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A Level · Cambridge (CIE) · 9702

Trace PET tracers and positron–electron annihilation

Follow a radioactive tracer through β⁺ decay and explain the creation of two oppositely directed gamma photons.

Medical physics pathway · Cambridge 9702 A Level · 24.3

A Level · Cambridge International Physics 9702, 2025–2027 syllabus. Topic 24 was checked against Cambridge’s 2028–2030 syllabus; the other remaining syllabus-year changes are still being reconciled. Online study supports the theory but cannot replace supervised practical work, full timed assessment or human subject-teacher review.

Before you begin

  • Use exponential functions, wave speed, energy conservation and SI units; convert between joules and electronvolts when required.

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

Quick readiness check

What particle is emitted by β⁺ decay?

What you will learn

  • Describe the role of a radioactive tracer in PET
  • Identify a β⁺ tracer
  • Explain positron–electron annihilation using conservation of mass–energy and momentum
  • Describe the two-photon outcome

A tracer highlights tissue activity

A tracer contains radioactive nuclei. It is introduced into the body and absorbed by the tissue being studied, so its distribution indicates where that tissue is active.

PET uses a tracer that decays by β⁺ decay, emitting a positron. The positron travels a short distance through tissue and can then interact with an electron.

Annihilation converts mass–energy into photons

When a particle meets its antiparticle, annihilation can occur. A positron and an electron annihilate, and mass–energy and momentum are conserved in the interaction.

For a positron and electron that have slowed before annihilation, the pair produces two gamma-ray photons travelling in opposite directions. Opposite directions allow momentum to balance. The photons can escape the body and be detected by the scanner.

Pause and explain

Why do the two annihilation gamma photons travel in opposite directions in the simplified model?

Put the idea to work

Worked example

A PET tracer decays by β⁺ emission. Describe the sequence from tracer uptake to photons that leave the body.

Show the worked solution
  1. The tracer is absorbed by the tissue being studied.
  2. Its β⁺ decay emits a positron, which encounters an electron in the tissue.
  3. The positron and electron annihilate, producing two gamma photons travelling in opposite directions; the photons can escape and be detected.

Answer Tracer uptake is followed by β⁺ decay, positron–electron annihilation and emission of two oppositely directed gamma photons.

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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

State what is introduced into a patient for a PET scan and why it concentrates in the tissue being studied.

Give me a hint

Distinguish the radioactive nuclei from the tissue uptake they mark.

Compare my reasoning
  1. The introduced substance is a tracer containing radioactive nuclei.
  2. It is absorbed by the tissue being studied.
  3. Its distribution provides a signal associated with that tissue.

A radioactive tracer is introduced and absorbed by the target tissue, marking its distribution for imaging.

Look for these in your work

  • Identifies a radioactive tracer
  • States that tissue absorbs it
  • Explains its imaging role
2 · Independent

A tracer emits a β⁺ particle. Identify the particle and describe what can happen when it encounters an electron.

Give me a hint

Name both particles before describing their interaction.

Compare my reasoning
  1. β⁺ emission produces a positron.
  2. A positron is the antiparticle of an electron.
  3. When they interact, they can annihilate, converting their mass–energy into radiation while conserving momentum.

The emitted positron can annihilate with an electron, converting mass–energy into radiation.

Look for these in your work

  • Identifies a positron
  • Recognises the antiparticle pair
  • Mentions conservation in the conversion
3 · Transfer

Explain why a simplified PET annihilation event produces a pair of gamma photons in opposite directions rather than a single photon.

Give me a hint

Use momentum conservation for a pair initially at rest or moving slowly.

Compare my reasoning
  1. Before annihilation, the positron–electron pair has approximately zero total momentum in the simplified model.
  2. A single photon would carry non-zero momentum, so momentum would not balance.
  3. Two photons with equal and opposite momenta can conserve momentum while carrying the released energy.

Two oppositely directed photons allow both the released energy and the initial momentum to be conserved.

Look for these in your work

  • States the initial momentum condition
  • Explains why one photon would not balance momentum
  • Connects opposite photon directions to conservation

Common mistakes

  • Calling the β⁺ particle an electron
  • Saying annihilation destroys mass–energy rather than converting it
  • Describing only one gamma photon for a near-rest positron–electron pair
Recall without your notes

What can you explain now?

What particle is emitted by β⁺ decay?

Compare with the explanation

A positron

β⁺ means a positively charged electron antiparticle.

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

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Make it stick

Which conservation principle explains the opposite directions of the two annihilation photons?

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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