3.2.1.3 Particles Antiparticles and Photons
3.2.1.3 Particles Antiparticles and Photons
3.2.1.3 Particles Antiparticles and Photons
(7407/7408) Class:
Author:
Date:
Time: 137
Marks: 112
Comments:
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Colonel Frank Seely School
Q1. Neutrons were discovered when beryllium, Be, was bombarded with alpha particles.
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(2)
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(1)
(ii) Describe how the quark substructure of a meson differs from that of a baryon
such as a neutron.
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(1)
(Total 4 marks)
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(1)
(b) Describe what happens when a positron and its antiparticle meet.
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(2)
(Total 3 marks)
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Q3. The following is an incomplete equation for the decay of a free neutron.
(a) Complete the equation by writing into the space, the symbol for the missing particle.
(2)
(b) Use the principles of conservation of charge, baryon number and lepton number to
demonstrate that the decay is possible.
difference 1 ...........................................................................................
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difference 2 ...........................................................................................
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(ii) A narrow beam of protons and positrons travelling at the same speed enters a
uniform magnetic field. The path of the positrons through the field is shown in
Figure 1.
Sketch on Figure 1 the path you would expect the protons to take.
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Figure 1
(iii) Explain why protons take a different path to that of the positrons.
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(5)
(b) Figure 2 shows five isotopes of carbon plotted on a grid in which the vertical axis
represents the neutron number N and the horizontal axis represents the proton
number Z.
Two of the isotopes are stable, one is a beta minus emitter and two are positron
emitters.
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Figure 2
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(ii) Which of the two positron emitters has the shorter half-life? Give a reason for
your choice.
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(3)
(c) A positron with kinetic energy 2.2 MeV and an electron at rest annihilate each other.
Calculate the average energy of each of the two gamma photons produced as a
result of this annihilation.
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(2)
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(Total 10 marks)
Q5.Protons and pions are produced in a beam from a target in an accelerator. The two types of
particles can be separated using a magnetic field.
(i) a proton,
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(2)
(b) A narrow beam consisting of protons and positive pions, all travelling at a speed of
1.5 × 107 m s–1 , is directed into a uniform magnetic field of flux density 0.16 T, as
shown in the diagram.
(i) Calculate the radius of curvature of the path of the protons in the field.
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(ii) Sketch, on the diagram above, the path of the pions from the point of entry into
the field to the point of exit from the field.
(iii) If the magnetic field were increased, how would this affect the paths of the
particles?
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(7)
(Total 9 marks)
Q6.The circuit diagram shows a light-emitting diode connected in series with a resistor R and a
3.0 V battery of negligible internal resistance. The potential difference across the terminals
of the diode is 2.0 V and the current through it is 10 mA. The diode emits photons of
wavelength 635 nm.
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(d) Estimate the number of photons emitted per second by the diode.
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(Total 8 marks)
(a) How many protons and neutrons are there in this ion?
....................................... protons
...................................... neutrons
(2)
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(b) What is the charge, in C, of this ion?
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(2)
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(2)
(d) Calculate the percentage of the total mass of this ion that is accounted for by the
mass of its electrons.
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(3)
(Total 9 marks)
Q8. (a) (i) Give an example of an exchange particle other than a W or W particle, + –
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(4)
p e +
μ –
π0
Q9. Under certain conditions a γ photon may be converted into an electron and a positron.
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(1)
(b) (i) Explain why there is a minimum energy of the γ photon for this conversion to
take place and what happens when a γ photon has slightly more energy than
this value.
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(ii) Using values from the data sheet calculate this minimum energy in MeV.
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(3)
(c) Under suitable conditions, a γ photon may be converted into two other particles
rather than an electron and positron.
Give an example of the two other particles it could create.
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(1)
(Total 5 marks)
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(1)
change in A .........................................................................................
change in Z ..........................................................................................
(2)
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(1)
(ii) State and explain which conservation law may be used to show that it is an
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anti-neutrino rather than a neutrino that is released.
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(2)
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(2)
(Total 8 marks)
Q11. (a) Hadrons are a group of particles composed of quarks. Hadrons can either be
baryons or mesons.
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(1)
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(1)
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(1)
(b) State one similarity and one difference between a particle and its antiparticle.
similarity .......................................................................................................
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difference ......................................................................................................
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(2)
(c) Complete the table below which lists properties of the antiproton.
baryon quark
charge / C
number structure
antiproton
(2)
(d) The K is an example of a meson with strangeness –1. The K decays in the
– –
following way:
K →µ +
– –
(i) State, with a reason, what interaction is responsible for this decay.
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(2)
(ii) State two properties, other than energy and momentum, that are conserved in
this decay.
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(2)
(Total 11 marks)
Q12. (a) Pair production can occur when a photon interacts with matter. Explain the
process of pair production.
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(2)
(b) Explain why pair production cannot take place if the frequency of the photon is
below a certain value.
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(3)
(c) Energy and momentum are conserved during pair production. State two other
quantities that must also be conserved.
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(2)
(Total 7 marks)
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Q13. (a) The table gives information about some fundamental particles.
uud 0
Sigma +
uus +1
ud 0 0
(7)
(i) Give one example of a baryon particle and its corresponding antiparticle.
particle ..................................................................................................
antiparticle ............................................................................................
(1)
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(1)
(iii) Give one property of an antiparticle that is the same for its corresponding
particle and one property that is different.
Same ....................................................................................................
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Different ................................................................................................
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(2)
(Total 11 marks)
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Q14.(a) Complete the table to show the four fundamental forces and their corresponding
exchange particles.
corresponding
fundamental force
exchange particle
electromagnetic
WW Z
+ − 0
gravitational graviton
(2)
(b) Name the physical quantity that a particle must have for the electromagnetic force to
act on it.
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(1)
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(1)
(Total 4 marks)
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(1)
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(ii) What is the baryon number of the K ? +
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(1)
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(1)
(b) The K may decay into a neutrino and an antimuon in the following way.
+
K →v +µ
+
µ
+
(i) Complete the table using ticks and crosses as indicated in the first row.
Classification K +
vµ µ +
lepton × ✓ ✓
charged
particle
hadron
meson
(3)
Conserved ............................................................................................
K →π +X
+ +
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electron
muon
negative pion
neutral pion
neutrino
neutron
positron
(1)
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(1)
(Total 10 marks)
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B1
B1
2
B1
1
B1
1
[4]
B1
1
B1
B1
2
[3]
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C1
A1
2
(b) 0 → 1 + (-1) + 0
B1
1→1+0+0
B1
0 → 0 + 1 + (-1)
B1
3
[5]
(ii) proton path has greater radius of curvature than positron (1)
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(b) (i) C - 14 (1)
(ii) C - 10 (1)
as this is furthest from stability (1)
3
(c) rest mass of electron = 0.51 MeV therefore total energy available
= (2.2 +2 × 0.51)= 3.22 (MeV) (1)
(ii) (1)
2
m = 1.67 × 10 (1)
-27
(1)
= 0.98 m (1)
R= = 100 Ω (1)
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(e) all the energy supplied converted to light energy [or 100% efficient]
[or monochromatic light]
[or all photons (emitted by LED) have the same energy] (1)
[8]
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(ii) electron (1)
2
(b) p π (1)
0
V e µ (1)
e
+ −
e (1)
+
pe µ (1) + −
4
[8]
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(b) (i) the γ ray must provide enough energy to provide
for the (rest) mass (1)
any extra energy will provide the particle(s) with
kinetic energy (1)
change in Z = +1 (1)
2
or n → p + e +
–
or d → u + e +
–
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(iii) hypothesis needs to be tested by experiment (1)
or hypothesis rejected
2
[8]
M11. (a) (i) particles that experience the strong (nuclear) force/interaction (1)
1
(b) similarity: but the same (rest) mass or rest energy (1)
(c)
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(ii) any two
eg charge
baryon number
eg charge
lepton number
baryon number
strangeness
2
[7]
M13. (a)
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proton uud +1 0 1
sigma +
uus +1 -1 1
π +
ud +1 0 0
M14.(a) Photon
(right-hand box) TO for listing
Must state name
B1
(left-hand box) TO for listing
2
B1
TO for listing any other physical quantity
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Must be word; do not accept symbol
1
B1
TO for listing
1
[4]
(b) (i)
classification K+ v μ μ+
lepton ✕ ✓ ✓
charged ✓ ✕ ✓
particle
hadron ✓ ✕ ✕
meson ✓ ✕ ✕
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E1. (a) Responses here were very disappointing and relatively few correct answers
were seen. The question demanded only conversion of a text description into an
equation but many were unable to produce an equation with the correct particles in
either side of the equation. Those who could often failed to insert correct Z and A
numbers.
(b) (i) The structure was known by the vast majority of the candidates.
(ii) The majority knew the difference in substructure between a baryon and a
meson.
E2. (a) The vast majority did this correctly. ‘Anti-positron’ was not an acceptable
response.
(b) The majority knew that they annihilated (but few who tried to use the correct word
could spell it). Many decided that disappear was an easier option. Relatively few
appreciated that the result would be gamma radiation.
E3. (a) Most of the candidates identified the particle as a neutrino. Although many were
able to say that it was an electron antineutrino, a lot missed the additional correct
detail.
(b) Many candidates completed this part correctly but some had clearly not learned how
to use the conservation laws to demonstrate the viability of the decay.
E4.Parts (a)(i) and (a)(ii) were found to be straightforward by most candidates, but only the best
explained the ideas behind the trajectory with any rigour. This required the essential
statement that B, v, and e are constants in the equation R = mʋ / Be.
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Part (b) discriminated well at the bottom end of the ability range.
Many more candidates than expected failed to include the rest mass of both particles in
the total energy calculation in part (c).
E5.The majority of candidates were able to give the correct quark composition of the proton in
part (a), but many were unable to give the correct quark composition of the positive pion,
usually as a result of stating that the antiquark was strange.
In part (b) the calculation of the radius of curvature was usually correct although some
candidates did not use the correct mass value for the proton. In part (ii) the majority of
candidates knew the pion path was more curved and were thus able to score full marks. In
the final part candidates often failed to state that the radius of curvature would be less for
both types of particles.
E6.In part (a), a significant number of candidates obtained a value of 200 Ω or 300 Ω for the
resistor through not using the correct pd across it. In part (b), the same candidates usually
proceeded with an incorrect calculation of power in the diode by using in the expression
I2R the resistance calculated in part (a). Some candidates were not aware of the correct
value of the prefix m in mA.
The energy of the photon was usually calculated correctly in part (c), but a small minority
wrongly considered 1 / λ as the frequency or used an incorrect equation. In part (d), most
candidates knew how to proceed and gave a correct calculation. In the final part most
candidates gave a correct assumption made in the previous estimation. Those candidates
who were not specific in stating the assumption were not awarded this mark.
E7.Part (a) usually gave a good start to the majority of candidates. In part (b) there was an even
split between candidates who gave the answer as +2 and those who gave the correct
answer in coulombs. The final answer was also sometimes given a negative value. The
results in part (c) were, in general, correct.
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In part (d) only the better candidates completed the calculation. The usual errors involved
using the wrong number of electrons or nucleons or not using consistent mass units. In
recent examinations it has been quite common for candidates to make errors when
calculating percentages but in this question this error was not often seen.
E8. Normally the question concerning fundamental forces and particles is answered well,
but this time very few candidates scored full marks. Part (a) (i) gave rise to very few
problems to the prepared candidate, but in part (a) (ii), the usual answer gave only one
role played by the exchange particles in the interaction, thereby losing a mark by omitting
to give a second role. Another common error was to suggest that the exchange particle
somehow gave energy or momentum to the interaction, rather than transferred energy or
momentum.
More able candidates had no trouble with part (b), but the less able candidates failed
badly by not identifying all the examples given. The π particle was accepted as a
0
possibility for an antiparticle, being its own antiparticle, but it does not appear as a
required answer.
E9. A significant minority of candidates failed to score at all because they thought the
whole question was set on the photoelectric effect. In part (b), only about a third referred
to the fact that energy was required to create mass and even fewer said that the excess
energy appeared as kinetic energy. Instead, candidates stated that more
particles/different photons/heat etc was given out or else they wrote that the process could
not go ahead unless the energy had a specific value. Part (c) was more successfully
tackled, but a minority gave the two emitted particles as anything they could associate
together, e.g. β and ν or n and p.
E10. This question was well answered and candidates seemed confident in their
understanding of beta decay. They were for the most part well aware of the changes that
occur during the decay. The equation for beta decay was only awarded one mark and a
few candidates lost this mark due to careless errors such as missing out the bar on the
anti-neutrino. There were many impressive explanations of why a neutrino was not
produced, providing evidence of a good understanding of the conservation of lepton
number.
Part (b) (iii) assessed candidates understanding of how science works and many
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candidates’ responses suggest that they are quite familiar with the concept of validated
evidence.
E11. This question was well answered and candidates’ responses suggested that the
structure of hadrons is well understood. In part (a), less able candidates tended to give
specific examples for baryons and mesons rather than their general quark structure. They
also stated that the defining property of hadrons was that they were composed of quarks
despite the fact that this was stated in the stem of the question.
Responses to part (b) were generally good although some did state that particles and
antiparticles had different charges rather than opposite charges.
The table in part (c) did cause a significant proportion of candidates’ problems. The most
common error was to identify the charge of the antiproton as –1 even though the unit, C,
was given in the heading of the table.
Part (d) was answered confidently although a significant proportion of candidates did
seem to think that strangeness was conserved in this decay.
E12. This question was generally answered well although, while students explained the
basics of pair production, it was quite rare for them to mention the necessity for the photon
to interact with a nucleus. Momentum was referred to by some of the more able students,
but this was more often related to the particle and antiparticle after production, rather than
the initial photon.
The remainder of this question was answered well, with students confidently explaining
why the frequency of the photon must not be below a certain value. They also were able
to select appropriate quantities that need to be conserved during the process of pair
production.
E13. Previous papers have indicated that students have a good understanding of the
quark structure of hadrons and this was certainly the case in this examination. The table in
part (a) was completed well and full marks were frequent. The remainder of the question
was also answered well and students now seem well aware that a similarity between
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particles and their corresponding antiparticle is rest mass.
E14.This question was well answered with most candidates scoring all 4 marks.
E15.This question on particles was well answered and not particularly discriminating. The
majority of candidates were able to score high marks in parts (a) and (b) although less
able candidates tended to lose a mark on the table, usually because they did not
appreciate that a meson was a hadron.
Part (c) was less well done with only 54% of candidates identifying X correctly. The
reason for their choice was also not well answered as many responses were far too
vague. It was common to see statements such as ‘charge conservation’ but candidates
were expected to write more of an explanation such as ‘X must be neutral so charge is
conserved’. More able candidates wrote down the equation with appropriate quantum
numbers and although not required, this was a sensible approach to adopt.
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