Photoelectric Effect Experiment Lesson Series

Student Worksheets

Contents

Photoelectric Effect - Part One: Replicating the Experiment worksheet

Photoelectric Effect - Part One: Review worksheet
Photoelectric Effect - Part Two: Data Collection worksheet
Photoelectric Effect - Part Three: Final Assessment worksheet
Photoelectric Effect - Part Three: Final Assessment scoring rubric
 Name _______________________________

Period _______________________________

Photoelectric Effect Part One: Replicating the Experiment

Follow the directions and answer the questions below using the PhET Photoelectric Effect
simulator. Do not adjust any variables of the simulator until specifically asked to do so.

First, set the simulator to a wavelength of 400 nm using the slider at the bottom of the
gray window.

Then, click the box on the right for Electron energy vs. light frequency to access the
graph for these values.

Next, vary the light intensity from between 0% and 100% using the slider at the top of
the gray bar. (Electrons should begin to flow from the metal once the intensity is greater
than zero.)

Does the graph show any change in electron energy level with a change in light
intensity?

Do you notice any other changes when you adjust the light intensity?

Now, set the simulator to a wavelength of 600 nm.

How did the change in wavelength affect the electron energy level?

What effect does changing the light intensity have on the electron energy level?

Does the data you just collected support the original expectations of classical physicists
regarding the reasons for the Photoelectric Effect? Why or why not?
 Name _______________________________

Period _______________________________

Photoelectric Effect Part One: Review

1. Complete the diagram by labeling the parts of a wave.

(b) (c)

(a)

(d)

2. What is the term used for the inverse of term (b)?

3. In your own words, describe the photoelectric effect.

4. Based on the information you have been given so far, which part of the wave do you think
will be proven to be the key factor in producing the photoelectric effect?
 Name _______________________________

Period _______________________________

Photoelectric Effect Part Two: Data Collection

Use the online PhET Photoelectric Effect simulator to collect the following sets of data.

Simulation Electron Energy

Metal Target Wavelength Light Intensity Current (amps)
Number (eV)
1 Sodium 150 nm 50%
2 Sodium 150 nm 100%
3 Sodium 350 nm 50%
4 Sodium 350 nm 100%
5 Sodium 550 nm 50%
6 Sodium 550 nm 100%
7 Zinc 200 nm 100%
8 Zinc 200 nm 100%
9 Zinc 350 nm 100%
10 Copper 200 nm 100%
11 Platinum 200 nm 100%
12 Calcium 200 nm 100%

What happens to electron energy as light intensity increases with a constant wavelength and target
surface?

What happens to electron energy as light wavelength increases with a constant target surface?

What happens to electron energy when light at the same wavelength is shone on zinc and copper target
surfaces?
Based on your observations of the simulator, which variable seems to be directly affected by the
number of electrons emitted from the target surface?

Which variable seems to be directly affected by the speed of the electrons emitted from the target
surface?

What is the relationship between light intensity and electric current with a constant light wavelength
and target surface?

Find the approximate maximum wavelength for each target surface where electron energy is greater
than zero.

Sodium _______ nm Copper _______ nm

Zinc _______ nm Platinum _______ nm

Based on the data collected, what do you think is the determining factor in the transfer of energy from
light wave to electron?
 Name _______________________________

Period _______________________________

Photoelectric Effect Part Three: Final Assessment

1. Summarize Einsteins explanation for the results of the Photoelectric Effect experiment. Include
an explanation of the dual nature of light.

2. Using the chart below and the PhET Photoelectric Effect simulator, create a set of data points
designed to prove or disprove Einsteins explanation for the Photoelectric Effect. (Minimum of 6
simulation runs.) When setting up your chart, consider the key factors in Einsteins discoveries,
as well as the need to control for certain variables over a series of simulation runs.

Simulation Electron Energy

Metal Target Wavelength Light Intensity Current (amps)
Number (eV)
3. Did the data you collected for Question #2 support Einsteins explanation for the Photoelectric
Effect? Why or why not?

4. Create a graph of electron energy vs. light wavelength using information collected from the PhET
simulator. Your graph should consist of data points from a minimum of five simulation runs and
use one metal target surface throughout. Be sure to properly label your graph. (Electron energy
can be found using the Electron energy vs. light frequency graph available on the simulator.)

5. How did Einsteins explanation of the Photoelectric Effect change the world of physics? Include
a brief explanation of quantum mechanics.
Photoelectric Effect Part Three: Final Assessment
Scoring Rubric

1. 3 points 2 points 1 point 0 points

Student mostly
Student responds, but
Student accurately answers question
explanation
and completely with a few
incomplete/filled with Student did not
answers question. errors/omissions.
errors. Dual nature of respond to
Dual nature of light Dual nature of light
light is either not question.
is properly is mentioned, but mentioned or
explained. not clearly incorrectly explained.
explained.

2. 3 points 2 points 1 point 0 points

Student produced
Student data
accurate and Student data
contains many
relevant data, contains a few Student did not
errors and
correctly following errors. Some complete data
inconsistencies.
all protocol and procedures not collection.
Proper procedures
procedures from followed correctly.
not followed.
directions.

3. 2 points 1 point 0 points

Student responds to
question
thoughtfully and Student response Student did not
clearly states inadequate and/or respond to
whether results unclear. question.
agreed or disagreed
with Einstein.

4. 3 points 2 points 1 point 0 points

Student produced
Student graph
accurate and Student graph
contains many
relevant graph, contains a few
errors and Student did not
correctly following errors. Some
inconsistencies. complete graph.
all protocol and procedures not
Proper procedures
procedures from followed correctly.
not followed.
directions.
5. 3 points 2 points 1 point 0 points
Student responds,
Student mostly
but explanation
Student accurately answers question
incomplete/filled
and completely with a few
with errors. Student did not
answers question. errors/omissions.
Quantum mechanics respond to
Quantum mechanics Quantum mechanics
is either not question.
is properly is mentioned, but
mentioned or
explained. not clearly
incorrectly
explained.
explained.

Total Points: _______ / 14