Documente Academic
Documente Profesional
Documente Cultură
HSC Course
Stage 6
PHYHSC41270
XP005615
OTEN
Acknowledgments
This publication is copyright Learning Materials Production, Open Training and Education Network
Distance Education, NSW Department of Education and Training, however it may contain material from
other sources which is not owned by Learning Materials Production. Learning Materials Production
would like to acknowledge the following people and organisations whose material has been used.
All reasonable efforts have been made to obtain copyright permissions. All claims will be settled in
good faith.
Writer:
Richard Morante
Editor:
Julie Haeusler
Thomas Brown
Copyright in this material is reserved to the Crown in the right of the State of New South Wales.
Reproduction or transmittal in whole, or in part, other than in accordance with provisions of the
Copyright Act, is prohibited without the written authority of Learning Materials Production.
Learning Materials Production, Open Training and Education Network Distance Education,
NSW Department of Education and Training, 2001. 51 Wentworth Rd. Strathfield NSW 2135.
Contents
Module overview
Outcomes ........................................................................................... iv
Indicative time ......................................................................................v
Resources ............................................................................................v
Icons .................................................................................................. vii
Glossary ............................................................................................ viii
Introduction
ii
Module overview
Modern physics has taught us that the nature of any system cannot be
discovered by dividing it into its component parts and studying each
part by itself, since such a method often implies the loss of important
properties of the system. We must keep out attention fixed on the
whole and on the inter-connection between the parts. The same is true
of our intellectual life. It is impossible to make a clear cut between
science, religion, and art. The whole is never equal simply to the sum
of its various parts.
Max Planck (1858-1947)
This module looks at the benefits, realised and potential that can come
from intellectual curiosity of scientists doing basic research. Without
these discoveries the world would be a vastly different place.
The interaction of science and society is complete. One cannot develop
as rapidly or as successfully without the other. Past science has laid the
foundations for the social dividend all of us enjoy today and will most
probably benefit from in the future. Enjoy this module and take the time
to think of the benefits of scientific research you accept as a part of your
daily life.
Introduction
iii
Outcomes
The outcomes to which this module contributes are:
A student:
H1
H2
H3
H4
H5
H8
H9
H10
H11
H12
H13
H14
H15
H16
iv
Indicative time
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Q4=C=D679@4=C7NDC@678DF7C=E;5C=7<=667@58=7P9C7698=76@;:=?@6H
Resources
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C=E;5C=7D@@=?:D?A=7D@7D7NCDA@5AD<76=6659?7Q5@47F9;C7@=DA4=CH7734567567:;=7@9
@4=76N=A5D<56=:7?D@;C=79P78;A479P7@4=7=E;5N8=?@7D?:7@4=7N9@=?@5D<<F
4DSDC:9;67?D@;C=79P7698=79P7@4=7DA@5B5@5=6H
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@4=7V?@=C?=@7@97=?DG<=76=E;=?@5D<7A98N<=@59?79P7D<<7@4=7<=DC?5?>79;@A98=6
@C=D@=:75?7@456789:;<=75?7D7:56@D?A=7=:;AD@59?789:=H
Introduction
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a bar magnet
access to a photocopier.
a car
a weak acid
a woollen jumper
a polystyrene piece
an inflated balloon.
a ball
vi
a CD
liquid nitrogen
Icons
The following icons are used within this module. The meaning of each
icon is written beside it.
The hand icon means there is an activity for you to do.
It may be an experiment or you may make something.
Introduction
vii
Glossary
The following words, listed here with their meanings, are found in the
learning material in this module. They appear bolded the first time they
occur in the learning material.
viii
1-2-3 compound
absolute zero
analogous
Comparable in function.
anode
Positive electrode.
atom
basic research
BCS theory
bias voltage
capacitor
cathode
Negative electrode.
ceramic
coherent
In phase.
Introduction
Cooper pairs
covalent bonding
critical temperature
diamagnetic
drift velocity
electrical resistance
electron gun
excites
inductor
inert
Unreactive.
ion
Josephson junction
Kelvin scale
light reflection
microscope
maglev (magnetic
levitation)
ix
magnetic resonance
imaging (MRI)
median position
Meissner effect
negative electrode
n-type semiconductor
oscillating
paramagnetic
pixel
phosphors
photocathode
photoconductivity
photon
photoresist
photovoltaic cells
positive electrode
positive ion
p-type semiconductors
quantised
Introduction
raster scan
saturation current
standing wave
stopping potential
superconducting
magnetic storage
(SMES)
superconducting
quantum interference
device (SQUID)
superconductivity
temperature
threshold frequency
UV catastrophe
valence electrons
work function
xi
Physics
HSC Course
Stage 6
Contents
Introduction ............................................................................... 2
Discharge tubes ........................................................................ 4
Observing the phenomena ..................................................................4
Summary................................................................................. 31
Suggested answers................................................................. 33
Exercises Part 1 ................................................................... 39
Introduction
In the first part of this module you will learn about the history of the
development of the cathode ray tube. This simple device that had its
beginnings as a scientific curiosity and fundamental research tool has led
to the development of the communication device with arguably the
greatest impact on modern society in the 20th tubes are used is huge.
Its impact on our daily lives has been nothing short of amazing.
During the course of your learning in this part you will have
opportunities to learn to:
describe quantitatively
the force acting on a charge moving through
r
a magnetic field, F = qvB sinq
Discharge tubes
The discharge tube is a sealed glass tube that contains air at a greatly
reduced pressure to that of normal air pressure at sea level. The tube has
a positive electrode (anode) at one end and a negative electrode
(cathode) at the other.
When a large DC voltage is set up between the anode and cathode
strange glowing phenomena occur within the tube if the pressure within
the tube is low enough. The phenomena observed within a tube depend
largely on the air pressure within the tube.
Reduce the air pressure in the tube while having a large DC voltage
difference between anode and cathode at either end of the tube. The
voltage difference between the anode and cathode is usually set to at
least 2000 V. As the pressure is reduced in the tube a sequence of
glowing patterns can be observed.
Observations
50.0
5.0
0.1
A photograph of the equipment set up with the pressure in the tube set at
0.1 mm Hg is shown below.
A Geissler discharge tube with the pressure reduced to 0.1 mm Hg. The
anode or positive terminal is on the left. The cathode or negative terminal is on
the right. (Photo: Ric Morante)
The zones and light patches that appear in the discharge tube at around
0.1 mm pressure have been named as follows, in order from the cathode
to the anode:
to vacuum pump
00
20
If the pressure in the vacuum tube can be lowered to around 10-5 that of
normal air pressure or 0.01 mm Hg then the radiation from the cathode
fills the whole discharge tube and the sides of the tube take on a
luminous green glow.
Do Exercise 1.1. now.
They did not know the nature of the radiation in the discharge tube.
The cathode rays could push a free turning small paddle wheel up a
slight incline made with a pair of glass rods inside a cathode ray
tube. Because this was up hill it was, against the weight force due to
gravity.
This experiment showed that cathode rays carried energy and could
do work. This also didn't prove that cathode rays were either
particles or waves as it was recognised at the time that light waves
carried energy.
In 1886 Eugen Goldstein observed that a cathode ray tube with a cathode
fitted as a metal plate with holes drilled into it produced radiation that
travelled in the opposite direction to cathode rays as well as normal
cathode rays.
These rays travelled away from the anode toward the cathode and
overshot the cathode when there were holes drilled in it and into the tube
length behind the cathode.
10
These rays were called canal rays because they were more easily visible
after passing through holes or canals bored in the cathode plate. Later
these were found to be ions.
In 1890 Arthur Schuster was able to calculate the ratio of charge to mass
of the particles making up cathode rays (today known as electrons) by
measuring the magnetic deflection of cathode rays. His answer was not
correct but was able to show that the charge to mass ratio was three
orders of magnitude too small for the rays to be made of even the
smallest mass atom, hydrogen. In the same year Joseph John Thomson
first became interested in the discharge of electricity as cathode rays
through a gas at low pressure.
In 1892 Heinrich Hertz, a German scientist who was advocating
(incorrectly) that cathode rays must be some form of wave, was able to
show that the rays could penetrate thin foils of metal. He interpreted this
as supporting the wave hypothesis for cathode rays as a type of
electromagnetic wave. He did so because it was unclear how any solid
particles could penetrate the seemingly solid metal foil.
In the same year the scientist Philipp von Lenard developed a cathode ray
tube with a thin aluminum window that permitted the cathode rays to
escape from the discharge tube. This allowed the rays to be studied in
the open air at normal air pressure for the first time. Lenard, a highly
respected German scientist, predicted that cathode rays would be shown
to travel at the speed of light just as all electromagnetic radiation did.
In 1894 J J Thomson, an Englishman, announced that he had found the
velocity of cathode rays was much lower than that of light. He had
calculated a measured value of 1.9 x 107 cms-1. This is much lower that
the value 3.0 x 1010 cms-1 for light. This was a much lower value than
the prediction by Lenard of the velocity of the rays and cast doubt about
the hypothesis that cathode rays were an electromagnetic wave
phenomena.
To put the apparently extremely divergent opinion as to the nature of
cathode rays at this time in perspective it must be pointed out that there
was great rivalry between German and British cathode ray researchers.
The Germans favoured the explanation that cathode rays were a wave
phenomena like light. The British cathode ray researchers believed that
cathode rays were a particle phenomena. Research to discover the true
nature of cathode rays were a focus of active research around this time.
In 1895 Jean-Baptiste Perrin was able to show that cathode rays
deposited a negative electric charge where they impacted. This was a
major step in refuting Hertz's concept of cathode rays as a wave
phenomenon. This was because it was difficult to see how a form of
electromagnetic radiation could generate a negative charge. He
suggested that the cathode rays were particles.
11
12
13
Procedure
1
Set up the equipment as shown in the figure below with the Crookes
tube containing the Maltese cross.
cathode rays
vacuum tube
anode
A sketch showing the details of the vacuum tube containing a Maltese cross
photographed above.
Look at the end of the tube that is furthest from the cathode.
Note what you see in the space below.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
14
Set up the Crookes tube with the glass paddle wheel in it as shown
in the figure following. Do not switch on the electrical power to the
circuit.
cathode
Ensure that the tube is set up on a level surface. This is so that the
cathode rays will hit the paddle wheel such that the only grade the
wheel has to climb is due to the glass rails in the tube.
Turn on the electricity and observe the effect of the cathode rays on the
paddle wheel. Describe that effect in the space below.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
15
A cathode ray beam that has been deflected at 90 by the south pole of a bar
magnet when it is placed next to the beam as shown. (Photo: Ric Morante.
Hand: Tim Reid)
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}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}
}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}}
~
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16
q is the angle between the magnetic field and the velocity of the positive
charge. The direction of the force is most easily determined using the
right hand palm rule. This rule is demonstrated in the figure following.
17
F
~
B
~
The three vectors
r r
r
F, B, and v are at right angles to each other.
The labels on the hand show the relationship. Knowledge of any two of the
vector directions enables the determination of the third vector direction using
this rule.
F
~
B
~
The relationship of the vectors to each other is as shown in the figure above.
18
particle path
qv sin
v cos
B
~
v
The path followed by a negative particle entering a magnetic field. Note the
path ends up following a circular spiralling track. Note the direction of the v
must be reversed because this particle is negative. The rule applies to a
positive particle but can be used when dealing with electrons or negative
particles if the v direction is reversed.
particles track
F
~
B out of
~
the page
q
m
The path a positive particle takes after entering a magnetic field. Note the
direction of the v is as per the rule shown above.
r mv 2
F=
r
2
r
Therefore, mv = Bqvr for the positive particle moving in the magnetic
r
field.
19
r r
You may recall that force is F = Eq from your learning in the
preliminary module Electrical energy in the home.
This force accelerates the charge in the direction of the electric field.
The initial motion or velocity component in the direction between the
charged plates does not change because there is no force acting on the
charge in that direction. This is similar to the constant horizontal
component of velocity in projectile motion you learned about in the
module Space.
20
r
r V
This is represented in the equation E = .
d
The field between charged plates. The plate at the top is positive. The plate at
the bottom is negative.
To what is the electric field strength between the two plates due?
Use the terms: point charge, positive charge, negative charge, and
oppositely charged parallel plates in your answer.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
21
22
tube edge
screen
electron gun
1.5 cm
Calculate:
a) The force applied to the electron by the electric field between
the plates.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
23
24
Karl Braun invented a cathode ray tube with a fluorescent screen making
up one end of the tube in 1897. Shortly after this, Thomson used this
technology to perform a series of experiments to determine the true
nature of the cathode rays.
Thomsons experiment
Thomson's purpose for performing his experiments were clearly outlined
in the scientific paper he wrote in 1897. He wrote:
The most diverse opinions are held as to these rays; according to the
almost unanimous opinion of German physicists they are due to some
process in the aether to which inasmuch as in a uniform magnetic
field their course is circular and not rectilinear no phenomenon
hitherto observed is analogous: another view of these rays is that, so
far from being wholly aetherial, they are in fact wholly material, and
that they mark the paths of particles of matter charged with negative
electricity.
25
If the cathode rays were deflected with a magnetic field so that they did
not pass through the holes there was no charge detected by the
electroscope.
J J Thomson was the first person to succeed in deflecting the cathode ray
with an electrical field. This was necessary to show that cathode rays
were themselves negatively charged and not just producing some hitherto
unknown effect of causing objects they struck to become negatively
charged. He did this in 1897 using the apparatus shown in the figure
below.
26
Thomson was essentially describing the electron for the first time.
Having established that cathode rays were negatively charged particles,
Thomson analysed his data to determine exactly what these particles
were. At this point it is important you understand that no subatomic
particles were known to exist.
To investigate the particles making up the cathode ray Thomson made
measurements of the charge to mass ratio of cathode rays. Thomson's
method used both the electrostatic and magnetic deflection of the cathode
rays to determine the charge to mass ratio for the particles that made up
the cathode rays.
The apparatus shown following could be set up so it also included a
magnetic field that could be created perpendicular to both the electric
field and the trajectory of the cathode rays. That is the magnetic field
was parallel to the two electrode plates D and E. The magnetic field was
produced by current carrying coils on either side of the electric plates D
and E.
27
The size of the current in the coils and the shape of the coils enabled the
accurate calculation of the size of the magnetic field produced between
the coils.
+
d
c
The method Thomson used to calculate the charge to mass ratio of the
electron was as follows.
l
v
28
This centripetal force was due to the effect of the magnetic field
r r r
( F = Bqv ). Equating these two forces leads to the relationship:
r r mvr 2
.
Bqv =
r
Rearranging and simplifying the equation lead to the relationship:
r
q
v
= r
m Br
Thomson then set up a situation where the beam of cathode rays
simultaneously passed through both a deflecting force due to the electric
r
r
r
field E and a magnetic field B in the same region. Thomson adjusted B
so that the beam was undeflected. Thus, the magnetic force was equal to
the electrostatic force.
qvB = qE or v = E/B.
Since, both E and B were known or calculable quantities this enabled the
velocity of the beam to be determined.
r
q
v
Each of the quantities v, B and r in the expression:
= r was able to
m Br
be measured or could be calculated so the charge to mass (q/m) or mass
to charge (m/q) ratio could be determined.
The two formulas above could not give either the charge or the mass of
the cathode ray particle that eventually became known as the electron.
All Thomson knew was that the q/m ratio was around 1800 times larger
than the values for hydrogen ions. The only conclusions possible were
that the electron was carrying a charge 1800 times bigger than a
hydrogen ion (proton) or that the electron was around 1800 times less
massive.
Thomson then performed a series of relatively inaccurate experiments to
determine the charge on the electron and found it to be approximately the
same as that on a hydrogen ion. This convinced him that the mass of an
electron was in all likelihood around 1800 times less massive than the
mass of a hydrogen ion.
To try a simulation of Thomsons experiment or view a movie of the
experiment see sites on the physics website page at:
http://www.lmpc.edu.au/science
After reading about Thomson's experiments to determine the charge to mass
ratio of the electron prepare your own summary of what Thomson actually
did as a list of points with subheadings as indicated in the scaffold below.
29
30
Summary
Gas discharge tubes were invented when the air pump could evacuate the
air well enough to allow the gas in the tube to conduct an electric current.
The phenomenon that appears in gas discharge tubes is pressure
dependent. Some of the features that occur include:
_________________________________________________________
_________________________________________________________
_________________________________________________________
A systematic study of Crookes tubes showed the behaviour of cathode
rays that were evidence that the rays were both of a wave like character
and a particle like character.
The evidence for a wave nature was:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
The evidence for a particle nature was:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
The formula to describe the force acting on a moving charge in a
magnetic field is:___________________________________________
The formula to describe the effect of an electric field on a charge
between two parallel charged plates is: _________________________
31
32
Suggested answers
lum
iv
sit
iat
str
o
dp
o
ec
Faradays
dark space
Crookes
dark space
cathode glow
cathode
to vacuum pump
negative glow
00
20
33
It was shown that cathode rays could push a small paddle wheel
up an incline, against the force of gravity. This demonstrated
and proved that the cathode ray carried energy and could do
work.
2
Features suggesting cathodes rays
were waves (before 1897)
34
You should have seen the paddle wheel being caused to turn and roll
up slope. This shows the particles making up the cathode rays must
have some momentum to transfer to the paddle wheel.
The cathode beam is deflected toward the north magnetic pole of the
bar magnet.
A cathode ray beam being deflected at 90 down by the north pole of a bar
magnet when it is in front as shown. (Photo: Ric Morante. Hand: Tim Reid.)
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@;G=76A5=?@56@7A9;<:7NC=NDC=7D?:7G;5<:7@4=7@;G=67Q5@47C=<D@5B=7=D6=
D?:79?A=7@4=F7Q=C=76=D<=:7;?:=C7BDA;;87@4=7=JN=C58=?@67A9;<:7G=
;?:=C@DK=?79B=C765>?5P5AD?@7<=?>@4679P7@58=H
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@9QDC:7@4=7?=>D@5B=7N<D@=H777?=>D@5B=<F7A4DC>=:7N95?@7A4DC>=7Q5@4
=JN=C5=?A=7D7P9CA=7N;645?>75@7@9QDC:7@4=7N965@5B=<F7A4DC>=:7N<D@=H
34=7P5=<:7Q5<<7C=6;<@75?7D7P9CA=7@4D@7Q5<<7;?5P9C8<F7DAA=<=CD@=7@4=
N95?@7A4DC>=7@9QDC:7@4=7?=>D@5B=7N<D@=H
V
d
100
!
0.1
= 1000 NC -1
E =
R5?A=7@4=7=<=A@C5A7P5=<:76@C=?>@47567;?5P9C87G=@Q==?7@4=7N<D@=67=JA=N@
?=DC7@4=7=:>=67@4=7N9@=?@5D<7:5PP=C=?A=7AD?7G=7AD<A;<D@=:7658N<F7D6
P9<<9Q6H
V = Evd
= 1000 v 0.05
= 50 V
35
a)
F = Eq
= 1 NC-1 -1.6 10 -19 C
= -1.6 10 -19 N
F
m
-1.6 10 -19
=
6.31 10 -31
= -2.54 1011 ms-2
b)
a=
c)
t =
The time the electron takes to reach the screen 0.2 m away is:
0.2
10 0000
= 0.000002 s
t =
In that time the electron will travel toward the positive plate
with a velocity of 1270 ms-1.
r = vt
= 1270ms-1 0.000002 s
= 0.00254 m
36
Thomsons experiment
What did Thomson want to do?
Determine the charge to mass ratio on the particles making up cathode
rays.
How did Thomson carry out his investigations?
He used a discharge tube and equated the effect of external electric and
magnetic fields of known strength to enable him to determine all
unknown quantities he needed to measure in order to determine the q/ m
ratio of cathode ray particles.
What did Thomson eventually find?
The q/m ratio of a particle that was 1800 times larger than that of a
hydrogen nuclei. That particle eventually became known as the electron.
Thomson had discovered the first known subatomic particle.
37
38
Exercises Part 1
Name: _________________________________
Exercise 1.1
The figure below shows a discharge tube. Look at the striation patterns
visible in the tube and give an estimate of the pressure within the tube.
Explain your answer by referring to the names of the striations visible in
the sketch of the tube.
lum
iv
sit
iat
str
o
dp
o
ec
Faradays
dark space
Crookes
dark space
cathode glow
cathode
to vacuum pump
negative glow
00
20
39
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Exercise 1.2
a)
List the observed cathode ray behaviour that were typical of particles
and those typical of waves prior to 1897.
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b) Explain why this behaviour would have led to debate as to the nature
of cathode rays.
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Exercise 1.3
What properties of cathode rays are demonstrated by discharge tubes:
a)
40
Exercise 1.4
Imagine you were to bring the north pole of a bar magnet next to a
cathode ray tube where the cathode was located on the left of the page
and the anode on the right. Which way would the cathode beam deflect?
Explain your answer with a diagram.
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41
Exercise 1.5
An electron (-1.6 10-19 C) is moving between two parallel oppositely
charged plates that create an electric field strength of 100 NC-1. What is
the size of the force acting on the charge and in which direction is the
force acting?
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Exercise 1.6
Calculate the force acting on a electron entering a magnetic field of 4 T
at 90r to the magnetic field if the velocity of the electron at entry was
2000 ms-1.
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Exercise 1.7
Describe the path taken by an alpha particle (positively charged) as it
passes between the poles of a large horseshoe shaped magnet. The alpha
particle enters the magnetic field at 90r. Explain your answer with a
diagram.
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42
Exercise 1.8
A proton with a charge of 1.610-19 C travelling with a velocity of
106 ms-1 enters a magnetic field at an angle of 30r to the direction of the
magnetic field. The magnetic field strength is 0.5 T. Calculate the
magnitude of the force acting on the proton.
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Exercise 1.9
a)
b) Will the direction of action of the force in the example above remain
constant throughout the passage of the proton through the magnetic
field? Explain your answer.
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43
Exercise 1.10
Explain why Thomson was able to determine the charge to mass ratio in
his famous experiment using cathode rays but could not measure the
mass nor the charge by themselves accurately.
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44