The Electronvolt

• At the atomic level

• 1ev = 1.6 x 10-19J
 The Photon Model – Exam Question (8 marks)
• One light is ‘dim’, one light is ‘bright’. Speculate on the Physics behind this
 The Photon Model – Exam Question (8 marks)
• Both emit electromagnetic radiation (1) some of which is visible light (1) some of
which is infra-red (1) Temperature of bright bulb is higher (1)
• Wien’s displacement law (1) Peak frequency of ‘bright’ bulb is higher (1)
• Bright light is more intense (1) More photons per second for each wavelength (1)
• At a specific wavelength, an individual photon has the same energy (1) but more are
emitted per second in the bright light (1)
The Photon Model – Experimental Data
Light Bulbs
 The Photon Model – Intensity – Group Task
• What do we mean by higher intensity?
The Photon Model – Intensity
• More intensity = More photons per second

• Higher frequency = Each photon has

greater energy E = hf
 Metals – Pairwork Task
What’s happening at room temperature?
Metals – Let’s Look!
 Metals – Pairwork Task
• Peak frequency of radiation = infra-red
• Infra-red photons emitted
 Metals – Pairwork Task
What’s happening at 1000K + ?
 Metals – Pairwork Task
• Emitting photons of infra-red AND visible light
• Peak Frequency shifts with ‘T”
 Remember – Energy of a Photon
• E = hf
• A photon of UV light has more energy than one of visible
 Calculating - Energy of a Photon
Calculate the energy of a photon of yellow light with a frequency of 5.25 x
1014HZ. Give the energy in joules and electron volts.

• Planck’s constant = 6.63 x 10-34 m2kg/s

• 1ev = 1.6 x 10-19J
 Calculating the Energy of a Photon
Calculate the energy of a photon of yellow light with a frequency of 5.25 x 1014HZ. Give the energy
in joules and electron volts.

• Planck’s constant = 6.63 x 10-34 m2kg/s

• 1ev = 1.6 x 10-19J

∆E = hf = (6.63 x 10-34 J.s) x (5.25 x 10-14 s-1) = 3.48 x 10-19 J

𝟏𝒆𝑽
= 3.48 x 10-19 J = 2.18 eV
𝟏.𝟔𝟎 × 𝟏𝟎 𝟏𝟗 𝑱
 Photoelectric Effect
• This is a difficult topic
• Let’s look at how this phenomenon relates to the photon model…
 Photoelectric Effect
• Sometimes when a beam of light hits a metal, electrons are ejected
 Photoelectric Effect
• Different beams of light produce different effects
 Photoelectric Effect - Lab Experiment
• Light is shined onto metal plate
• Ammeter measures current
 Classical Physics Predicted
1. Any frequency of light should eject electrons
2. …If enough energy is supplied over a time period
3. There should be a time lag
4. Kinetic energy should increase with intensity
 Classical Physics Predicted
• So let’s play around and see what happens….
 The Scientific Method
In Science, we start with basic observations, then build up
 Photoelectric Effect – Basic Observations
• Some beams produce no current
• Some beams produce a current
 Photoelectric Effect – Basic Observations
• Some beams produce a small current
• Some beams produce a big current
 PhET
• Let’s play around on our simulation
 Photoelectric Effect – General Observations
• ‘Bright’ infrared light beams shining for a long time = no current
• ‘Dim’ white light beams shining = a current
• PhET
 A Visual Example – Sodium
• Let’s look at an example: Sodium
Remember!
• Science: We observe first, and build models after
 Photoelectric Effect – Sodium Observations
• Dim/Normal Red Lamp – No current
• No photoelectric effect observed
• PhET
 Photoelectric Effect – Sodium Observations
• Bright Red Lamp – No current
• No photoelectric effect observed
• PhET
 Photoelectric Effect – Sodium Observations
• And even after a long time
• No current!
• PhET
 More Sodium Observations
• Dim Yellow/White Lamp –Current PhET
• Photoelectric effect observed
 More Sodium Observations
• Bright Yellow/White Lamp –Current (High Kinetic Energy) PhET
• Photoelectric effect observed, even more!!
 More Sodium Observations
• Increasing the intensity = increased current PhET
Classical Physics
These observations aren’t matching classical predictions….
 Be Careful
• What is a current?
 First Conclusions
• Let’s build from here
 First Conclusions
• We need a minimum frequency to get a current
• Then that current can be increased, with more intensity
 Relation to the Photon Model
• Energy is not being absorbed continuously.
•It’s ‘not building up’ over time to release electrons
 Relation to the Photon Model
• It’s quantized. We require each packet to have enough energy
 Analogy
• We can’t fill up the required energy like a glass of water
• We need exactly 500ml to release that electron (or more)
 Remember
• A metal emitting photons of light back out, or ejecting electrons
• These are two different things!
 Threshold Frequency
• The minimum frequency of light required to eject an electron
 Wait
• Think about that for a moment

• “The minimum frequency of light

required to eject an electron”
 Threshold Frequency
• The minimum frequency of light required to eject an electron

Both give no Effect

Both give effects

 More thinking
• Even if that red light is bright, and shines for hours
• No photoelectrons!
 Observation
• Intensity of light is ultimately not what causes emission. It’s frequency
 Conclusion
• Below a certain frequency, zero electrons will be ejected by the light
PhET
 Conclusion
• Even if the low frequency light is really bright! (Intense!)
 Conclusion
• Even if we leave it on for ten days
 In everyday language….
• The energy supplied by the light can’t ‘build up’ over time and eject
electrons
 In everyday language….
• This suggests light better fits a ‘particle’ model.
 In everyday language….
• Each ‘particle’ needs to have a minimum energy to knock out electrons
 Classical Physics – Wrong!
• Any frequency of light should eject electrons - Nope
• …If enough energy is supplied over a time period - Nope
• There should be a time lag - Nope
 Experimental Development
• So let’s locate that threshold frequency…
 Experimental Development
• The frequency that gives a detectable current
 Threshold Frequency - Examples
• For sodium – Around 5.50 x 1014Hz (Wavelength of 545nm) - Visible
 Experimental Development
• Now let’s keep frequency, and play around with intensity
 A Question
• Should I keep it at threshold frequency, or choose a higher one?
 Experimental Development
• Let’s keep frequency constant, and play around with intensity PhET
 Experimental Measurement
We measure the current, for different intensities…
 Experimental Measurement
In Science, we plot results, then make models
 Experimental Measurement
• Current increases with intensity
• But only if the light is above threshold frequency
Remember: The Photon Model
• There’s more photons per second
with the correct amount of energy

• So more ‘kicking out’ electrons per

second
Remember: The Photon Model
• Instead of ten cannonballs. I have
twenty
 A thinking Question
• Let’s swap

• What if we keep intensity constant,

but change frequency?
 Remember!
• Let’s do it Phet
Remember - The Photon Model
• Same number of photons per second

• But each one has more energy

• E=hf
Remember: The Photon Model
• Before we were throwing cannon balls

• Now we’re throwing grenades

 The Photon Model
• Where does a photon’s energy go?
 The Photon Model More on this later
• Part 1 – to release the electron
• Leftover – to the kinetic energy of the released electron
 Conservation of Energy
• Energy from the photon -> goes to the electron
 The Model
• Now we look at the data, to build our model further
 Conclusion
• You get more photoelectrons with
• Higher intensities - There are more photons to kick electrons
 Conclusion
• You get more energetic photoelectrons with
• Higher frequency - Each photon has more energy
 Photon Model of Light
• Each photon needs a minimum frequency to eject an electron
• But more photons = more ejections per second
Photoelectric Effect – Visualization
 Analogy – For a confusing topic
• There is a brick wall
 Analogy
• How many beach balls are needed to make holes in the wall?
 Analogy
• It’s not going to happen. They’re too light
 Analogy
• What about cannon balls?
 Analogy
• Just one could make a hole!