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A Level · Cambridge (CIE) · 9702

Sketch and interpret binding energy per nucleon

Describe the broad shape of binding energy per nucleon against nucleon number and use it to compare nuclear stability.

Nuclear physics pathway · Cambridge 9702 A Level · 23.1

A Level · Cambridge International Physics 9702, 2025–2027 syllabus. The Topic 23 outcomes were also checked against Cambridge’s 2028–2030 syllabus, which reports no significant teaching changes. Online practice is self-checked and cannot replace supervised practical work, full timed assessment or human subject-teacher review.

Before you begin

  • Use scientific notation, SI units, proportional reasoning and the particle numbers in nuclide notation.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What belongs on the horizontal axis for the binding-energy-per-nucleon curve?

What you will learn

  • Sketch binding energy per nucleon against nucleon number
  • Describe the rise for light nuclei, broad maximum around medium-mass nuclei and slow fall for heavy nuclei
  • Compare average binding per nucleon from a supplied graph

Read the axes before describing the curve

Put nucleon number A on the horizontal axis and binding energy per nucleon on the vertical axis. The curve rises steeply for the lightest nuclei, reaches a broad maximum among medium-mass nuclei, then decreases gradually for the heaviest nuclei.

A sketch needs the overall trend and a labelled maximum region; it does not need invented point-by-point data. Read numerical values from a supplied graph only to its stated precision.

Greater binding per nucleon indicates tighter average binding

Binding energy per nucleon is the total nuclear binding energy divided by A. A larger value means more energy per nucleon would be needed, on average, to separate that nucleus into individual nucleons.

When a reaction moves products toward a higher binding energy per nucleon, the products are more tightly bound. Whether energy is released depends on the total binding energy of all reactants and products, not just the height of one point on the graph.

Pause and explain

Which curve shape is expected for binding energy per nucleon?

Put the idea to work

Worked example

A graph shows nuclei X and Y with binding energies per nucleon 7.2 MeV and 8.1 MeV. Which is more tightly bound on average?

Show the worked solution
  1. Read both values from the same vertical scale.
  2. Compare 8.1 MeV per nucleon with 7.2 MeV per nucleon.
  3. The greater value means more energy per nucleon is needed to separate the nucleus.

Answer Y is more tightly bound on average.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Sketch the expected binding-energy-per-nucleon curve from A = 1 to A = 240 and label both axes.

Give me a hint

Show the broad trend rather than trying to reproduce exact data.

Compare my reasoning
  1. Label the horizontal axis nucleon number A.
  2. Label the vertical axis binding energy per nucleon.
  3. Draw a steep initial rise, a broad maximum near medium mass, and a gradual decline toward heavy nuclei.

A rising curve to a broad medium-mass maximum followed by a slow fall.

Look for these in your work

  • Correct axes
  • Steep rise for light nuclei
  • Maximum then gradual fall
2 · Independent

A supplied graph gives 8.4 MeV per nucleon for nucleus P and 7.6 MeV per nucleon for Q. Compare their average binding.

Give me a hint

Use the same graph scale and compare the values per nucleon.

Compare my reasoning
  1. P has the larger plotted value: 8.4 MeV per nucleon.
  2. A higher value corresponds to more energy required per nucleon to separate the nucleus.
  3. Therefore P is more tightly bound on average.

P is more tightly bound per nucleon.

Look for these in your work

  • Compares the per-nucleon values
  • Interprets higher binding energy
  • States the comparison
3 · Transfer

A student says that a product nucleus with greater binding energy per nucleon always means the reaction released energy. What extra comparison is required?

Give me a hint

Compare total binding energy for all reactants with total binding energy for all products.

Compare my reasoning
  1. A per-nucleon value is an average, not the total energy change.
  2. Find each nucleus’s total binding energy by combining its per-nucleon value with its nucleon number.
  3. Compare the total binding energies on the two sides.

Compare total binding energy of all products with total binding energy of all reactants.

Look for these in your work

  • Recognises the per-nucleon average
  • Uses nucleon number to find totals
  • Compares both reaction sides

Common mistakes

  • Putting nucleon number on the vertical axis
  • Drawing a straight rising line that never turns over
  • Claiming a reaction releases energy from one product’s binding-energy-per-nucleon value alone
Recall without your notes

What can you explain now?

What belongs on the horizontal axis for the binding-energy-per-nucleon curve?

Compare with the explanation

Nucleon number

The required variation is against nucleon number.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

What does a higher binding energy per nucleon tell you about average nuclear binding?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Physics

Course scope and assessment

One hundred and sixty-two original lessons cover all 12 published subject-content outcomes in Topic 1 (sections 1.1–1.4), all nine outcomes in Topic 2 (section 2.1), all 13 outcomes in Topic 3 (sections 3.1–3.3), all 13 outcomes in Topic 4 (sections 4.1–4.3), all 11 outcomes in Topic 5 (sections 5.1–5.2), all 10 outcomes in Topic 6 (sections 6.1–6.2), all 16 outcomes in Topic 7 (sections 7.1–7.5), all 12 outcomes in Topic 8 (sections 8.1–8.4), all 15 outcomes in Topic 9 (sections 9.1–9.3), all 16 outcomes in Topic 10 (sections 10.1–10.3), all 18 outcomes in Topic 11 (sections 11.1–11.2), all seven outcomes in Topic 12 (sections 12.1–12.2), all 12 outcomes in Topic 13 (sections 13.1–13.4), all eight outcomes in Topic 14 (sections 14.1–14.3), and all nine outcomes in Topic 15 (sections 15.1–15.3), plus all four outcomes in Topic 16 (sections 16.1–16.2), and all ten outcomes in Topic 17 (sections 17.1–17.3), plus all 12 outcomes in Topic 18 (sections 18.1–18.5), all nine outcomes in Topic 19 (sections 19.1–19.3), all 19 outcomes in Topic 20 (sections 20.1–20.5), and all eight outcomes in Topic 21 (sections 21.1–21.2), and all 17 outcomes in Topic 22 (sections 22.1–22.4), and all 13 outcomes in Topic 23 (sections 23.1–23.2), and all 16 outcomes in Topic 24 (sections 24.1–24.3), and all 11 outcomes in Topic 25 (sections 25.1–25.3), of the 2025–2027 syllabus. Each lesson has guided, independent and application practice with explained answers. All 25 syllabus topics now have mapped teaching and practice; the 2028–2030 changes outside Topics 23–25 still need reconciliation. Online study cannot demonstrate supervised Paper 3 laboratory competence. Paper 5 planning and analysis, full timed cumulative assessment and human subject-teacher review remain outstanding.

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