5.

4 PAPER 2 [174 marks]

A proton is moving in a region of uniform magnetic field. The magnetic field is

directed into the plane of the paper. The arrow shows the velocity of the proton at
one instant and the dotted circle gives the path followed by the proton.

1a. Explain why the path of the proton is a circle. [2 marks]

Examiners report
[N/A]

6 –1
 The speed of the proton is 2.0 × 106 m s–1 and the magnetic field strength B is
0.35 T.

1b. Show that the radius of the path is about 6 cm. [2 marks]

Examiners report
[N/A]

1c. Calculate the time for one complete revolution. [2 marks]

Examiners report
[N/A]

1d. Explain why the kinetic energy of the proton is constant. [2 marks]

Examiners report
[N/A]
 A proton moves along a circular path in a region of a uniform magnetic field. The
magnetic field is directed into the plane of the page.

2a. Label with arrows on the diagram the magnetic force F on the proton. [1 mark]

Examiners report
Examiners were requested to be lenient here and as a result most candidates
scored both marks. Had we insisted on e.g. straight lines drawn with a ruler or
a force arrow passing exactly through the centre of the circle very few marks
would have been scored. For those who didn’t know which way the arrows
were supposed to be the common guesses were to the left and up the page.
Some candidates neglected to label the arrows.

2b. Label with arrows on the velocity vector v of the proton. [1 mark]
 Examiners report
Examiners were requested to be lenient here and as a result most candidates
scored both marks. Had we insisted on e.g. straight lines drawn with a ruler or
a force arrow passing exactly through the centre of the circle very few marks
would have been scored. For those who didn’t know which way the arrows
were supposed to be the common guesses were to the left and up the page.
Some candidates neglected to label the arrows.

2c. The speed of the proton is 2.16 × 106 m s-1 and the magnetic field [3 marks]
strength is 0.042 T. For this proton, determine, in m, the radius of the
circular path. Give your answer to an appropriate number of significant figures.

Examiners report
This was generally well answered although usually to 3 sf. Common mistakes
were to substitute 0.042 for F and 1 for q. Also some candidates tried to
answer in terms of electric fields.
 A proton moves along a circular path in a region of a uniform magnetic field. The
magnetic field is directed into the plane of the page.

3a. Label with arrows on the diagram the magnetic force F on the proton. [1 mark]

Examiners report
Examiners were requested to be lenient here and as a result most candidates
scored both marks. Had we insisted on e.g. straight lines drawn with a ruler or
a force arrow passing exactly through the centre of the circle very few marks
would have been scored. For those who didn’t know which way the arrows
were supposed to be the common guesses were to the left and up the page.
Some candidates neglected to label the arrows.
3b. Label with arrows on the diagram the velocity vector v of the proton. [1 mark]

Examiners report
Examiners were requested to be lenient here and as a result most candidates
scored both marks. Had we insisted on e.g. straight lines drawn with a ruler or
a force arrow passing exactly through the centre of the circle very few marks
would have been scored. For those who didn’t know which way the arrows
were supposed to be the common guesses were to the left and up the page.
Some candidates neglected to label the arrows.

The speed of the proton is 2.16 × 106 m s-1 and the magnetic field strength is
0.042 T.

3c. For this proton, determine, in m, the radius of the circular path. Give [3 marks]
your answer to an appropriate number of significant figures.
 Examiners report
This was generally well answered although usually to 3 sf. Common mistakes
were to substitute 0.042 for F and 1 for q. Also some candidates tried to
answer in terms of electric fields.

3d. For this proton, calculate, in s, the time for one full revolution. [2 marks]

Examiners report
This was well answered with many candidates scoring ECF from the previous
part.
 An electron moves in circular motion in a uniform magnetic field.

The velocity of the electron at point P is 6.8 × 105 m s–1 in the direction shown.
The magnitude of the magnetic field is 8.5 T.

4a. State the direction of the magnetic field. [1 mark]

Examiners report
[N/A]

4b. Calculate, in N, the magnitude of the magnetic force acting on the [1 mark]
electron.

Examiners report
[N/A]
4c. Explain why the electron moves at constant speed. [1 mark]

Examiners report
[N/A]

4d. Explain why the electron moves on a circular path. [2 marks]

Examiners report
[N/A]
 There is a proposal to power a space satellite X as it orbits the Earth. In this
model, X is connected by an electronically-conducting cable to another smaller
satellite Y.

5a. Satellite X orbits 6600 km from the centre of the Earth. [2 marks]
Mass of the Earth = 6.0 x 1024 kg
Show that the orbital speed of satellite X is about 8 km s–1.

Examiners report
[N/A]

Satellite Y orbits closer to the centre of Earth than satellite X. Outline why

5b. the orbital times for X and Y are different. [1 mark]

 Examiners report
[N/A]

5c. satellite Y requires a propulsion system. [2 marks]

Examiners report
[N/A]
5d. The cable between the satellites cuts the magnetic field lines of the [3 marks]
Earth at right angles.

Explain why satellite X becomes positively charged.

Examiners report
[N/A]
5e. Satellite X must release ions into the space between the satellites. [3 marks]
Explain why the current in the cable will become zero unless there is a
method for transferring charge from X to Y.

Examiners report
[N/A]

5f. The magnetic field strength of the Earth is 31 μT at the orbital radius of [2 marks]
the satellites. The cable is 15 km in length. Calculate the emf induced in
the cable.

Examiners report
[N/A]

2
 The cable acts as a spring. Satellite Y has a mass m of 3.5 x 102 kg. Under certain
circumstances, satellite Y will perform simple harmonic motion (SHM) with a
period T of 5.2 s.

5g. Estimate the value of k in the following expression. [3 marks]

T = 2π√ m
k

Give an appropriate unit for your answer. Ignore the mass of the cable and any
oscillation of satellite X.

Examiners report
[N/A]

5h. Describe the energy changes in the satellite Y-cable system during one [2 marks]
cycle of the oscillation.
Examiners report
[N/A]
 A cable consisting of many copper wires is used to transfer electrical energy from
an alternating current (ac) generator to an electrical load. The copper wires are
protected by an insulator.

The cable consists of 32 copper wires each of length 35 km. Each wire has a
resistance of 64 Ω. The cable is connected to the ac generator which has an
output power of 110 MW when the peak potential difference is 150 kV. The
resistivity of copper is 1.7 x 10–8 Ω m.
output power = 110 MW

6a. Calculate the radius of each wire. [2 marks]

 Examiners report
[N/A]

6b. Calculate the peak current in the cable. [1 mark]

Examiners report
[N/A]

6c. Determine the power dissipated in the cable per unit length. [3 marks]

Examiners report
[N/A]
 To ensure that the power supply cannot be interrupted, two identical cables are
connected in parallel.

6d. Calculate the root mean square (rms) current in each cable. [1 mark]

Examiners report
[N/A]

6e. The two cables in part (c) are suspended a constant distance apart. [2 marks]
Explain how the magnetic forces acting between the cables vary during
the course of one cycle of the alternating current (ac).

Examiners report
[N/A]
 The energy output of the ac generator is at a much lower voltage than the 150 kV
used for transmission. A step-up transformer is used between the generator and
the cables.

6f. Suggest the advantage of using a step-up transformer in this way. [2 marks]

Examiners report
[N/A]

6g. The use of alternating current (ac) in a transformer gives rise to energy [1 mark]
losses. State how eddy current loss is minimized in the transformer.

Examiners report
[N/A]
 In an experiment a student constructs the circuit shown in the diagram. The
ammeter and the voltmeter are assumed to be ideal.

7a. State what is meant by an ideal voltmeter. [1 mark]

Examiners report
[N/A]

7b. The student adjusts the variable resistor and takes readings from the [3 marks]
ammeter and voltmeter. The graph shows the variation of the voltmeter
reading V with the ammeter reading I.
Use the graph to determine
(i) the electromotive force (emf) of the cell.
(ii) the internal resistance of the cell.
 Examiners report
[N/A]

7c. A connecting wire in the circuit has a radius of 1.2mm and the current in [1 mark]
it is 3.5A. The number of electrons per unit volume of the wire is
2.4×1028m −3. Show that the drift speed of the electrons in the wire is
2.0×10−4ms−1.

Examiners report
[N/A]
7d. The diagram shows a cross-sectional view of the connecting wire in (c). [2 marks]

The wire which carries a current of 3.5A into the page, is placed in a region of
uniform magnetic field of flux density 0.25T. The field is directed at right angles to
the wire.
Determine the magnitude and direction of the magnetic force on one of the
charge carriers in the wire.

Examiners report
[N/A]

This question is in two parts. Part 1 is about electrical circuits. Part 2 is about
magnetic
fields.
Part 1 Electrical circuits
The circuit shown is used to investigate how the power developed by a cell varies
when the
load resistance R changes.
 The variable resistor is adjusted and a series of current and voltage readings are
taken.
The graph shows the variation with R of the power dissipated in the cell and the
power
dissipated in the variable resistor.

8a. The cell may be damaged if it dissipates a power greater than 1.2 W. [2 marks]
Outline why damage in the cell may occur if the terminals of the cell are
short-circuited.
Examiners report
A considerable lack of thought was in evidence in this part. The correct answer
can be stated baldly: a short circuit means that R is zero and therefore the
emf of the cell acts on the circuit and the power acting can be read directly
from the graph as about 1.5 W. It is greater than 1.2 W and will therefore
damage the cell. Few managed to answer in such a direct or convincing way.
Most used weasel words that simply repeated the first sentence of the
question back to the examiner in an alternative way.
 This question is in two parts. Part 1 is about electrical circuits. Part 2 is about
magnetic
fields.
Part 2 Magnetic fields
The diagram shows an arrangement for measuring the force between two parallel
sections of the same rigid wire carrying a current as viewed from the front.

The supports for the upper section of the wire and the power supply are not
shown.

8b. Deduce what happens to the reading on the electronic balance when the [3 marks]
current is switched on.

Examiners report
Many scored 2 out to 3 in this part through failing to give the direction rule
(first alternative in the mark scheme) by which they assigned the force on the
bottom wire. The second alternative attracted maximum marks for many.
 When the current in the wire is 0.20 A, the magnetic field strength at the upper
section of wire due to the lower section of wire is 1.3 × 10−4 T.

8c. Calculate the magnetic force acting per unit length on the upper section [1 mark]
of wire.

Examiners report
This simple calculation was well done. The unit, however, was frequently
incorrect (not a marking point).

8d. Each cubic metre of the wire contains approximately 8.5 × 1028 free [4 marks]
electrons. The diameter of the wire is 2.5 mm and the length of wire within the
magnetic field is 0.15 m. Using the force per unit length calculated in (g)(i),
deduce the speed of the electrons in the wire when the current is 0.20 A.
 Examiners report
Only a handful of candidates were able to work this problem through.
Significant hurdles for many included: failure to calculate the volume of the
wire (not just a radius/diameter confusion, a genuine inability to operate lπr2
convincingly), inability to include the charge on the electron correctly, and an
apparent misunderstanding of the operating equation with trigonometric
functions appearing out of the blue.

8e. The upper section of wire is adjusted to make an angle of 30° with the [3 marks]
lower section of wire. Outline how the reading of the balance will change,
if at all.

Examiners report
Many simply stated the answer without any rigorous explanation of the causal
links and therefore scored a generous one mark for what might have been
close to a guess (had the option of “no change” not been available).
 This question is in two parts. Part 1 is about the electrical and magnetic
characteristics of a loudspeaker. Part 2 is about vibrations and waves.
Part 1 Electrical and magnetic characteristics of a loudspeaker
The diagram shows the main features of a loudspeaker L. A current-carrying coil is
positioned within the magnetic field provided by a permanent magnet. The
diagram also shows the directions of the magnetic field and of the current in the
coil at a particular instant. The dust cap D prevents dust from blocking the gap
between the cardboard tube and the south pole of the magnet.

The coil consists of 150 turns, each of average diameter 2.5 cm. The magnetic
field of the permanent magnet has strength 0.40 mT. The peak current in the coil
is 0.45 mA.

9a. Identify, on the diagram, the direction of the force on the coil with the [2 marks]
current directions shown.
 Examiners report
[N/A]

9b. Calculate the maximum magnetic force acting on the coil. [3 marks]

Examiners report
[N/A]

9c. Explain, with reference to electromagnetic induction, the effect of the [3 marks]
motion of the coil on the current.

Examiners report
[N/A]
 This question is about electric and magnetic fields.
A proton travelling to the right with horizontal speed 1.6×104ms–1 enters a
uniform electric field of strength E. The electric field has magnitude 2.0×103NC–1
and is directed downwards.

10a. Calculate the magnitude of the electric force acting on the proton when [2 marks]
it is in the electric field.

Examiners report
This calculation was successfully done by the majority of candidates.
10b. A uniform magnetic field is applied in the same region as the electric [5 marks]
field. A second proton enters the field region with the same velocity as
the proton in (a). This second proton continues to move horizontally.
(i) Determine the magnitude and direction of the magnetic field.
(ii) An alpha particle enters the field region at the same point as the second
proton, moving with the same velocity. Explain whether or not the alpha particle
will move in a straight line.

Examiners report
bi) The magnitude of the magnetic field was often successfully calculated, but few candidates were able to identify the

direction. Most thought that it was in the opposite direction to the electric field, presumably confusing it with magnetic force.

bii) Many thought that it would carry on in a straight line but this was often based on spurious reasoning.

This question is in two parts. Part 1 is about simple harmonic motion (SHM) and
sound. Part 2 is about electric and magnetic fields.

Part 1 Simple harmonic motion (SHM) and sound

The diagram shows a section of continuous track of a long-playing (LP) record.
The stylus (needle) is placed in the track of the record.

As the LP record rotates, the stylus moves because of changes in the width and
position of the track. These movements are converted into sound waves by an
electrical system and a loudspeaker.
A recording of a single-frequency musical note is played. The graph shows the
variation in horizontal acceleration of the stylus with horizontal displacement.
11a. Explain why the graph shows that the stylus undergoes simple [4 marks]
harmonic motion.

Examiners report
It was rare to see all four marks awarded for statements of the requirements
of harmonic oscillation and recognition of these in the straight-line graph.
Candidates were generally happy to state that acceleration is directly
proportional to displacement and that the straight line through the origin
confirmed this. Correct statements with appropriate detail of the direction of
the force/acceleration were rarer and the negative gradient was not often
mentioned. Four marks were available and therefore candidates should have
recognised that four points were required.
11b. (i) Using the graph on page 14, show that the frequency of the note [5 marks]
being played is about 200 Hz.
(ii) On the graph on page 14, identify, with the letter P, the position of the stylus at
which the kinetic energy is at a maximum.

Examiners report
(i) This calculation was poorly done.
(ii) P – when it was marked on the graph at all – was either shown at the origin
(correct) or one extreme (incorrect) of the graph in about equal numbers.
 Sound is emitted from a loudspeaker which is outside a building. The loudspeaker
emits a sound wave that has the same frequency as the recorded note.
A person standing at position 1 outside the building and a person standing at
position 2 inside the building both hear the sound emitted by the loudspeaker.

A, B and C are wavefronts emitted by the loudspeaker.

11c. (i) Draw rays to show how the person at position 1 is able to hear the [4 marks]
sound emitted by the loudspeaker.
(ii) The speed of sound in the air is 330 m s−1 . Calculate the wavelength of the
note.
(iii) The walls of the room are designed to absorb sound. Explain how the person
at position 2 is able to hear the sound emitted by the loudspeaker.
 Examiners report
(i) Candidates are required to know the relationship between wavefronts and
rays and it was surprising that many completed the diagram with wavefronts –
and even these would not have gained much credit given the very poor
draughtsmanship in evidence. Few candidates bothered to read the question.
They failed to realise that all they were required to do was construct plausible
incident and reflected rays that would enable the observer at point 1 to hear
the sound.
(ii) There were many examples of correct evaluation of the wavelength of the
sound but far too many were unable to complete this simple task. Inversions
of the equation and mistakes in powers of ten and in rounding were common.
(iii) The usual phonetic spelling of “defraction” was observed. Examiners are
unlikely to give a benefit of the doubt to what might have been a phonetic
spelling or might equally have been confusion with “refraction” in this
particular case. Many candidates were able to spot that the sound was being
diffracted but an explanation of what diffraction is, in context, was much rarer.

11d. The arrangement in (c) is changed and another loudspeaker is added. [3 marks]
Both loudspeakers emit the same recorded note in phase with each
other.

Outline why there are positions between the loudspeakers where the sound can
only be heard faintly.
 Examiners report
[N/A]

Part 2 Electric and magnetic fields

Electrical leads used in physics laboratories consist of a central conductor
surrounded by an insulator.

11e. Distinguish between an insulator and a conductor. [2 marks]

Examiners report
Superficial answers were common. Candidates continue to ignore the mark
allocations for questions and therefore the number of independent points they
should mention in an answer. Here, most said that conductors contain free
electrons (or the reverse for insulators) but did not go on to discuss the role of
the free electrons in carrying charge or to relate the current to the existence of
an electric field across the conductor. Far too many gave answers of the
“conductors conduct well” variety that do not score marks.

11f. The diagram shows a current I in a vertical wire that passes through a [3 marks]
hole in a horizontal piece of cardboard.

On the cardboard, draw the magnetic field pattern due to the current.
 Examiners report
There are three elements to a good drawing of the magnetic field around a
long straight conductor: the concentric circularity of the lines, the direction of
the lines related to the direction of charge flow, and the increasing separation
between lines as the distance from the conductor increases. It was a rare
candidate who was able to convince the examiner with all three points. In
hindsight, the diagram could have been larger on the page. However,
candidates could have taken more trouble over their sketches which were
usually crude.

11g. (i) The diagram shows a length of copper wire that is horizontal in the [4 marks]
magnetic field of the Earth.

The wire carries an electric current and the force on the wire is as shown. Identify,
with an arrow, the direction of electron flow in the wire.
(ii) The horizontal component of the magnetic field of the Earth at the position of
the wire is 40μT. The mass per unit length of the wire is 1.41 × 10−4 kg m−2 . The
net force on the wire is zero. Determine the current in the wire.

Examiners report
(i) Many forgot that the sign rules involve conventional current and lost the
mark.
(ii) Few correct solutions were observed. This was a straightforward problem
involving one re-arrangement of a standard equation and the incorporation of
the weight of the conductor.
 This question is in two parts. Part 1 is about electric fields and radioactive decay.
Part 2 is about change of phase.
Part 1 Electric fields and radioactive decay

12a. Define electric field strength . [2 marks]

Examiners report
[N/A]

12b. A simple model of the proton is that of a sphere of radius 1.0×10–15m [2 marks]
with charge concentrated at the centre of the sphere. Estimate the
magnitude of the field strength at the surface of the proton.

Examiners report
[N/A]

6 –1
12c. Protons travelling with a speed of 3.9×106ms–1 enter the region [4 marks]
between two charged parallel plates X and Y. Plate X is positively
charged and plate Y is connected to earth.

A uniform magnetic field also exists in the region between the plates. The
direction of the field is such that the protons pass between the plates without
deflection.
(i) State the direction of the magnetic field.
(ii) The magnitude of the magnetic field strength is 2.3×10–4T. Determine the
magnitude of the electric field strength between the plates, stating an appropriate
unit for your answer.

Examiners report
[N/A]
12d. Protons can be produced by the bombardment of nitrogen-14 nuclei with [1 mark]
alpha particles. The nuclear reaction equation for this process is given
below.
14 N + 4 He → X + 11 H
7 2

Identify the proton number and nucleon number for the nucleus X.

Examiners report
[N/A]

12e. The following data are available for the reaction in (d). [3 marks]
Rest mass of nitrogen-14 nucleus =14.0031 u
Rest mass of alpha particle =4.0026 u
Rest mass of X nucleus =16.9991 u
Rest mass of proton =1.0073 u
Show that the minimum kinetic energy that the alpha particle must have in order
for the reaction to take place is about 0.7 Me V.

Examiners report
[N/A]
12f. A nucleus of another isotope of the element X in (d) decays with a half- [5 marks]
life T 1 to a nucleus of an isotope of fluorine-19 (F-19).
2

(i) Define the terms isotope and half-life.

(ii) Using the axes below, sketch a graph to show how the number of atoms N in a
sample of X varies with time t, from t=0 to t = 3T 1 . There are N0 atoms in the
2
sample at t=0.

Examiners report
[N/A]
 Part 2 Change of phase

12g. Water at constant pressure boils at constant temperature. Outline, in [2 marks]

terms of the energy of the molecules, the reason for this.

Examiners report
[N/A]

12h. In an experiment to measure the specific latent heat of vaporization of [4 marks]

water, steam at 100°C was passed into water in an insulated container.
The following data are available.
Initial mass of water in container = 0.300kg
Final mass of water in container = 0.312kg
Initial temperature of water in container = 15.2°C
Final temperature of water in container = 34.6°C
Specific heat capacity of water = 4.18×103Jkg–1K–1
Show that the data give a value of about 1.8×106Jkg–1 for the specific latent heat
of vaporization L of water.

Examiners report
[N/A]
12i. Explain why, other than measurement or calculation error, the accepted [2 marks]
value of L is greater than that given in (h).

Examiners report
[N/A]

13a. Define electric field strength . [2 marks]

Examiners report
(i) As this is worth two marks, candidates should see the signal that force per
unit charge is unlikely to gain full marks; and so it proved. Although a mark
was available for saying this there needed to be a reference to the charge
being a positive test charge.
13b. The diagram shows a pair of horizontal metal plates. Electrons can be [5 marks]
deflected vertically using an electric field between the plates.

(i) Label, on the diagram, the polarity of the metal plates which would cause an
electron
positioned between the plates to accelerate upwards.
(ii) Draw the shape and direction of the electric field between the plates on the
diagram.
(iii) Calculate the force on an electron between the plates when the electric field
strength has a value of 2.5 × 10 3 NC–1.
Examiners report
(i) G2 comments that the term ‘polarity’ was confusing to candidates proved
to be unfounded and nearly all candidates marked in a positive and negative
terminal – although the actual polarity was often incorrect.
(ii) With error carried forwards, the direction of the field was often correct but
the drawing often was below an acceptable standard with line of force not
bridging the plates, being very unevenly spaced and having no edge effect.
(iii) This calculation was almost invariably very well done.
13c. The diagram shows two isolated electrons, X and Y, initially at rest in a [8 marks]
vacuum. The initial separation of the electrons is 5.0 mm. The electrons
subsequently move apart in the directions shown.

(i) Show that the initial electric force acting on each electron due to the other
electron is approximately 9 × 10 –24N.
(ii) Calculate the initial acceleration of one electron due to the force in (c)(i).
(iii) Discuss the motion of one electron after it begins to move.
(iv) The diagram shows Y as seen from X, at one instant. Y is moving into the
plane of the paper. For this instant, draw on the diagram the shape and direction
of the magnetic field produced by Y.
Examiners report
(i) In another ‘show that’ question it was expected that candidates would use
Coulombs law and the data value for the electronic charge to give a value of
more than one digit; often this was not the case but otherwise this was
generally well done

(ii) Most candidates used their value for the force (or 9 x 10-24 N) and the
mass of the electron on the data sheet to calculate a correct value for the
acceleration.

(iii) This was an unusual opportunity for candidates to use Newton’s laws and
many did say that the acceleration would decrease with distance. Too often
they incorrectly believed that this meant that the electron would slow down –
it continues to accelerate but at an ever decreasing rate.

(iv) Clearly, this part represented a simplification of a complex situation but as

set up was not beyond the skills of most of the candidates. The electron
represents an instant in which a conventional current would leave the page
and the field at this instant would be that of concentric circles with an anti-
clockwise (counter-clockwise) direction. Many candidates did draw this but
diagrams were too frequently hurriedly drawn and of a poor standard.
 This question is about magnetic fields.
A long straight vertical conductor carries an electric current. The conductor
passes through a hole in a horizontal piece of paper.

14a. State how a magnetic field arises. [1 mark]

Examiners report
[N/A]
14b. On the diagram below, sketch the magnetic field pattern around the [2 marks]
long straight current-carrying conductor. The direction of the current is
into the plane of the paper.

Examiners report
[N/A]

This question is in two parts. Part 1 is about a lighting system. Part 2 is about a
satellite.
Part 1 Lighting system

15a. State Ohm’s law. [1 mark]

Examiners report
[N/A]
15b. A lighting system is designed so that additional lamps can be added in [8 marks]
parallel.

The diagram shows three 6V, 9W lamps connected in parallel to a supply of emf
6.0V and negligible internal resistance. A fuse in the circuit melts if the current in
the circuit exceeds 13A.
(i) Determine the maximum number of lamps that can be connected in parallel in
the circuit without melting the fuse.
(ii) Calculate the resistance of a lamp when operating at its normal brightness.
(iii) By mistake, a lamp rated at 12V, 9W is connected in parallel with three lamps
rated at 6V, 9W. Estimate the resistance of the circuit stating any assumption that
you make.
Examiners report
[N/A]
 This question is about motion in a magnetic field.
An electron, that has been accelerated from rest by a potential difference of 250
V, enters a region of magnetic field of strength 0.12 T that is directed into the
plane of the page.

16a. The electron’s path while in the region of magnetic field is a quarter [4 marks]
circle. Show that the
(i) speed of the electron after acceleration is 9.4×106ms−1.
(ii) radius of the path is 4.5×10−4m.

Examiners report
[N/A]
 16b. The diagram below shows the momentum of the electron as it enters [3 marks]
and leaves the region of magnetic field. The magnitude of the initial
momentum and of the final momentum is 8.6×10−24Ns.

(i) On the diagram above, draw an arrow to indicate the vector representing the
change in the momentum of the electron.
(ii) Show that the magnitude of the change in the momentum of the electron is
1.2×10−23Ns.
(iii) The time the electron spends in the region of magnetic field is 7.5 ×10−11s.
Estimate the magnitude of the average force on the electron.

Examiners report
[N/A]

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