alongside beta particles during
beta decay.
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 5: Deep inside the atom 245
Question 5.9 (6 marks)
Using TWO examples, assess the importance of particle accelerators in testing 6
and validating aspects of the Standard Model.
MODULE 8: From the Universe
to the atom
TOTAL MARKS: /25
246 Neap Assessment Series: NSW Year 12 Physics
Solutions
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 5.1 D PH12–15 Bands 2–3
Protons have three quarks: two up quarks and one
down quark.
Question 5.2 C PH12–15 Bands 2–3
C is correct. The graviton is the associated force carrier of
the gravitational force, but it has not yet been discovered.
A is incorrect. W and Z bosons are responsible for the
weak force and have been discovered.
B is incorrect. Gluons are responsible for the strong force
and have been discovered.
D is incorrect. Photons are responsible for the
electromagnetic force and have been discovered.
Question 5.3 D PH12–15 Bands 3 – 4
D is correct. Fermions (quarks and leptons) and bosons
(gauge and scalar) are the two main groups of particles
in the Standard Model.
A and B are incorrect. Neutrinos are a type of lepton,
alongside electrons, muons and tau particles; these
particles are part of the fermion group in the Standard
Model.
C is incorrect. Hadrons are not fundamental particles
as they are made of two or more quarks.
Question 5.4 C PH12– 4, 12–15 Bands 4 –5
GeV MeV
0.092 92
2
c c2
MeV
931.5 1.661 10 27 kg
c2
92
1.661 10 27 1.6 10 28 kg
931.5
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 5: Deep inside the atom 247
Syllabus outcomes and
Answer and explanation
targeted performance bands
Question 5.5 B PH12–5, 12–15 Bands 4 –5
B is an incorrect statement and is therefore the required
response. Gluons are responsible for carrying the strong
force, not baryons. Baryons are particles composed of
three quarks.
A is a correct statement and is therefore not the required
response. Mesons are a type of hadron consisting of
quark–antiquark pairs.
C is a correct statement and is therefore not the required
response. The two sub-groups of fermions are quarks
and leptons; neutrinos are a type of lepton.
D is a correct statement and is therefore not the required
response. The key difference between quarks and leptons
is whether or not they interact with the strong force;
quarks do, while leptons do not.
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 5.6
(a) up, down, charm, strange, top, bottom PH12–15 Bands 2–3
• States all SIX types
of quarks. 2
• States at least
TWO types of quarks. 1
(b) electron, electron neutrino, muon, muon neutrino, PH12–15 Bands 2–3
tau, tau neutrino • States all SIX types
of leptons. 2
• States at least
TWO types of leptons. 1
(c) Any two of: PH12–15 Bands 2–3
• Quarks are heavier than leptons. • Identifies TWO differences
• Quarks have a fractional charge; leptons have between quarks and
a whole number charge or are neutral. leptons.2
MODULE 8: From the Universe
• Quarks are affected by the strong nuclear force;
leptons are not. • Identifies ONE difference
to the atom
• Quarks are never found alone in nature; leptons between quarks and
are. leptons.1
248 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 5.7
(a) An atom consists of a positively charged nucleus PH12–15 Bands 3 – 4
and negatively charged orbiting electrons. • Describes the role of the
The electromagnetic force is responsible for the electromagnetic force
attraction between the nucleus and the electrons, in an atom. 2
therefore giving the atom its stability.
• Provides some relevant
information.1
(b) Protons and neutrons are baryons, which are a type PH12–7, 12–15 Bands 3 – 4
of hadron; thus, they are comprised of three quarks. • Identifies the quark
Protons consist of two up quarks and one down compositions of protons
quark, whereas neutrons consist of two down quarks AND neutrons.
and one up quark. The quarks in both protons and
AND
neutrons are held together by the strong force,
which is mediated by gluons. • Identifies that quarks
are held together
by the strong force. 3
• Identifies the quark
compositions of protons
AND neutrons.
OR
• Identifies that quarks
are held together
by the strong force. 2
• Provides some relevant
information.1
MODULE 8: From the Universe
to the atom
MODULE 8 TOPIC 5: Deep inside the atom 249
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 5.8
For example: PH12–5, 12– 6, 12–15 Bands 4 –5
To satisfy the law of conservation of energy, the cause • Explains the prediction
of the energy distributions of beta particles emitted of neutrinos by applying
via beta decay needed to be determined. To explain the law of conservation
this ‘missing’ energy, it was suggested by Wolfgang of energy. 3
Pauli in 1930 that another particle – now known as the
neutrino – must be emitted alongside beta particles • Shows an understanding
during beta decay. This meant that the total energy of why neutrinos were
was shared between the beta particle and the neutrino. predicted.2
Note: Neutrinos were predicted to be fast, neutral and
almost massless; therefore, they rarely interacted with • Provides some relevant
matter, which explained why they remained undetected information.1
until 1956.
Question 5.9
For example: PH12–5, 12–7, 12–15 Bands 5 – 6
The Standard Model is the theoretical framework • Makes an informed
that describes the behaviour and interactions of the assessment of the
fundamental particles and forces of nature. Particle importance of particle
accelerators accelerate charged particles to very high accelerators in testing
and validating the
speeds and are essential for allowing physicists to test
Standard Model.
and validate aspects of the Standard Model.
AND
For example, the W and Z bosons were first discovered in
1983 by a team working at the Super Proton Synchrotron • Describes TWO examples. 6
(SPS) accelerator at the European Organization for
Nuclear Research (CERN). These particles mediate the • Makes an informed
weak force, which is a fundamental force of nature assessment of the
responsible for certain types of radioactive decay. They importance of particle
were detected in the decay products of high-energy accelerators in testing
proton and anti-proton collisions, and their properties and validating the
agreed with the Standard Model predictions. Standard Model.
Another example is the discovery of the Higgs boson, AND
which was achieved by a team using the Large Hadron • Describes ONE example.
Collider (LHC) at CERN in 2012. The Higgs boson is a AND
particle responsible for giving mass to other fundamental • Outlines another example. 5
particles such as quarks and electrons. The particle
MODULE 8: From the Universe
was detected in the decay products of proton–proton
collisions. As the Higgs boson was predicted back in the
to the atom
1960s, its discovery was a major milestone in testing and
validating the Standard Model.
(continues on next page)
250 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
(continued) • Makes an informed
assessment of the
importance of particle
accelerators in testing
and validating the
Standard Model.
AND
• Describes ONE example.
OR
• Outlines TWO examples. 4
• Assesses the importance
of particle accelerators.
AND
• Identifies at least ONE feature
of the Standard Model.
AND
• Identifies ONE example. 3
• Provides some information
about particle accelerators.
AND
• Identifies at least ONE feature
of the Standard Model.
OR
• Identifies ONE example. 2
• Provides some relevant
information.1
MODULE 8: From the Universe
to the atom
MODULE 8
Challenge questions
These questions test your knowledge of the entire module. Attempt these questions
after you have finished studying the topics for Module 8.
MODULE 8: From the Universe
to the atom
252 Neap Assessment Series: NSW Year 12 Physics
Use the difficulty indicators to gauge your understanding of each topic.
least challenging most challenging
Question 1 (11 marks)
Fluorine-18 is a radioisotope that is frequently used in radiopharmaceuticals.
It is produced through the irradiation of oxygen-18 with protons in a cyclotron.
Fluorine-18 decays back into oxygen-18, alongside other products.
(a) Identify the type of decay that turns fluorine-18 back into oxygen-18 and the 2
other products of the decay.
Type of decay:
Other products:
(b) Cyclotrons accelerate charged particles to high speeds and are comprised 5
of two D-shaped structures called ‘dees’. To create fluorine-18, protons in
the dees are subjected to magnetic fields that are directed perpendicular
to the protons’ motion, causing them to follow circular paths of progressively
larger radii, as shown in the diagram.
alternating electric
field region
tunnel
(no fields)
MODULE 8: From the Universe
proton dees
(magnetic
field region)
to the atom
MODULE 8 Challenge questions 253
The dees are separated by a gap that contains an alternating electric field,
which increases the speed of the protons each time they cross the gap.
Once the path of the protons reaches a certain radius, they exit the dees
through a tunnel.
If the magnetic field strength in the dees is 0.80 T, what is the minimum
radius of the cyclotron required so that the protons enter the tunnel with
a final kinetic energy of 13 MeV?
MODULE 8: From the Universe
to the atom
254 Neap Assessment Series: NSW Year 12 Physics
(c) Mean lifetime, t, relates to half-life according to the equation 4
t1
2 .
ln2
Fluorine-18 has a mean lifetime of 158 minutes before it decays.
9
A sample contains 1.3 × 10 fluorine-18 atoms.
Calculate the number of fluorine-18 atoms that would have decayed in the
sample after 360 minutes.
MODULE 8: From the Universe
to the atom
MODULE 8 Challenge questions 255
Question 2 (10 marks)
Altair is one of the brightest stars in our night sky. It has a luminosity approximately
10 times that of the Sun, a surface temperature of 7700 K and a distance from Earth
of 16.7 light years.
(a) Consider the Hertzsprung–Russell diagram. 4
6
10
4
10
Luminosity (Sun 1)
2
10
–2
10
–4
10
40 000 20 000 10 000 5000 2500
Surface temperature (K)
Using the diagram, describe Altair’s evolution from the current stage to the
final stage of its life cycle.
MODULE 8: From the Universe
to the atom
256 Neap Assessment Series: NSW Year 12 Physics
(b) Altair shows strong hydrogen lines in its spectrum. 3
The electron energy level diagram for a hydrogen atom is shown.
n 0 eV
n 5 –0.54 eV
n 4 –0.85 eV
n 3 –1.5 eV
n 2 –3.4 eV
n 1 –13.6 eV
Determine which energy level transition is associated with a line in Altair’s
spectrum at 486 nm. Support your answer with relevant calculations.
MODULE 8: From the Universe
to the atom
MODULE 8 Challenge questions 257
(c) Altair fuses hydrogen via multiple pathways to form helium. One of these 3
pathways is the proton–proton branch I chain. The final stage of this chain
occurs according to 23He 23He 42He 11H 11H.
The table shows the masses of some isotopes.
–27
Isotope Mass (kg) (× 10 )
hydrogen-1 1.673
helium-3 5.010
helium-4 6.648
Calculate the total energy released during the final stage of the proton–proton
branch I chain.
MODULE 8: From the Universe
to the atom
258 Neap Assessment Series: NSW Year 12 Physics
Question 3 (4 marks)
In microscopy, the term ‘resolution’ refers to the ability to distinguish the details 4
of a sample. The resolution of an image depends on the wavelength used by
the microscope. A higher resolution image can be formed by implementing
microscopes that use smaller wavelengths.
Optical microscopes use visible light, which has wavelengths in the range
of 400–700 nm, to form images. In contrast, electron microscopes use very
high-energy beams of electrons, which often travel at speeds of around 0.1c,
to form images.
Which type of microscope produces higher resolution images? Justify your
answer using a relevant calculation.
MODULE 8: From the Universe
to the atom
TOTAL MARKS: /25
MODULE 8 Challenge questions 259
Solutions
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 1
(a) Type of decay: beta plus decay PH12– 6, 12–15 Bands 3 – 4
Other products: a positron and a neutrino • Identifies the type of decay.
Note: The balanced nuclear equation is AND
18
9F 188 O e ve . • Identifies BOTH products
of the decay. 2
• Any ONE of the
above points. 1
(b) Converting the final kinetic energy of the proton PH12– 4, 12–5, 12–15 Bands 5 – 6
into joules gives: • Calculates the minimum
13 MeV 13 106 1.602 10 19 J radius of the cyclotron. 5
2.0826 10 12 J
Calculating the velocity of the proton gives: • Calculates the minimum
1 radius of the cyclotron
K mv 2 with ONE omission or error. 4
2
2K
v
m • Calculates the velocity
2 2.0826 10 12 of the proton. 3
1.673 10 27
4.9896 107 m s 1 • Converts the final kinetic
energy of the proton
Calculating the minimum radius of the cyclotron
into joules. 2
gives:
Fc FB
• Provides some relevant
mv 2
qvB working.1
r
mv
r
qB
1.673 10 27 4.9896 107
1.602 10 19 0.80
0.65 m
MODULE 8: From the Universe
to the atom
260 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
t1 PH12– 4, 12– 6, 12–15 Bands 5 – 6
ln2
(c) 2 and • Calculates the number
ln2 t1 of atoms that would
2 have decayed. 4
Therefore, calculating the decay constant gives:
1
• Calculates the number
of atoms that would have
1
min 1 remained in the sample. 3
158
Calculating the number of atoms that would have
remained in the sample gives: • Calculates the decay
constant.2
Nt N0 e t
1
360
1.3 109 e
158 • Provides some relevant
working.1
1.3 108
Calculating the number of atoms that would have
decayed gives:
N N0 Nt
1.3 109 1.3 108
1.2 109 atoms
Question 2
(a) Given its luminosity and surface temperature, Altair PH12– 6, 12–7, 12–15 Bands 5 – 6
is a main sequence star that is slightly more massive • Describes Altair’s evolution
than the Sun. Main sequence stars that are less than from its current stage
eight solar masses follow the same general stages in detail. 4
of evolution. Main sequence stars fuse hydrogen
into helium in their cores. As the hydrogen runs out,
Altair will begin to expand and cool; thus, it becomes • Identifies Altair’s current
a red giant. and future stages of
evolution.
Once it is a red giant, Altair’s core will eventually
become hot enough to start fusing helium into AND
carbon in its core. When the helium in the core is • Describes ONE stage
exhausted, the now inert carbon core will begin to in detail. 3
shrink inside a shell of burning helium and a shell
of burning hydrogen. These gases will eventually
be ejected in the form of a planetary nebula. Fusion • Identifies Altair’s current and
will no longer take place in the small, dense and future stages of evolution.
MODULE 8: From the Universe
hot carbon core. Altair will have become a white OR
dwarf and thus will have entered the final stage
• Describes ONE stage. 2
of its life cycle.
to the atom
• Provides some relevant
information.1
MODULE 8 Challenge questions 261
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
(b) Calculating the energy of a 486 nm photon gives: PH12– 4, 12–5, 12–15 Bands 5 – 6
hc • Determines the energy
E
level transition.
6.626 10 34 3.0 108 AND
9
486 10 • Provides relevant
19
4.0901 10 J calculations.3
4.0901 10 19
2.55 eV
1.602 10 19 • Determines the energy
levels involved in the
The only pair of energy levels with a difference transition.
of 2.55 eV is n = 4 and n = 2.
AND
Given that the line is an absorption line, the
direction of the transition is from n = 2 to n = 4. • Provides relevant
calculations.2
• Provides some relevant
information or working. 1
(c) Calculating the mass difference gives: PH12– 4, 12–5, 12–15 Bands 5 – 6
m mass of reactants mass of products • Calculates the total energy
2 5.010 10 27 6.648 10 27
released during the final
stage of the proton–proton
2 1.673 10 27 branch I chain. 3
29
2.6 10 kg
Calculating the total energy released gives: • Calculates the mass
E mc 2 difference between the
2
reactants and the products. 2
2.6 10 29 3.00 108
2.34 10 12 J • Provides some relevant
working.1
MODULE 8: From the Universe
to the atom
262 Neap Assessment Series: NSW Year 12 Physics
Syllabus outcomes,
Sample answer targeted performance bands
and marking guide
Question 3
Electron microscopes produce significantly higher PH12– 6, 12–7, 12–15 Bands 5 – 6
• States that electron
resolution images than optical microscopes. de Broglie’s
microscopes produce
h higher resolution images.
equation, , relates the wavelength of a particle
mv
AND
to its momentum. Therefore, electrons travelling at 0.1c
• Justifies the answer by
have an associated wavelength of: using a relevant calculation. 4
h
mv • States that electron
6.626 10 34 microscopes produce
higher resolution images.
9.109 10 31 0.1 3.00 108
0.024 nm AND
This is much shorter than the wavelength of visible • Justifies the answer
without a calculation. 3
light (400 –700 nm). Therefore, electron beams used
in electron microscopes can be focused on a much
smaller area of a given sample, resulting in greater • States that electron
magnification and resolution. microscopes produce
higher resolution images.
AND
• Identifies that electrons
have a smaller wavelength
than visible light. 2
• Provides some relevant
information.1
MODULE 8: From the Universe
to the atom
You might also like
- New Senior Mathematics Advanced For Years 11 12 Student Book 3rd Edition J.B. Fitzpatrick Newest Digital EditionNo ratings yetNew Senior Mathematics Advanced For Years 11 12 Student Book 3rd Edition J.B. Fitzpatrick Newest Digital Edition108 pages
- North Sydney Boys High School Year 12 Physics 2022: Assessment Task 2100% (1)North Sydney Boys High School Year 12 Physics 2022: Assessment Task 213 pages
- Sadler-Specialist Mathematics-Unit 3A-Chapter 3-Solutions100% (1)Sadler-Specialist Mathematics-Unit 3A-Chapter 3-Solutions15 pages
- 2024 Sydney Technical High School Adv TrialNo ratings yet2024 Sydney Technical High School Adv Trial66 pages
- Cambridge University Press Cambridge Maths Stage 6 NSW Advanced Year 12 1108766269 Instant Download100% (3)Cambridge University Press Cambridge Maths Stage 6 NSW Advanced Year 12 1108766269 Instant Download126 pages
- Sydney Boys 2021 Physics Prelim HY & SolutionsNo ratings yetSydney Boys 2021 Physics Prelim HY & Solutions27 pages
- Year 2013 VCE Specialist Mathematics Trial Examination 2No ratings yetYear 2013 VCE Specialist Mathematics Trial Examination 237 pages
- 2019 MA Geometric Series Worksheet HSC Questions W SolutionsNo ratings yet2019 MA Geometric Series Worksheet HSC Questions W Solutions17 pages
- Chapter-4-Worked-Solutions For Year 11 Standard Maths Cambridge NSWNo ratings yetChapter-4-Worked-Solutions For Year 11 Standard Maths Cambridge NSW11 pages
- 2024 Term 1 Year 10 Subject Selection Seminar v3No ratings yet2024 Term 1 Year 10 Subject Selection Seminar v371 pages
- Sydney Grammar 2023 3U Trials & SolutionsNo ratings yetSydney Grammar 2023 3U Trials & Solutions21 pages
- Y12 4U A1 W9 T1 Homework - Mechanics (III)No ratings yetY12 4U A1 W9 T1 Homework - Mechanics (III)24 pages
- Y12 4U A1 W10 T1 Homework - Mechanics (IV)No ratings yetY12 4U A1 W10 T1 Homework - Mechanics (IV)24 pages
- Mathematics Advanced Sample Examination Materials 2020No ratings yetMathematics Advanced Sample Examination Materials 202033 pages
- Chapter-8-Worked-Solutions Year 11 Standard Maths Cambridge NSWNo ratings yetChapter-8-Worked-Solutions Year 11 Standard Maths Cambridge NSW18 pages
- Y12 4U A1 W7 T1 Homework - Mechanics (I)No ratings yetY12 4U A1 W7 T1 Homework - Mechanics (I)24 pages
- Baulkham Hills 2008 Maths Extension 1 TrialNo ratings yetBaulkham Hills 2008 Maths Extension 1 Trial19 pages
- MIF Year 11: 8 - Introduction To Calculus (Adv)No ratings yetMIF Year 11: 8 - Introduction To Calculus (Adv)8 pages
- PEM 2020 Mathematics Advanced Trial HSC Exam PaperNo ratings yetPEM 2020 Mathematics Advanced Trial HSC Exam Paper36 pages
- 2022 Yr 11 Mathematics Advanced Assessment Task 1No ratings yet2022 Yr 11 Mathematics Advanced Assessment Task 112 pages
- Extension 2 Past Paper Questions by Topic2 PDF100% (1)Extension 2 Past Paper Questions by Topic2 PDF20 pages
- HSC Mathematics Probability Guide by Kaizen Academy100% (1)HSC Mathematics Probability Guide by Kaizen Academy51 pages
- Practice Questions: Terry Lee Advanced MathematicsNo ratings yetPractice Questions: Terry Lee Advanced Mathematics3 pages
- Physics Yr 12 HSC Trial Exam Questions 2020No ratings yetPhysics Yr 12 HSC Trial Exam Questions 202035 pages
- 2024 Normanhurst Boys High School - X1 - Trial - QuestionsNo ratings yet2024 Normanhurst Boys High School - X1 - Trial - Questions10 pages
- 2020 Year 11 Atar Scotch Semester 1 Mathematics Specialist Exam and Marking KeyNo ratings yet2020 Year 11 Atar Scotch Semester 1 Mathematics Specialist Exam and Marking Key64 pages
- The City School: Academic Year 2020-2021 Subject Name: Physics (5054) Syllabus Breakup Class 9 (First Term)No ratings yetThe City School: Academic Year 2020-2021 Subject Name: Physics (5054) Syllabus Breakup Class 9 (First Term)5 pages
- 25x26 House Plan From House Construction Telegu YouTube ChannelNo ratings yet25x26 House Plan From House Construction Telegu YouTube Channel1 page
- Implementation of Error Detection Mechanism Using NetSimNo ratings yetImplementation of Error Detection Mechanism Using NetSim3 pages
- Guidelines For Life Safety Plan (LSP) SubmissionsNo ratings yetGuidelines For Life Safety Plan (LSP) Submissions6 pages
- Class 12 Geography: Planning & Sustainable DevelopmentNo ratings yetClass 12 Geography: Planning & Sustainable Development40 pages
- Adolescent KPK Research Report-Final Draft-4thNo ratings yetAdolescent KPK Research Report-Final Draft-4th85 pages
- Kit Instructions: SCN66 USB Cash Acceptor UpgradeNo ratings yetKit Instructions: SCN66 USB Cash Acceptor Upgrade28 pages
- Mock Job Interview Sample Questions Score SheetNo ratings yetMock Job Interview Sample Questions Score Sheet2 pages
- Starfinder Alien Archive 4 Pawn Collection 3 4No ratings yetStarfinder Alien Archive 4 Pawn Collection 3 42 pages
- 1) Segmentación: Las Bases de Segmentación Utilizada Por Claro en SusNo ratings yet1) Segmentación: Las Bases de Segmentación Utilizada Por Claro en Sus5 pages
