Q1.

(a) John attaches a ball to a spring. The diagram below shows what happens.

(i) Which arrow shows the direction of the force of the ball on the spring?
Tick the correct box.

1 mark

(ii) Which arrow shows the direction of the force of the spring on the ball?
Tick the correct box.

1 mark

(b) The diagram below shows three metal balls attached to identical springs.

Which ball is the heaviest?

Write the letter.

........................
1 mark

Explain your answer.

......................................................................................................................

......................................................................................................................
1 mark

(c) John has another three identical springs.

He puts a cube on each spring. Each cube has a different mass.

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 The diagrams below show the springs before and after John added the cubes.

Which cube is the heaviest?

Write the letter.

.........................
1 mark

Explain your answer.

......................................................................................................................

......................................................................................................................
1 mark
maximum 6 marks

Q2.
Jack and Aneesa dropped a steel ball into trays of damp sand.
They measured the depth of the craters made by the steel ball.

not to scale

Their results are shown in the table below.

depth of crater (cm)

height the ball was
dropped from (cm) Aneesa’s
Jack’s results
results

10 1.1 1.2 0.8

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 20 1.4 1.5 1.4

30 1.6 1.6 1.5

40 1.8 1.7 1.8

50 2.0 2.1 2.1

(a) Use information in the table to answer the questions below.

(i) What was the independent variable that Jack and Aneesa changed in their
investigation?

.............................................................................................................
1 mark

(ii) Why was Jack’s investigation better than Aneesa’s?

.............................................................................................................
1 mark

(b) Look at the results in the table.

What is the relationship between the height the ball was dropped from and the depth
of the crater?

......................................................................................................................

......................................................................................................................
1 mark

(c) Aneesa said that they made sure the investigation was fair.

Suggest two variables they must have kept the same to make their investigation fair.

1 ...................................................................................................................

2 ...................................................................................................................
2 marks

(d) (i) Jack removed the steel ball using his fingers. Then he measured the depth of
the crater.
Aneesa said he should use a magnet instead of his fingers.

Explain why using a magnet to remove the ball would improve the
investigation.

.............................................................................................................

.............................................................................................................
1 mark

(ii) Jack said that the ball could be dropped using an electromagnet instead of
dropping it by hand.

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 Explain why this would improve the investigation.

.............................................................................................................

.............................................................................................................
1 mark
maximum 7 marks

Q3.
A gannet is a type of sea bird.

(a) When a gannet flies at a constant height above the sea, there is a downward force
of 30N on the gannet.

What is the size of the upward force on the gannet?

Tick the correct box.

less than 30N

exactly 30N

more than 30N

Page 4 of 94
 need more information

1 mark

(b) To catch food, the gannet dives down into the sea.
What is the useful energy transfer when the gannet dives?
Choose words from the box below.

thermal gravitational potential sound kinetic light

When the gannet dives, ................................................................. energy is

transferred to ........................................................................ energy.

2 marks

(c) Label the arrows to show the names of the forces acting on the gannet as it dives.

2 marks

(d) Gannets have pockets of air between their muscles and their skin.
Suggest how this is a good adaptation for gannets when they hit the water at fast
speeds.

......................................................................................................................

......................................................................................................................
1 mark

(e) The gannet releases energy through respiration.

An aeroplane also releases energy when fossil fuels burn.

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 Write two other ways that respiration and burning are similar.

1 ...................................................................................................................

2 ...................................................................................................................
2 marks
maximum 8 marks

Q4.
Jenny is doing her homework.

(a) When Jenny writes, the pencil exerts a force of 5N on the paper.

not to scale

The area of the pencil in contact with the paper is 0.5 mm2.

Calculate the pressure of the pencil on the paper.

Give the unit.

......................................................................................................................

......................................................................................................................
2 marks

(b) Jenny puts a book on her desk.

She lifts the cover up with her finger, using a force of 0.5 N.
The cover is 10 cm wide.

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 Calculate the turning moment on the cover of the book.
Give the unit.

......................................................................................................................

......................................................................................................................
2 marks

(c) Jenny’s book has an area of 200 cm2.

It exerts a pressure of 0.05 N/cm2 on the desk.

What is the weight of the book?

Use the space below to show your working.

_______ N
2 marks
maximum 6 marks

Q5.
Ellie has a set of scales and some weights as shown below.

Ellie puts two weights in pan X and one weight in pan Y. The scales balance.

Page 7 of 94
(a) Which weights could be in pans X and Y?

pan X: .......... and ..........

pan Y: ..........
1 mark

(b) Ellie removes all the weights from the scales.

She then puts a cup on pan X.
In which direction will pan Y move?

...............................................
1 mark

(c) She puts weights into pan Y so the scales balance.

How much does the cup weigh?

................. N
1 mark

(d) Ellie puts some water in the cup.

She then adds some more weights to pan Y to make the scales balance.

(i) How much do the cup and water weigh?

................. N
1 mark

(ii) How much does the water weigh?

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 ................. N
1 mark
maximum 5 marks

Q6.
The drawing below shows Rebekah pulling a turnip out of the ground.

(a) Which arrow, A, B, C or D, shows the direction of force of Rebekah’s hand on the
turnip?

.................
1 mark

(b) The drawing below shows root maggots eating a turnip.

The maggots damage the roots.

Damaged roots do not grow very well.

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 Complete the sentence below.

Damaged roots cannot take up as much ............................................... and

............................................... from the soil.

2 marks

(c) The drawing below shows a food chain including a rove beetle.

not to scale

Which word describes a rove beetle?

Tick the correct box.

herbivore predator

prey producer

1 mark

(d) Turnip plants make food by photosynthesis.

(i) Which part of a plant makes food?

...............................................
1 mark

(ii) What will the turnip plant use stored food for?

.............................................................................................................
1 mark
maximum 6 marks

Q7.
Paula made a pendulum from a ball attached to a piece of string.

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She counted the number of swings the ball made in 10 seconds.
She repeated the experiment with different lengths of string.

The table below shows Paula’s results.

number of swings in 10
length of string (cm)
seconds

10 16

20 11

30 9

40 8

50 7

(a) What happens to the number of swings when the string gets longer?

......................................................................................................................
1 mark

(b) Paula drew a graph of her results.

(i) Write the labels on both axes of the graph below.

Use the table to help you.

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 2 marks

(ii) Paula made a pendulum from a piece of string that was 15 cm long.
How many times would this pendulum swing in 10 seconds?
Use the graph to help you.

.......................
1 mark

(iii) Paula made a pendulum from a piece of string that was 60 cm long.
Estimate the number of swings the pendulum makes in 10 seconds.
Use the graph.
Tick the best answer.

18 12 6 4
1 mark

(c) After some time the pendulum stops moving.

What force makes the pendulum stop moving?

.........................................................
1 mark
maximum 6 marks

Q8.
The diagram below shows the path of a meteor as it gets closer to the Earth.
The meteor is shown in three positions: A, B and C.

Page 12 of 94
 not to scale

(a) The path of the meteor is affected by the Earth’s gravity.

The arrow shows the direction of the force due to gravity acting on the meteor at B.

(i) On the diagram draw an arrow to show the direction of the force of gravity on
the meteor at A.
Use a ruler.
1 mark

(ii) On the diagram draw an arrow to show the direction of the force of gravity on
the meteor at C.
Use a ruler.
1 mark

(iii) How does the force of gravity on the meteor change as it travels from A to C?

......................................................
1 mark

(b) What happens to the speed of the meteor as it travels from A to B?

......................................................
1 mark

(c) When the meteor enters the Earth’s atmosphere, three forces act on the meteor.
Gravity and upthrust are two of these forces.

Give the name of the other force.

......................................................
1 mark
maximum 5 marks

Page 13 of 94
Q9.
Stefan is on holiday in the mountains. It is snowing.

(a) (i) Choose words from the box to complete the sentence below.

solid liquid gas

A snowflake falls on Stefan’s nose and melts.

When the snowflake melts, it changes

from a .................................... to a .................................... .

1 mark

(ii) Snow that falls on the ground melts slowly.

Snow that falls on Stefan’s nose melts very quickly.
Give a reason for this.

...............................................................................................................
1 mark

(iii) In his hotel, Stefan sees some changes.

Are the changes below reversible?
Write yes or no.

ice melting ...............

wood burning ...............

toasting bread ...............

1 mark

(b) (i) Stefan is snowboarding. Gravity acts on Stefan.

On the diagram below, draw an arrow to show the direction of the force of
gravity.

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 1 mark

(ii) When Stefan wants to slow down, he pushes one edge of the snowboard into
the snow.

What force between the board and the snow makes him slow down?

......................................................
1 mark
maximum 5 marks

Q10.
(a) Tasha puts a small block of wood on a smooth surface.

She puts different forces on the block.

The diagrams below show the size and direction of these forces.

Will each block move to the left, to the right or stay still?
Tick the correct box in each row.

forces on block moves moves

to the to the stays
left right still

Page 15 of 94
 (i)

1 mark

(ii)

1 mark

(iii)

1 mark

(iv)

1 mark

(b) (i) Which piece of equipment should Tasha use to measure the forces on the
block?

Tick the correct box.

Page 16 of 94
 1 mark

(ii) Give the name of the equipment used to measure force.

................................................................
1 mark
maximum 6 marks

Q11.
Joe makes two bridges from strips of cardboard cut as shown.

Joe tests the bridges by adding masses to them. He measures the distance from the
bench to the bottom of each bridge for different masses as shown.

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(a) Suggest two things Joe must do to make his test fair.

1. ....................................................................................................................
1 mark

2. ....................................................................................................................
1 mark

Here are Joe’s results.

distance from bench to bottom of bridge (cm)

mass added
to bridge (g)
bridge A bridge B

0 7.2 7.2

100 7.1 7.0

200 7.0 6.5

250 6.8 6.1

300 3.0 5.6

350 0.0 5.0

(b) (i) Joe put 325g on each bridge.

Using the results table, estimate the distance from each bridge to the bench.

bridge A ................ cm bridge B ................ cm

1 mark

(ii) Suggest what happened to bridge A when it was loaded with 350g.

...............................................................................................................
1 mark

(c) (i) Which bridge would be better for carrying a 200g toy car?
Tick the correct box.

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 bridge A bridge B

Explain your answer.

...............................................................................................................

...............................................................................................................
1 mark

(ii) Which bridge would be better for carrying a 300g toy car?
Tick the correct box.

bridge A bridge B

Explain your answer.

...............................................................................................................

...............................................................................................................
1 mark
maximum 6 marks

Q12.
Tom is doing a bungee jump from a bridge.

He is attached to one end of an elastic rope.

The other end of the rope is attached to the bridge.
Tom jumps from the bridge.

(a) (i) What force makes Tom fall towards the ground?

.........................................................
1 mark

(ii) Tom does not hit the river below the bridge.

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 What makes Tom stop falling before he hits the river?

.........................................................
1 mark

(b) The next person to do a bungee jump is Jill.

Jill weighs less than Tom.

Complete the sentence below using words from the box.

more than less than the same as

When Jill jumps, the rope will stretch ...........................................................

it did when Tom jumped.

1 mark

(c) Jill’s dad watches her doing the bungee jump.

He is standing a long way from the bridge.
Jill shouts ‘bungee’ at the same time as she jumps off the bridge.
Jill’s dad sees her jump before he hears her shout.

(i) Why does Jill’s dad see her jump before he hears her shout?

...............................................................................................................

...............................................................................................................
1 mark

(ii) Tom is near Jill when she shouts. Her dad is far away.

Complete the sentence to describe how the shout will sound to Tom compared
with Jill’s dad. Use one word from the box.

louder higher lower quieter

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 The shout will sound ............................................ to Tom.
1 mark

(iii) What part of Tom’s ear vibrates when he hears Jill shout?

...............................................................................................................
1 mark
maximum 6 marks

Q13.
David uses a falling mass to split wooden logs.

The 5 kg mass slides down the rod and hits the metal blade.
The force on the blade splits the log.

(a) To lift the mass David uses energy stored in his muscles.

What energy transfer occurs when David’s muscles lift the mass?

from ...................................................................... energy in his muscles to

gravitational potential energy of the mass

1 mark

(b) David lifts the mass. The mass gains 50 J of gravitational potential energy. The
falling mass changes this energy into kinetic energy.

(i) As it falls, what is the maximum amount of energy the mass can change from
gravitational potential energy to kinetic energy?

........................ J

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 1 mark

(ii) Not all the gravitational potential energy is transferred to kinetic energy as the
mass falls.
Give one reason for this.

...............................................................................................................

...............................................................................................................
1 mark

(c) Give two ways David can increase the kinetic energy of the mass just before it hits
the blade.

1. ...........................................................................................................
1 mark

2. ...........................................................................................................
1 mark

(d) David can use a different blade to split the logs.

The diagram below shows two different blades A and B.

The formula for pressure is: pressure =

Which blade puts more pressure on the log?

Write the letter.

..............

Explain your answer in terms of area. Use the formula to help you.

........................................................................................................................

........................................................................................................................
1 mark
maximum 6 marks

Q14.
(a) Gary poured 50 cm3 of water into a measuring cylinder.
He then put a steel ball into the measuring cylinder.

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 (i) What is the new reading on the measuring cylinder?

.............. cm3

1 mark

(ii) What is the volume of the steel ball?

.............. cm3

1 mark

(b) The table below shows the mass and volume of four objects.

object mass (g) volume (cm3)

aluminium figure 230 85

lead weight 800 70

steel block 200 25

wood puzzle 400 500

(i) Which object is the heaviest? ............................................

1 mark

(ii) Which object takes up the most space? ............................................

1 mark

(c) The frame of a bike is made of aluminium.

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 (i) Give one reason why aluminium is a suitable material for the frame.

...............................................................................................................

...............................................................................................................
1 mark

(ii) A force between the tyres and the road stops the bike skidding.

What is the name of this force?

...................................................
1 mark
maximum 6 marks

Q15.
The diagram below shows Jo hanging on a trapeze (swing) in a circus.

(a) (i) Which arrow, A, B, C or D, shows the direction of Jo’s weight?

..............
1 mark

(ii) Which arrow, A, B, C or D, shows the direction of the force of the rope on
Jo?

..............
1 mark

Page 24 of 94
(b) Sara swings towards Jo.

Sara lets go of her trapeze and Jo catches her.

(i) What happens to the downward force on the rope of Jo’s trapeze?
Tick the correct box.

increases decreases stays the same there is no force

1 mark

(ii) Explain your answer.

...............................................................................................................
1 mark

(c) Jo lets go of the trapeze and both Sara and Jo fall into a safety net below them.

What happens to the downward force on the rope when Jo lets go?

........................................................................................................................
1 mark
maximum 5 marks

Page 25 of 94
Q16.
Oliver clamped a wooden plank to a desk. There was a 40 cm overhang as shown in
diagram 1.

Oliver added masses to the end of the wooden plank as shown in diagram 2.
He measured the sag.
The graph below shows his results.

(a) What measurements would Oliver need to take to work out the sag?

........................................................................................................................

........................................................................................................................
1 mark

(b) Oliver repeated his test with a new plank with an 80 cm overhang. His results are
shown below.

mass (g) sag (cm)

Page 26 of 94
 0 1.0

500 15.0

1000 25.0

1500 31.0

2000 35.0

(i) Plot the results from Oliver’s second test on the grid above.
Use the points to draw a line of best fit.
2 marks

(ii) In the second test the plank sagged with no mass added to it.
Explain what caused this sag.

...............................................................................................................
1 mark

(c) Compare the results of Oliver’s two tests.

(i) How are the results similar for each test?

...............................................................................................................

...............................................................................................................
1 mark

(ii) How are the results different in the second test?

...............................................................................................................

...............................................................................................................
1 mark
maximum 6 marks

Q17.
A builder tried to remove a wooden post from the ground by pulling with a rope.

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(a) (i) The builder attached a rope to hole A, 0.8 m above the ground.
He pulled with a horizontal force of 300 N.

Calculate the turning moment about the pivot P.

Give the unit.

...............................................................................................................

...............................................................................................................
2 marks

(ii) He then attached a rope to hole B, 1.6 m above the ground.

He pulled with a horizontal force.

What force would produce the same turning moment as before?

........................................................................................................... N
1 mark

(b) The post breaks off and falls on the ground as shown.

The weight of the broken post is 120 N.

The area in contact with the ground is 0.2 m2.

Calculate the pressure of the broken post on the ground.

Give the unit.

........................................................................................................................

........................................................................................................................

Page 28 of 94
 2 marks
maximum 5 marks

Q18.
Fran has a balancing game.
On each side of the pivot there are nine steel balls. The tray is balanced.

(a) Fran removes one of the steel balls as shown below.

What will happen to end A?

.......................................................................................................................
1 mark

(b) There are three balls on side A as shown below.

Draw three other balls in the correct positions to balance the tray.

1 mark

(c) Fran puts two steel balls on one side and one brass ball on the other side.
The tray is balanced.

Page 29 of 94
 The mass of each steel ball is 50 g.

What is the mass of the brass ball

.............. g
1 mark

(d) The table below gives information about the brass and steel balls.

Is it attracted to a elements in the

magnet? ball
brass no copper and zinc

steel yes iron and carbon

(i) Which element is not a metal?

Tick the correct box.

carbon copper

iron zinc
1 mark

(ii) Look at the elements in the brass ball and the steel ball.

Why is steel attracted to a magnet but brass is not?

................................................................................................................
1 mark
maximum 5 marks

Q19.
Sally pulls a sledge in the snow.

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 (a) (i) Draw an arrow on the rope to show the direction of the force of the rope on
the sledge.

Label the arrow R.

(ii) Draw an arrow on the diagram to show the direction of the force of gravity
on the sledge.

Label the arrow G.

2 marks

(b) Force F is the friction between the sledge and the snow.
Sally then pulled the sledge over a concrete path.

Friction is less on snow than on concrete.

Give the reason for this.

................................................................................................................
1 mark
maximum 3 marks

Q20.
The drawings below show Caroline diving into a swimming pool.
As she falls, gravitational potential energy is changed into kinetic energy.

Page 31 of 94
(a) Why does Caroline have no kinetic energy at A?

................................................................................................................

................................................................................................................
1 mark

(b) The table shows Caroline’s gravitational potential energy and kinetic energy at
four stages of the dive.

stage of the dive total energy gravitational Kinetic energy

(kJ) potential energy (kJ)

Page 32 of 94
 (kJ)
A 8 8 0

B 8 7 1

C 8 4 4

D 8 0

(i) Write the missing kinetic energy value for stage D in the table.

(ii) As Caroline falls there is no loss of energy to the air.

How do the energy values for stages A, B, C and D show this?

................................................................................................................

................................................................................................................
2 marks

(c) (i) Give the name of the force that causes Caroline to speed up as she falls.

............................................................

(ii) Caroline takes 0.5 s to fall from A to B and from B to C and from C to D.

How can you tell from the drawings that she is speeding up as she falls?

................................................................................................................

................................................................................................................
2 marks

(d) When Caroline enters the water she slows down.

Give the name of the force that slows her down.

................................................................................................................
1 mark
maximum 6 marks

Q21.
Zena has a model plane attached to a rod as shown below.
The plane is balanced by a sliding counterweight.

Page 33 of 94
 not to scale

(a) The rod is balanced horizontally.

(i) Calculate the turning moment produced by the counterweight about the
pivot.
Give the unit.

................................................................................................................

................................................................................................................
2 marks

(ii) What is the turning moment produced by the plane about the pivot?

................................................................................................................
1 mark

(iii) Calculate the weight, W, of the plane.

................................................................................................................

..............................................................................................................N
1 mark

(b) There is a solar cell on the surface of the model plane.

Zena connected the solar cell to the motor of the plane.
The plane moved in a circle around the pivot.

Part of the path of the plane was in a shadow.

What happened to the speed of the plane as it moved from bright light
into low light in the shadow?

........................................................................................................................

Explain your answer.

........................................................................................................................

........................................................................................................................
1 mark
maximum 5 marks

Page 34 of 94
Q22.
The drawings show the mass and weight of four objects on different planets.

(a) On which of the four planets is the object with the largest mass?

.............................................................
1 mark

(b) How can you tell, from the drawings, that gravity is greater on Earth than on
Venus?

.........................................................................................................................

.........................................................................................................................
1 mark

(c) Gravity is less on the Moon than on the Earth.

Complete the sentences below to compare the weight and mass of an astronaut
on the Moon and on the Earth.

The weight of an astronaut on the Moon is ................................. the weight of

an astronaut on the Earth.
1 mark

The mass of an astronaut on the Moon is ................................. the mass of the

astronaut on the Earth.
1 mark

(d) The table below gives information about five planets.

planet distance from the time for planet to orbit

Sun (million km) the Sun (Earth-years)
Venus 110 0.6

Earth 150 1.0

Mars 230

Jupiter 780 12.0

Saturn 1400 30.0

(i) Look at the information in the table.

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 How does the time for a planet to orbit the Sun change with its distance
from the Sun?

...............................................................................................................

...............................................................................................................
1 mark

(ii) Use information in the table to estimate the time for Mars to orbit the Sun.

............. Earth-years
1 mark

(e) The diagram below shows the path of a comet around the Sun.

On the path of the comet below, place a letter X to show the position where
the comet is travelling the fastest.

not to scale
1 mark
maximum 7 marks

Q23.
The diagram shows four forces acting on a plane in flight.

(a) Which arrow represents air resistance?

Give the letter.

.............
1 mark

(b) (i) When the plane is flying at a constant height, which two forces must be

Page 36 of 94
 balanced?
Give the letters.

............. and .............

1 mark

(ii) When the plane is flying at a constant speed in the direction shown, which
two forces must be balanced?
Give the letters.

............. and .............

1 mark

(c) (i) Just before take-off, the plane is speeding up along the ground.

Which statement is true?

Tick the correct box.

Force B is zero.

Force B is greater than force D.

Force D is equal to force B.

Force D is greater than force B.

1 mark

(ii) Which statement is true about the plane just as it leaves the ground?
Tick the correct box.

Force C is zero.

Force C is greater than force A.

Force A is equal to force C.

Force A is greater than force C.

1 mark
maximum 5 marks

Q24.
The drawings in parts (a), (b) and (c) show two teams of pupils in a tug-of-war.

Page 37 of 94
There is a ribbon tied to the middle of the rope.

(a) The sizes and directions of the forces of each team are shown.

team A team B

The ribbon stays above point X on the ground.

Give the reason for this.

.........................................................................................................................

.........................................................................................................................
1 mark

(b) The teams then pull with the forces shown below.

team A team B

Draw an arrow on the rope to show the direction in which the ribbon will move.
1 mark

(c) Later, the ribbon was to the left of point X as shown below.

team A team B

Why did the ribbon move towards the left?

.........................................................................................................................

.........................................................................................................................
1 mark

(d) Team A practises by pulling a rope tied to a tree.

Page 38 of 94
 The team pulls with a force of 1200 N but the tree does not move.

What is the force of the tree on the rope?

Tick the correct box.

1 mark

(e) The pupils do not slip because there is a force between their shoes and the
ground. What is the name of this force?

.............................................................
1 mark
maximum 5 marks

Q25.
The drawing below shows a cardboard scale called an EasyWeigh.
It can be used to estimate the mass of letters.

(a) Clare put a letter in the 20 g slot. The scale tipped as shown below.

Page 39 of 94
 She then put the same letter in the 40 g slot. The scale did not tip.

(i) What do these results tell you about the mass of Clare’s letter?

...............................................................................................................

...............................................................................................................
1 mark

(ii) What could Clare do to this cardboard scale to weigh her letter more
accurately?

...............................................................................................................

...............................................................................................................
1 mark

(b) (i) Clare drew a short line to show where she thought she should cut a slot to
weigh a 150 g letter. She labelled the slot Y.

Why could Clare not use a slot at Y to weigh a 150 g letter?

...............................................................................................................

...............................................................................................................
1 mark

(ii) Clare wanted to cut a slot to weigh a 70 g letter.

On the diagram above, draw a short line to show where the slot should be
cut.
1 mark
maximum 4 marks

Page 40 of 94
Q26.
Russell investigated the relationship between mass and weight.
He weighed five different masses using a force meter.

His results are shown in the table.

mass (g) weight (N)

150 1.5

250 2.5

300 3.8

400 4.0

580 5.8

(a) He plotted four of his results on a grid as shown below,

(i) Plot the point for the 150 g mass on the graph.
1 mark

(ii) Draw a line of best fit.

1 mark

(b) One of the points Russell plotted does not fit the pattern.

Page 41 of 94
 Circle this point on the graph.
1 mark

(c) Use your graph to predict:

(i) the mass of an object weighing 6.5 N;

............. g
1 mark

(ii) the weight of an object of mass 50 g.

............. N
1 mark

(d) Give one reason why it is more useful to present the results as a line graph
rather than a table.

.........................................................................................................................

.........................................................................................................................
1 mark
maximum 6 marks

Q27.
The shuttle is a spacecraft which is used to take satellites into space.
The drawing below shows the shuttle just about to take off.

(a) The shuttle has a separate fuel tank containing liquid hydrogen and liquid
oxygen.

Explain why hydrogen and oxygen are transported as liquids rather than as
gases.

.........................................................................................................................

.........................................................................................................................

Page 42 of 94
 1 mark

(b) Oxygen is needed to burn the fuel in the shuttle’s engines.

Vehicles on Earth do not need a tank containing oxygen.

Why does the shuttle need to have a tank containing oxygen?

.........................................................................................................................

.........................................................................................................................
1 mark

(c) The graph below shows how the upward force and the weight of the shuttle,
including fuel, change during the first 20 seconds, after the fuel is ignited.

Why does the total weight of the shuttle decrease during the first 20 seconds?

.........................................................................................................................

.........................................................................................................................
1 mark

(d) (i) Look at the graph. At 20 seconds, what is the value of:

the upward force on the shuttle?

............. millions of N

the total weight of the shuttle and fuel?

............. millions of N
1 mark

(ii) At 20 seconds, what is the resultant force on the shuttle?

............. millions of N
1 mark

Page 43 of 94
 (iii) Use the graph to explain why the shuttle cannot take off before
10 seconds.

...............................................................................................................

...............................................................................................................
1 mark
maximum 6 marks

Q28.
The photographs below show pupils investigating the movement of objects on ramps.

Plan an investigation into the factors affecting the movement of objects on ramps.

You can use any objects and any surfaces you like, and any other equipment you
need.

In the box below, write a short draft of one question you could plan to investigate about
the movement of objects on ramps.

Use your draft to help you answer the following questions.

(a) Give one factor you could change as you carry out your investigation
(the independent variable).

Page 44 of 94
 ......................................................................................................................

......................................................................................................................
1 mark

(b) What factor would you observe or measure to collect your results (the dependent
variable) and what equipment would you use to measure them?

The factor I would observe or measure is ......................................................

.......................................................................................................................
1 mark

The measuring equipment I would use is ......................................................

.......................................................................................................................
1 mark

(c) Give one factor you should keep the same to make your test fair.

......................................................................................................................

......................................................................................................................
1 mark
maximum 4 marks

Q29.
The drawing below shows an astronaut in space.
He has four small jets attached to his space suit.
These jets produce forces on the astronaut in the directions A, B, C and D.

(a) The drawing below shows the size and direction of four forces acting
on the astronaut.

Page 45 of 94
 In which direction, A, B, C or D, will the astronaut move?

Give the letter.

..............
1 mark

(b) The drawing below shows the size and direction of four different
forces acting on the astronaut.

What will happen to the astronaut when the jets produce these four forces?

......................................................................................................................
1 mark

Explain your answer.

......................................................................................................................

......................................................................................................................
1 mark

(c) The drawing below shows the size and direction of four different
forces acting on the astronaut.

Draw an arrow on the diagram below to show the direction in which he

Page 46 of 94
 will move.

1 mark
maximum 4 marks

Q30.
(a) Alfie made a model of part of the solar system.
He used metal balls for the Sun, the Moon and the planets.

• E goes around D.
• B, C, D, F and G go around A.

Give the letter that is used to label:

(i) the model Sun;

..............
1 mark

(ii) the model Earth;

..............
1 mark

Page 47 of 94
 (iii) the model Moon;

..............
1 mark

(iv) the model planet with the largest orbit.

..............
1 mark

(b) The bar chart shows the force of gravity on eight of the planets.

(i) The gravity on Neptune is 12 N/kg.

On the chart above, draw a bar for the planet Neptune.

Use a ruler.
1 mark

(ii) Give the name of a planet where you would weigh more than you weigh on
Earth.

................................................................
1 mark

(iii) On which planet would a spaceship need the largest force to take off?

................................................................
1 mark
maximum 7 marks

Q31.
The drawing shows a snow-buggy being pulled by a sail.
The buggy rests on three skis on the snow.

Page 48 of 94
(a) The drawing shows four forces that act when the snow-buggy is moving.

Draw a line from each force in the list below to the correct letter from the
diagram.
Draw only three lines.

3 marks

(b) A scientist travelled 80 kilometres (km) each day in the buggy.

How many kilometres did he travel in 10 days?

............. km
1 mark

(c) The buggy carried the scientist, food and equipment for the journey.
The table shows how the total mass changed.

Page 49 of 94
 total mass at start total mass at end
of journey (kg) of journey (kg)

mass of buggy, scientist,

295 130
food and equipment

The buggy sank deeper into the snow at the start of the journey than at the end.

Why did it sink deeper at the start? Use the table to help you.

......................................................................................................................

......................................................................................................................
1 mark

(d) The buggy rests on three skis instead of three wheels.

Why are skis better than wheels for travelling on snow?

......................................................................................................................

......................................................................................................................
1 mark

(e) When a bigger sail is used, the buggy goes faster.

How does a bigger sail help the buggy to go faster?

......................................................................................................................

......................................................................................................................
1 mark
maximum 7 marks

Q32.
A father makes a simple mobile for his young son. He uses plastic animals as shown
below.

Page 50 of 94
 (a) (i) The elephant weighs 0.2 N.

What is the turning moment produced by the elephant about point X?

Give the unit.

.............................................................................................................

.............................................................................................................
2 marks

(ii) What is the turning moment produced by the monkey about point X?

.............................................................................................................

.............................................................................................................
1 mark

(iii) What is the weight of the monkey?

............. N
1 mark

(b) What is the size of the tension (force) in string A?

............. N
1 mark
maximum 5 marks

Q33.
(a) Nicola is trying out her new roller blades. Robert is pulling her along with a rope.
Arrows A, B, C and D show the directions of four forces acting on Nicola.

(i) Which arrow shows the direction of the force of gravity on Nicola?
Give the letter.

Page 51 of 94
 ...............
1 mark

(ii) Which arrow shows the direction of the force of the rope on Nicola?
Give the letter.

..............
1 mark

(b) Robert pulls Nicola at a steady speed of 2 metres per second. How far will Nicola
travel in 10 seconds?

............... metres
1 mark

(c) Nicola lets go of the rope and she slows down. Gravity still acts on Nicola.

Give the name of one other force still acting on Nicola after she lets go of the rope.

...........................................................
1 mark
maximum 4 marks

Q34.
(a) The diagram below shows a car park barrier.

(i) Calculate the turning moment produced by the barrier about the pivot.
Give the unit.

.............................................................................................................

.............................................................................................................

.............................................................................................................
2 marks

(ii) The barrier is horizontal. The weight of the barrier is balanced by an iron
counterweight. Calculate the downward force produced by the counterweight.

.............................................................................................................

.......................................................................................................... N
1 mark

Page 52 of 94
 (b) An electromagnet is placed beneath the iron counterweight as shown below.

When the switch is closed the barrier rises.

Explain how the electromagnet can be used to raise the barrier.

.....................................................................................................................

.....................................................................................................................

.....................................................................................................................

.....................................................................................................................

.....................................................................................................................
2 marks
maximum 5 marks

Q35.
(a) Megan was doing time-trials on her bike around a 400 metre horizontal track.

(i) She took 32 seconds to travel 400 m.

What was her average speed? Give the unit.

.............................................................................................................

.............................................................................................................
1 mark

(ii) Compare the forward force on the bike with the backward force on the bike
when Megan was travelling at a constant speed.

.............................................................................................................

.............................................................................................................
1 mark

(b) Megan then crouched down over the handlebars to make herself more streamlined,
as shown below.
She continued to pedal with the same force as before.

Page 53 of 94
Compare the forward and backward forces on Megan and her bike now.

.....................................................................................................................

.....................................................................................................................
1 mark

Explain your answer.

.....................................................................................................................

.....................................................................................................................
1 mark
maximum 4 marks

Page 54 of 94
Mark schemes

Q1.
(a) (i) • ↓
1 (L3)
if more than one box is ticked, award no mark

(ii) • ↑
if more than one box is ticked, award no mark
1 (L3)

(b) • B
accept ‘the middle or second one’
1 (L3)

any one from

• it hangs down the most

accept ‘the spring is wider apart’

• it stretches the spring most

accept ‘it stretches more’

• the spring is longer

accept ‘it stretched the longest’
this mark cannot be awarded if the response conflicts with
the first part of (b)
a comparative answer is required for the mark
non-comparative answers such as ‘it is long’ are insufficient
1 (L3)

(c) • T
accept ‘the last one’
1 (L3)

any one from

• the spring was pushed down the most amount

accept ‘it squashes more’

• the cube pushed it down the most

accept ‘the spring is the tightest’

• the spring is shorter

accept ‘it is shortest’
this mark cannot be awarded if the response conflicts with
the first part of (c)
a comparative answer is required for the mark
non-comparative answers such as ‘it is short’ are insufficient
1 (L4)
[6]

Page 55 of 94
Q2.
(a) (i) • the height the ball was dropped from
accept ‘height’
do not accept ‘depth’
accept ‘height in cm’
‘cm’ is insufficient
1 (L5)

(ii) any one from

• he repeated it
accept ‘he got more results’
accept ‘he did it twice’
‘it was a fair test’ is insufficient

• he could get an average

accept ‘he would notice odd results’

• it was more reliable

accept ‘more accurate’
1 (L5)

(b) • the greater the height, the deeper the crater

accept the converse
accept ‘there is a positive correlation (between the
variables)’
accept ‘bigger’ for ‘deeper’ only when it refers to the crater
size
a comparative answer is required for the mark
‘when the ball was dropped from a high height, a larger
crater formed’ is insufficient
‘the bigger, the deeper’ is insufficient as ‘bigger’ is
ambiguous
1 (L5)

(c) any two from

• (use the same) ball

accept ‘the size or mass or weight or volume or material of
the ball’
do not accept ‘density of ball’

• depth of sand
accept ‘same amount of sand’ or ‘the (same) sand’

• the conditions of the sand

accept ‘how damp the sand was’ or ‘the type of sand’
accept ‘how flat the sand surface is’
‘the sand tray’ is insufficient

• where or how the depth is measured

accept ‘keep the ruler in the same position’
‘use the same ruler’ is insufficient

Page 56 of 94
 • the way the ball is released
accept ‘release the ball with the same force’
‘same person’ is insufficient
2 (L5)

(d) (i) • there is less disturbance to the sand

accept ‘he might push the ball further in’
accept ‘your finger could push it further in, but the magnet
lifts it’
‘it would be more accurate’ is insufficient
accept ‘it lifts the ball out cleanly’
‘it lifts the ball out’ is insufficient
1 (L5)

(ii) any one from

• less chance of human error

accept ‘the ball would fall the same way each time’
do not accept ‘there is less chance of something going
wrong’

• the electromagnet would drop it cleanly

accept ‘the ball would not be dropped differently’
‘it lands in the same place’ is insufficient
accept ‘it drops at the same angle’
‘it is easier to adjust height’ is insufficient
accept ‘the ball would be released from the same height
each time’

• the height would be more accurate

‘it is more accurate’ is insufficient
‘so it is a fair test’ is insufficient
accept ‘they could push the ball (slightly) if they use their
hands’
do not accept ‘he can change the force of the electromagnet’
‘it stays steady’ is insufficient
1 (L6)
[7]

Q3.
(a) exactly 30 N
if more than one box is ticked, award no mark
1 (L5)

(b) • gravitational potential

• kinetic
accept ‘gravitational’ or ‘potential’ for gravitational potential
award one mark for each correct answer
answers must be in the correct order
2 (L5)

(c) any one from

Page 57 of 94
 • air resistance
accept ‘drag’
‘resistance’ is insufficient

• friction
‘upthrust’ is insufficient as it is negligible in this case
answers must be in the correct order
1 (L5)

any one from

• weight
accept ‘gravity’
‘thrust’ is insufficient

• gravitational (force)
1 (L5)

(d) any one from

• they cushion the impact with water

accept ‘protects organs or muscles’
‘for protection’ is insufficient

• it acts as a shock absorber

accept ‘to make it buoyant after the dive’
accept ‘helps them float or get back up’
‘stops hurting them’ is insufficient
‘slows them down’ is insufficient
‘insulation’ or ‘keeps them warm’ is insufficient
1 (L6)

(e) any two from

• (both) require oxygen

accept ‘they (both) use oxygen’

• (both) produce carbon dioxide

• (both) produce water

answers referring to energy are insufficient e.g. ‘they
produce heat’
2 (L6)
[8]

Q4.
(a) • 10

accept ‘ ’ if the answer is not evaluated

1 (L7)

• N/mm2

accept, for two marks, ‘107 Pa’

Page 58 of 94
 ‘107’ is insufficient
accept ‘Nmm-2’
do not accept ‘n’ for ‘N’
1 (L7)

(b) • 5
accept ‘10 × 0.5’ if the answer is not evaluated
1 (L7)

• N cm
accept ‘cm N’
do not accept ‘n’ for ‘N’
accept, for two marks, ‘0.05 Nm’
‘0.05’ is insufficient
1 (L7)

(c) • (weight = 200 × 0.05 =) 10

accept ‘(force = area × pressure =) 10’
accept, for one mark, ‘0.05 × 200’ if not evaluated or
evaluated incorrectly
award two marks for the correct numerical
answer, whether or not correct working has been shown
if the answer is incorrect, award one mark for a rearranged
equation showing explicitly how to calculate weight or force
e.g. ‘force or weight = area × pressure’
2 (L7)
[6]

Q5.
(a) either

• pan X: 1N and 1N
pan Y: 2N

or

• pan X: 4N and 1N
pan Y: 5N
1 (L3)
three weights are required for the mark
units are not required for the mark
the weights in pan X can be in either order

(b) • up
accept ‘↑’
‘X will go down’ is insufficient
1 (L3)

(c) • 3N
1 (L3)

(d) (i) • 8N
1 (L3)

(ii) • 5N

Page 59 of 94
 accept the answer to (di) minus the answer to (c)
accept ‘8-3’
1 (L4)
[5]

Q6.
(a) • A
accept ‘up’
1 (L3)

(b) any two from

• water
accept ‘H2O’
‘rain’ is insufficient
accept ‘moisture’

• minerals
accept a named mineral
award two marks for two different named minerals
accept ‘nutrients’ or ‘salts’ or named examples
do not accept ‘food’
award one mark for ‘mineral’ and a named mineral or
nutrient or salt
accept ‘oxygen’
answers may be in either order
2 (L4)

(c) • predator
if more than one box is ticked, award no mark
1 (L4)

(d) (i) • leaf or leaves

accept ‘stem’
accept ‘chloroplast’ or ‘chlorophyll’
1 (L4)

(ii) any one from

• growth or to grow
accept ‘to produce new cells’

• energy
accept ‘respiration’
accept ‘to survive winter’
1 (L4)
[6]

Q7.
(a) • it decreases
accept ‘there are fewer swings’
accept ‘there are less’

Page 60 of 94
 ‘the ball swings slower or more slowly’ is insufficient
1 (L3)

(b) (i) vertical axis:

• number of swings in 10 seconds
accept ‘number of swings’ or ‘how many swings’ or ‘swings’
‘number’ is insufficient
1 (L4)

horizontal axis:
• length of string in cm
accept ‘length of string’ or ‘length’ or ‘cm’
‘string’ is insufficient
1 (L4)

(ii) • 13
accept any number from 12.5 to 13.0 (inclusive)
accept ‘11’ if the axes are labelled in reverse for part (bi)
1 (L4)

(iii) • 6
if more than one box is ticked, award no mark
1 (L4)

(c) any one from

• friction

• air resistance
accept ‘drag’
do not accept ‘tension’
1 (L4)
[6]

Q8.
(a) (i)(ii) •

accept arrows drawn within the tolerance of half the diameter

of the Earth shown by the dashed lines
do not accept arrows outside tolerances shown
award one mark for an arrow from the meteor in position A
award one mark for an arrow from the meteor in position C
2 (L5)

(iii) any one from

Page 61 of 94
 • it increases
accept ‘it gets stronger’
accept ‘it attracts more’

• it changes direction
‘it curves round’ is insufficient
1 (L5)

(b) any one from

• increases or goes up
accept ‘it accelerates’

• it gets faster
1 (L5)

(c) any one from

• air resistance
accept ‘friction’
do not accept ‘wind resistance’

• drag
accept ‘lift’
‘resistance’ is insufficient
do not accept ‘weight’ or ‘upthrust’ or ‘gravity’
1 (L6)
[5]

Q9.
(a) (i) from a solid
to a liquid
both answers are required for the mark
answers must be in the correct order
1 (L3)

(ii) any one from

• his nose is hot or hotter

accept ‘his nose is warm’
accept ‘his body (heat) melts the snow’
accept ‘heat’
accept ‘body temperature’
‘the temperature is different’ is insufficient

• the ground is colder

1 (L3)

(iii) yes
no
no
all three answers are required for the mark
answers must be in the correct order
1 (L3)

Page 62 of 94
 (b) (i)
accept a downward arrow anywhere on or near the diagram
do not accept a response where the arrow is at a right angle
to the board
1 (L4)

(ii) friction
‘air resistance’ or ‘drag’ is insufficient
‘pushing force’ is insufficient
1 (L4)
[5]

Q10.
(a)
moves
moves to to stays
the left the still
right

(i)
1 (L3)

(ii)
1 (L3)

(iii)
1 (L3)

(iv)
1 (L3)
if more than one box is ticked in a row, award no mark for
that row

(b) (i)

if more than one box is ticked, award no mark

1 (L3)

(ii) any one from

Page 63 of 94
 • newton meter
accept ‘spring balance’

• forcemeter
‘balance’ is insufficient
‘newtons’ or ‘N’ is insufficient
‘meter’ is insufficient
‘weighing scales’ is insufficient
1 (L4)
[6]

Q11.
(a) any two from

• same type of cardboard

accept ‘same cardboard or box’

• same width (of cardboard)

• same length (of cardboard)

• same thickness of cardboard pieces

accept, for one mark, ‘the same sized bridge’
if not given with ‘width’ or ‘length’ or thickness
accept ‘equal-sized cardboard pieces’

• loaded in the centre

• same (height of) blocks

accept ‘same height at the start’
‘same height of bridge’ is insufficient

• same distance between blocks

• measure in the same place

accept ‘leave masses on for the same amount of time’
accept ‘masses of the same shape or type’
2 (L5)

(b) (i) • bridge A: any number from 0.0 to 2.9

bridge B: any number from 5.1 to 5.5
both answers are required for the mark
1 (L5)

(ii) any one from

• it collapsed

• it broke

• it folded

• it reached the bench

1 (L5)

Page 64 of 94
 (c) (i) • bridge A
if more than one box is ticked, award no mark
both the bridge and a reason are required for the mark

any one from

• it bends less (at 200 g)

accept ‘there is a bigger gap to the bench’
‘it is stronger’ is insufficient

• bridge B bends more

accept ‘it is higher’
accept ‘bridge A is 7.0 cm and bridge B is only 6.5 cm’
‘bridge A is 7.0 cm and bridge B is 6.5 cm’ is insufficient
1 (L6)

(ii) • bridge B
if more than one box is ticked, award no mark
both the bridge and a reason are required for the mark

any one from

• it bends less (at 300 g)

accept ‘there is a bigger gap to the bench’
‘it is stronger’ is insufficient
accept ‘it is higher’
accept ‘bridge B is 5.6 cm and bridge A is only 3.0 cm’
‘bridge A was 3.0 cm, bridge B was 5.6 cm’ is insufficient

• bridge A bends more

accept ‘bridge A is about to break’
‘it is about to break’ is insufficient
1 (L6)
[6]

Q12.
(a) (i) any one from

• weight
accept ‘gravity’

• gravitational force
1 (L4)

(ii) the rope or elastic

accept ‘bungee’
do not accept ‘air resistance’
accept ‘upward force’
do not accept ‘upthrust’
accept ‘tension’
1 (L3)

Page 65 of 94
 (b) less than
1 (L3)

(c) (i) any one from

• light travels faster than sound

accept ‘light travels faster’
‘light is fast’ is insufficient

• sound travels slower than light

accept ‘sound travels slower’
‘sound is slow’ is insufficient
accept ‘light is faster than sound’
‘light travels before sound’ is insufficient
1 (L4)

(ii) louder
1 (L3)

(iii) eardrum
accept ‘drum’
accept ‘hammer’ or ‘anvil’ or ‘stirrup’
accept ‘small bones’
accept ‘ossicles’
1 (L3)
[6]

Q13.
(a) chemical
accept ‘potential’
accept ‘kinetic or movement’
1 (L6)

(b) (i) 50 J
1 (L7)

(ii) any one from

accept ‘some energy or heat or sound is wasted’
‘heat or sound or friction’ are insufficient

• energy is transferred as heat

‘some of the energy is lost’ is insufficient

• energy is transferred as sound

• friction or air resistance slows it down

accept ‘as it is still falling, some is still gravitational’
1 (L7)

(c) any two from

• lift it to a greater height

Page 66 of 94
 accept ‘make the rod longer’
‘change the height or mass’ is insufficient

• make the mass more streamlined or aerodynamic

‘make the rod bigger’ is insufficient
‘drop it faster’ is insufficient

• push the mass down

accept ‘push it’
‘push the rod down’ is insufficient

• put grease or oil on the rod (to decrease friction)

accept ‘make the rod smoother’
‘use more force’ is insufficient
‘make the rod thinner’ is insufficient
accept ‘increase the mass’
2 (L7)

(d) A
both blade A, and the correct explanation
are required for the mark

if you divide the force by a smaller area, the pressure will be larger
accept ‘it has a smaller area (at that point)’
‘it is more pointed’ or ‘is it sharper’ are insufficient
‘force is more concentrated’ is insufficient
accept ‘the force is more concentrated on a smaller area’
do not accept ‘there will be more force’
do not accept responses that refer to ‘concentrated
pressure’
1 (L7)
[6]

Q14.
(a) (i) • 60 cm3
1 (L3)

(ii) • 10 cm3

accept ‘60 – 50’

1 (L3)

(b) (i) • lead weight

accept ‘lead’ or ‘weight’
‘800 g’ is insufficient
1 (L3)

(ii) • wood puzzle

accept ‘wood’ or ‘puzzle’
‘500 cm3’ is insufficient
1 (L3)

(c) (i) any one from

• it has a low density

Page 67 of 94
 accept ‘it is light’

• it does not rust

do not accept ‘it does not rust as easily as other metals’
accept ‘it does not bend’
accept ‘it is strong’
1 (L4)

(ii) • friction
1 (L4)
[6]

Q15.
(a) (i) • C
accept ‘down’
1 (L3)

(ii) • A
accept ‘up’
1 (L3)

(b) (i) • increases

if more than one box is ticked, award no mark
1 (L3)

(ii) any one from

• there are two people on the same or Jo’s trapeze

• the weight is greater

• there is Sara as well

accept ‘Sara is pulling on Jo’
this mark cannot be awarded if the response
given conflicts with part (b)(i)
‘the force is greater’ is insufficient
‘it is heavier’ is insufficient as ‘it’ refers to force
1 (L4)

(c) • it decreases
accept ‘it is less’
accept ‘there is less weight on it’
accept ‘there is no force’ or ‘it becomes zero’
‘it springs back up’ is insufficient
1 (L4)
[5]

Q16.
(a) any one from

• the original height of the plank and the height with masses
accept ‘take the height with the mass added away
from the height of the table’

Page 68 of 94
 • the height of the plank before and after adding masses
accept ‘take the height of the plank with the mass
added away from the height with no mass’
accept ‘vertical distance moved’
‘distance moved’ is insufficient
1 (L7)

(b) (i) • five points plotted to within one small square

1 (L7)

• smooth curve of best fit

accept an appropriate straight line of best fit

1 (L7)

(ii) any one from

• the weight or mass of the (wooden) plank

‘the weight or mass’ is insufficient

• the (larger) overhang

1 (L7)

(c) (i) • as the mass increases the sag increases

accept the converse
accept ‘the lines both went up’
accept ‘sag increases in both’
1 (L7)

(ii) any one from

• there is more sag for each mass

accept ‘the plank sags more’

• the increase in sag is not constant

accept ‘in the second test they did not go up in equal
amounts’

• the increase in sag gets less

accept ‘first test gives a straight line, the second was a
curve’
accept ‘first went up gradually, the second went up steeply’
‘the plank sagged before he added any mass’ is insufficient

Page 69 of 94
 1 (L7)
[6]

Q17.
(a) (i) • 240
accept ‘0.8 × 300’
1 (L7)

• Nm
accept ‘24 000 Ncm’ for two marks
do not accept ‘mN’
do not accept ‘n’ for ‘N’
1 (L7)

(ii) any one from

• 150

accept ‘ ’ or ‘ ’
consequential marking applies

• half the force needed at 0.8 m

accept the numerical answer to (a) (i) ÷ 1.6
‘half’ is insufficient
1 (L7)

(b) • 600

accept ‘ ’
1 (L7)

• N/m2 or Pa
accept ‘0.06 N/cm2’ for two marks
1 (L7)
[5]

Q18.
(a) • it will go down
accept ‘it will tip anticlockwise’
accept ‘it will tip towards A’
accept ‘end B will go up’
‘tip’ is insufficient
1 (L3)

(b) •

all three balls are required for the mark ignore any
shading and size
1 (L3)

Page 70 of 94
 (c) • 100
1 (L3)

(d) (i) • carbon

if more than one box is ticked, award no mark
1 (L4)

(ii) any one from

• steel contains iron

• brass does not contain iron

• iron is magnetic or sticks to a magnet

• cooper and zinc are not magnetic

or will not stick to a magnet
accept ‘steel contains iron and carbon’
the answer must relate to the elements
‘steel is magnetic’ is insufficient
‘copper is not magnetic’ is insufficient
‘zinc is not magnetic’ is insufficient
‘brass is not magnetic’ is insufficient
‘copper and zinc are not magnets’ is insufficient
1 (L4)
[5]

Q19.
(a) (i) • an arrow labelled R, to the right, drawn on the rope
accept a labelled arrow to the right, drawn
parallel to the rope
1 (L3)

(ii) • an arrow labelled G, vertically downwards

1 (L4)

(b) any one from

• snow is smoother

• snow is more slippery

accept ‘snow is slippery’
accept ‘concrete or the path is rough’
‘snow is soft’ or ‘concrete is hard’ are insufficient
1 (L4)
[3]

Q20.
(a) any one from

• she is not moving or falling

accept ‘she has not dived or jumped’

Page 71 of 94
 award a mark for an answer which
implies she is not moving

• she is standing still

accept ‘she is still’
1 (L5)

(b) (i) • 8
1 (L5)

(ii) any one from

• the total energy is the same

accept ‘they are the same

• the gravitational potential and the kinetic energy add up to 8

accept ‘they all add up to 8’
1 (L6)

(c) (i) • gravity

accept ‘gravitational’ or ‘gravitational pull’
accept ‘weight’
do not accept ‘mass’
1 (L5)

(ii) any one from

• the distance between stages or drawings increases

accept ‘they are further apart’

• she falls further each time

accept ‘the positions are further apart’
accept ‘the arrows get longer
accept ‘her kinetic energy increases’
‘by the position of her body’ is insufficient
1 (L6)

(d) any one from

• friction
accept ‘water resistance’
do not accept ‘air resistance’

• drag
accept ‘upthrust
‘resistance’ is insufficient
1 (L6)
[6]

Q21.
(a) (i) • 100
accept ‘5 ×20’
1 (L7)

Page 72 of 94
 • Ncm
accept ‘cmN’
accept ‘1.0 Nm’ for two marks
do not accept lower case n
1 (L7)

(ii) 100
accept ‘the same’
accept the numerical answer to part a i
the mark for the unit may be awarded in part a ii
if not given in part a i
the unit is not required for the mark
1 (L7)

(iii) • 10
accept the numerical answer to a ii ÷ 10
1 (L7)

(b) • it decreased
accept ‘it slowed down’

any one from

• less light energy changed to electrical energy

accept ‘less light to power plane’
accept ‘it received less energy’
both the answer and the correct explanation
are required for the mark
do not accept ‘it stopped

• the voltage produced by the solar cell was lower

accept ‘less electrical or kinetic energy produced’
‘less light’ is insufficient do
not accept ‘no light to provide energy
1 (L7)
[5]

Q22.
(a) Mars
accept ‘6 kg’
do not accept ‘24 N’
1 (L5)

(b) any one from

• 4 kg weighs more on Earth

accept the converse
‘different weights’ is insufficient

• the weight of the object is greater on Earth

accept the converse
accept ‘Earth is 40 N and Venus is 36 N’

Page 73 of 94
 accept ‘Earth is 40 and Venus is 36’
accept ‘more newtons on Earth’ or ‘less newtons on Venus’
accept ‘there is a greater force on Earth’
do not accept ‘it has more mass on the Earth’
1 (L5)

(c)
answers must be in the correct order

• less (than) or smaller (than) or lower (than)

1 (L6)

• the same (as) or equal (to)

1 (L6)

(d) (i) • the greater the distance

accept ‘it increases’ the greater the time for one orbit
1 (L5)

(ii) • an answer from 1.6 to 6 inclusive

1 (L6)

(e)

award a mark for X marked on the orbit within the

tolerances shown
1 (L6)
[7]

Q23.
(a) B
1 (L5)

(b) (i) A and C

accept ‘lift and weight’
answers may be in either order
both letters are required for the mark
1 (L5)

(ii) D and B
accept A and C
answers may be in either order
both letters are required for the mark
1 (L5)

(c) (i) • Force D is greater than force B.

if more than one box is ticked, award no mark
1 (L6)

(ii) • Force A is greater than force C.

if more than one box is ticked, award no mark
1 (L6)

Page 74 of 94
 [5]

Q24.
(a) any one from

• the forces are balanced

ignore references to gravity if the answer is in terms
of balanced forces

• the forces are equal or the same

‘the sides are equal’ is insufficient

• the forces are both 1000 N

accept ‘the forces are both 1000’
accept ‘the newtons are even’
do not accept ‘both teams weigh 1000 N’

• they pull with the same force or equally hard

accept ‘both teams have the same strength’
1 (L4)

(b) an arrow drawn to the right

accept an arrow drawn to the right anywhere on the drawing
1 (L3)

(c) any one from

• team A pulled harder than team B

accept ‘team A pulled harder’ or ‘team A pulled more’
or ‘they pulled harder’
accept the converse

• team A was stronger

accept ‘they used more strength’

• team A was pulling with more than 1000

• team B was pulling with less than 1000

• there was more force to the left

accept ‘there are more newtons to the left’
1 (L4)

(d) 1200 N
if more than one box is ticked, award no mark
1 (L4)

(e) friction
1 (L4)
[5]

Q25.
(a) (i) it is between 20 g and 40 g
accept a number greater than 20 and less than 40

Page 75 of 94
 ‘more than 20’ or ‘less than 40’ are insufficient
1 (L5)

(ii) any one from

• cut a slot between 20 and 40

accept ‘add a mark for 30’

• cut more slots

accept ‘add more weights’
award a mark for an answer referring to cutting a slot
for any mass between 20 g and 40 g
1 (L5)

(b) (i) any one from

• it is on the wrong side of the pivot

accept ‘it is past the pivot line’
award a mark for an answer indicating that it is on the
wrong side of the pivot

• it would not make the scale tip

accept ‘the scale is supported on this side’
accept ‘it does not produce a clockwise moment’
do not accept ‘because the cardboard would tilt the other
way’
‘it would not work’ is insufficient
1 (L6)

(ii) a line drawn between the 40 g and 100 g slots

accept answers which clearly indicate the correct position

on the diagram
the line must not touch the slots for 40 g or 100 g
1 (L5)
[4]

Q26.
(a) (i) point plotted for (150, 1.5) to ± half a small square
1 (L5)

(ii) line of best fit

the anomalous point should be avoided
the line need not be drawn through the origin
1 (L6)

(b) point at (300, 3.8) circled

accept this result circled in the table
1 (L6)

(c) (i) a number from 640 to 660

1 (L6)

Page 76 of 94
 (ii) a number from 0.4 to 0.6
consequential marking applies to both c i and c ii
accept answers consistent with the graph drawn
1 (L6)

(d) any one from

the answer must refer to the results or the pattern
shown by the results

• the pattern is revealed or observed more easily

accept ‘it allows you to see a pattern’

• it tells you the pattern without working it out

accept ‘you can tell the rule by looking at it’

• it gives readings between the recorded readings

accept ‘it is easier to make predictions’

• you can see if there are results that are wrong or do not fit the
pattern
accept ‘it shows better or more quickly the more
mass the more weight’
accept ‘the data is continuous’
do not accept ‘it is more accurate or precise’
1 (L6)
[6]

Q27.
(a) any one from

• liquids or they take up less space

accept ‘particles are closer together in a liquid’

• liquids or they are denser

accept ‘particles are further apart in a gas’
do not accept liquids are heavier’
‘liquids are easier to transport’ is insufficient
1 (L7)

(b) there is no oxygen in space

accept ‘there is no air in space’
accept ‘space is a vacuum’
1 (L7)

(c) any one from

• the weight of the fuel decreases

‘gravity gets weaker’ is insufficient

• there is less fuel on board

• fuel is being used up

accept ‘hydrogen and oxygen or oxygen is being used up’

Page 77 of 94
 • water is released
accept ‘waste gas is given off’
1 (L7)

(d) (i) • 27
both answers are required for the mark

• 16.5
accept a number from 16.3 to 16.7
1 (L6)

(ii) 10.5
accept the difference between the numbers given in d i
consequential marking applies
1 (L7)

(iii) any one from

• up to 10 seconds the weight is greater than the (upward) force

• after 10 seconds there is a resultant or net (upward) force

• after 10 seconds the (upward) force is greater than the weight

accept the converse
answers must be in terms of a comparison
‘it does not have a great enough upward force’ is insufficient
‘at 10 seconds the forces are equal’ is insufficient
1 (L7)
[6]

Q28.
(a) any suitable independent variable such as

• the surface

• the angle of the slope

• the kind of object

• the size of the push

accept specific variations in objects, such as, ‘weight’
or ‘mass’ or ‘surface area’ or ‘type of trainer sole’
or ‘type of shoe’
1 (L4)

(b) any suitable dependent variable such as

• the distance travelled

• the time to move down the ramp

• the force needed to start the object moving

• the angle of the ramp at which the object starts moving

accept ‘the time to reach a given point’

Page 78 of 94
 accept ‘angle or height of ramp’
accept ‘speed’
a dependent variable (DV) without an
independent variable (IV) can gain credit
1 (L4)

any appropriate equipment to measure the dependent variable such as

• ruler or metre rule

• stopwatch or timer or light gates

• newton meter

• protractor
accept ‘tape measure’
accept ‘clock’
do not accept a measurement strategy if a DV is not given
or is incorrect
1 (L4)

(c) any appropriate control variable such as

• the object used

• the angle of the slope

• the surface used

• the height of the ramp

• the length of the ramp

accept ‘distance travelled’
only give credit for a control variable which does
not conflict with the suggested investigation
1 (L4)
[4]

Q29.
(a) A
1 (L5)

(b) any one from

• he will remain stationary

accept ‘he floats’

• he will continue moving at a constant speed

accept ‘nothing’
1 (L6)

any one from

• there is no net force

Page 79 of 94
 • the pairs of forces are equal
accept ‘all the forces cancel out’
accept ‘they cancel each other out’
accept ‘the forces are balanced’
‘the forces are equal’ is insufficient
1 (L6)

(c)
accept any arrow drawn going up and to the right
1 (L6)
[4]

Q30.
(a) (i) A
1 (L3)

(ii) D
1 (L3)

(iii) E
1 (L4)

(iv) G
accept ‘Jupiter’
1 (L4)

(b) (i) a bar drawn to 12 N/kg

the top of the bar must be in the middle third between
10 and 15
1 (L4)

(ii) any one from

• Jupiter

• Saturn

• Neptune
1 (L4)

(iii) Jupiter
1 (L4)
[7]

Q31.
(a)

Page 80 of 94
 if more than one line is drawn from any one force
award no mark for that force
3 (L3)

(b) 800
accept ‘80 x 10’
1 (L4)

(c) any one from

• it weighed more

• the mass was greater

accept ‘it was heavier’

• it weighed less at the end

accept ‘it only weighed 130 at the end’
accept ‘there was more food or fuel or supplies’
accept ‘more pressure’
1 (L4)

(d) any one from

• they spread out the weight

accept ‘they do not sink into the snow’; ‘wheels sink’

• they have a bigger surface or area

• they can slide easily

accept ‘they reduce the pressure’; ‘less friction’
‘they are bigger’; ‘it can slide’ is insufficient
1 (L4)

(e) any one from

• there is a bigger surface or area

• there is a bigger force

• it catches more air or wind

do not accept ‘there is more air resistance’
1 (L4)
[7]

Q32.

Page 81 of 94
 (a) (i) 2
accept ‘0.2 × 10’
1 (L7)

Ncm
accept ‘cmN’; ‘0.02 Nm’ for both marks
1 (L7)

(ii) 2 (Ncm)
accept ‘0.02 Nm’; ‘the same’
unit not required
the mark for the unit may be awarded here
if not given in part (a)(i)
accept the numerical answer to (a)(i)
consequential marking applies
1 (L7)

(iii) 0.1
accept the numerical answer to (a)(ii) ÷ 20
accept the numerical answer to (a)(i) ÷ 20
if (a)(ii) has been omitted
or if the answer given to (a)(ii) is ‘the same’
consequential marking applies
1 (L7)

(b) 0.3
accept the answer to (a)(iii) + 0.2
consequential marking applies
1 (L7)
[5]

Q33.
(a) (i) C
1 (L3)

(ii) B
1 (L3)

(b) 20
1 (L3)

(c) any one from

• friction

• air resistance or drag

• reaction
accept ‘upthrust’
do not accept ‘gravity’
1 (L4)
[4]

Page 82 of 94
Q34.
(a) (i) 75
accept ‘50 × 1.5’
1 (L7)

Nm
do not accept lower case n
1 (L7)

(ii) 750

accept ‘ ’ or ‘50 × 15’

accept the numerical answer to part (i) ÷ 0.1
1 (L7)

(b) any one from

• a current flows in the coil

• the coil or the iron core becomes magnetised

accept ‘there is a magnetic field’
or ‘the electromagnet switches on
do not accept ‘the core becomes magnetic’
1 (L7)

any one from

• the counterweight is attracted to the coil or core or the electromagnet

• the electromagnet produces a bigger moment

accept ‘the left-hand side of the barrier moves down’
‘the right-hand side moves up’ is insufficient
1 (L7)
[5]

Q35.
(a) (i) 12.5 m/s

accept ‘ ’ m/s’
accept ‘metres per second’ or ‘ms–1’ for m/s
the unit is required for the mark
do not accept ‘mps’
1 (L7)

(ii) they are equal or the same

accept ‘they are balanced’
1 (L7)

(b) the forward force is greater than the backward force

accept the converse
accept ‘the forward force is greater’
or ‘the backward force is smaller’

Page 83 of 94
 do not accept ‘the forward force becomes greater
or increases’
1 (L7)

any one from

• because air resistance or drag is smaller or reduced

accept ‘less friction’

• because there is a smaller surface area

‘she is more streamlined’ is insufficient
as it is given in the question
1 (L7)
[4]

Page 84 of 94
Examiner reports

Q18.
Facility values

Tier 3-6

L3 L4 L5 L6

a 0.57 0.73 0.79 0.86

b 0.83 0.91 0.94 0.98

c 0.79 0.89 0.93 0.96

di 0.61 0.61 0.67 0.76

dii 0.05 0.24 0.38 0.58

Q19.
Facility values

Tier 3-6

L3 L4 L5 L6

ai 0.30 0.64 0.81 0.92

aii 0.47 0.65 0.73 0.78

b 0.37 0.59 0.81 0.96

Q20.
Facility values

Tier 3-6 Tier 5-7

L3 L4 L5 L6 L5 L6 L7

a 0.66 0.74 0.87 0.95 0.83 0.89 0.97

bi 0.14 0.39 0.62 0.76 0.70 0.79 0.92

bii 0.01 0.02 0.05 0.08 0.49 0.66 0.83

ci 0.43 0.69 0.88 0.96 0.74 0.83 0.88

cii 0.17 0.28 0.52 0.73 0.65 0.81 0.92

Page 85 of 94
 d 0.30 0.46 0.66 0.82 0.63 0.72 0.88

Q21.
Facility values

Tier 5-7

L5 L6 L7

ai1 0.07 0.27 0.70

ai2 0.04 0.14 0.34

aii 0.05 0.14 0.60

aiii 0.18 0.40 0.78

b 0.12 0.26 0.51

Q22.
In part (a), level 7 was the only level where more than half of pupils were awarded the
mark. At levels 5 and 6, pupils gave the correct answer Mars and the incorrect answer
Jupiter in equal numbers, with a few giving Earth.

For part (b), the majority of pupils who were awarded the mark gave an answer relating to
more newtons on Earth, although at level 7 a similar number gave the answer the weight
is more on Earth. The most common incorrect answer was to state that there was more
mass on Earth. It appears that a significant number of pupils below level 7 did not gain the
mark as a result of confusing mass and weight.

In part (c) the majority of pupils at level 5 and above correctly stated that the weight would
be less on the Moon compared to the Earth; relatively few pupils at levels 5 and 6 stated
that mass on the Moon would be the same as that on Earth, with many stating that the
mass would also be less on the Moon, and about a third of pupils at level 5 suggested that
the mass would be greater on the Moon than on the Earth.

All pupils at level 7 stated the correct relationship between the orbit time of planets and
their distance from the Sun in part (di). This number fell to about 90% at level 6 and about
70% at level 5.

To gain the mark in part (dii) pupils needed to give a numerical answer between 1.6 and 6
(inclusive). This was answered correctly by more than half of pupils at levels 5, 6 and 7;
the most common error was to give a number less than 1.6.

Part (e) proved the most difficult for most pupils with only pupils at level 7 showing a good
understanding of how the speed of a comet changes as it orbits the Sun. A significant
number of pupils did not mark the position on the orbit line and so did not gain the mark
even if the point identified was closest to the Sun as required. Another common error was
to mark the position on the orbit furthest from the Sun, with a few pupils at all levels
putting their mark on either the arrow, or the comet itself.

Facility values

Page 86 of 94
 Tier 3-6 Tier5-7

L3 L4 L5 L6 L5 L6 L7

a .37 .43 .46 .48 .42 .43 .66

b .16 .37 .62 .65 .56 .63 .71

c1 .07 .35 .69 .77 .67 .68 .83

c2 .00 .02 .10 .32 .12 .35 .71

di .03 .22 .66 .85 .80 .90 .97

dii .14 .36 .51 .66 .58 .58 .61

e .00 .04 .19 .41 .19 .40 .54

Q23.
In part (a) about 80% of pupils at level 7 correctly identified B as the force representing air
resistance. The upwards vertical force (A) was the most common incorrect answer
selected, with very few pupils selecting the downwards vertical force (C).

Most pupils at level 5 and above correctly identified the two balanced forces in part (bi)
with only a minority choosing B and D or another incorrect combination.

Part (bii) proved to be the easiest part of the question with most pupils, even at level 4,
correctly identifying one of two pairs of balanced forces, the vast majority choosing B and
D.

In part (ci) about 60% of all pupils gained the mark, the most common error was to select
Force B is greater than force D – the converse of the correct answer.

In part (cii) about 60% of all pupils gained the mark, the most common error was to select
Force C is greater than force A – again the converse of the correct answer.

Facility values

Tier 3-6 Tier5-7

L3 L4 L5 L6 L5 L6 L7

a .15 .17 .32 .47 .37 .60 .79

bi .37 .50 .75 .96 .85 .95 .98

bii .51 .64 .82 .91 .90 .95 .98

ci .16 .28 .50 .72 .63 .80 .94

cii .19 .20 .46 .72 .62 .78 .93

Page 87 of 94
Q24.
This question was a little more difficult than the first two, but about 10% of pupils,
including some at level 4, gained all four marks in this question.

In part (a) most pupils at levels 5 and 6, and about half of pupils at level 4, correctly stated
that the forces were balanced. Pupils at levels 3 had difficulty answering this question,
often referring to the weight of the teams or the reason the ribbon is used (to see which
team wins).

Few pupils had difficulty in recognising the arrow should point to the right in part (b), with
two-thirds of pupils at level 3 being awarded the mark; the most common error was to
draw an arrow to the left.

Few pupils had difficulty explaining why the ribbon moved to the left in part (c). However, a
proportion of pupils at levels 3 and 4 gave incorrect answers that included references to
team B becoming tired or that team A had more force on them.

Part (d) proved to be quite difficult, with only a third of pupils at level 6 giving the correct
option (1200 N). The majority of pupils at all levels chose the incorrect option greater than
1200 N.

In part (e), most pupils at level 6 gave the correct answer friction; at all levels, gravity was
by far the most common incorrect response.

Facility values

Tier 3-6

L3 L4 L5 L6

a .23 .50 .78 .86

b .58 .85 .97 .99

c .46 .61 .81 .85

d .15 .17 .23 .28

e .14 .43 .67 .87

Q25.
Part (ai) proved to be the most difficult part of the question, with only a third of pupils at
level 6, and very few at other levels, being awarded the mark. The most common error at
all levels was to say that the letter weighs 40 g, another common error was to say that the
letter weighs more than 20 g, which was insufficient.

In part (aii) the majority of pupils at level 6 and 7 were awarded the mark, for suggesting
more slots should be cut in the cardboard scale. A common incorrect answer was make
the scale longer. Other incorrect answers included use scales and cut a bigger slot.

The majority of pupils at levels 5, 6 and 7 were awarded the mark in part (bi), for giving
the answer the slot is on the wrong side of the pivot. At all levels, some pupils gave the
answer it would not work which was insufficient. Other incorrect answers included the slot
was not wide enough and because the pivot is in the middle.

Page 88 of 94
 Part (bii) proved to be the easiest part of the question, with the majority of pupils, even at
level 4, gaining the mark for correctly indicating a slot between 40g and 100g.

Facility values

Tier 3-6 Tier 5-7

L3 L4 L5 L6 L5 L6 L7

ai .02 .08 .22 .36 .22 .31 .50

aii .05 .25 .57 .75 .57 .77 .88

bi .06 .28 .55 .69 .54 .76 .89

bii .28 .66 .87 .95 .86 .93 .97

Q26.
The majority of pupils at level 4 and above, correctly plotted the missing point in part (ai).
Only pupils at levels 6 and 7 consistently drew an appropriate line of best fit for part (aii);
the most common error on this part being a line drawn to include the anomalous point, an
error made by about a third of pupils at level 4.

The majority of pupils at levels 5, 6 and 7 identified the anomaly in part (b), and most also
correctly read off points from the graph in parts (ci) and (cii), with performance in part (cii)
being slightly better than that in part (ci) at all levels.

In part (d) pupils were asked why it is more useful to present data graphically compared to
a table of results. Half of pupils at level 6, and few pupils below level 6, gave an
appropriate reason. The most common incorrect response was simply it is easier to read.
The most common correct answer was it is easier to see the pattern. Less common
answers that gained credit included so you can make predictions and to spot odd results.

Facility values

Tier 3-6 Tier 5-7

L3 L4 L5 L6 L5 L6 L7

ai .36 .69 .81 .85 .84 .86 .89

aii .07 .23 .42 .72 .54 .72 .85

b .27 .55 .81 .92 .88 .94 .98

ci .24 .42 .64 .85 .73 .83 .94

cii .13 .41 .65 .84 .78 .89 .94

d .02 .10 .25 .43 .37 .59 .84

Q27.

Page 89 of 94
 This question proved to be challenging and few pupils – all at level 7 – gained all 6 marks.

Part (a) proved to be very difficult, even at level 7. Most pupils failed to gain the mark,
giving insufficient or incorrect answers such as they are easier to transport or gases would
escape easily.

Part (b) was easier than part (a), with about 40% of pupils at levels 5 and 6, and 80% of
pupils at level 7 being awarded the mark. Common incorrect answers to part (b) included
there is not much oxygen in space and it is needed to breathe.

Most pupils at level 7 correctly stated that fuel is used up. At all levels, about a quarter of
pupils did not gain the mark because they stated that the loss of weight was due to
decreasing gravity.

Most pupils at levels 6 and 7 correctly read the graph in two places to gain the mark in
part (di), with slightly more pupils getting the first reading correct than getting the second
correct. Part (dii) was found to be very difficult, with many pupils not attempting the
question at all; only at level 7 did a reasonable proportion (about 50%) get the mark.

Part (diii) also proved to be difficult, although more than half of pupils at level 7 were
awarded the mark. The most common error was to fail to give a comparison, for example
by simply stating it was too heavy.

Facility values

Tier 5-7

L5 L6 L7

a .04 .07 .27

b .40 .58 .73

c .26 .43 .66

di .42 .63 .87

dii .08 .15 .38

diii .07 .18 .50

Q28.
The majority of pupils made use of the planning box. However, only about half of the Level
6 pupils, and very few of the Level 3 pupils, wrote something informative in it.

Part (a) discriminated strongly, with less than 20% of Level 3 pupils giving a suitable
independent variable compared to more than 90% of Level 6 pupils.

Part (b) proved to be very difficult for pupils at Levels 3 and 4 with very few being awarded
either of the marks. Level 6 pupils were generally able to give both a correct dependent
variable and a correct measurement instrument.

Part (c) was again a strong discriminator, with fewer than 20% of Level 3 pupils able to
identify a factor to be controlled to make the test fair compared to 85% of Level 6 pupils.

Page 90 of 94
Q29.
In part (a) the majority of pupils at Level 5 and above correctly identified A as the direction
in which the astronaut would move. At all levels, the majority of pupils answering
incorrectly gave the answer C.

Part (b) was answered well by most pupils at Level 5 and above, who recognised that the
astronaut would not move. Most pupils who gave the correct explanation said the pairs of
forces are equal. Few pupils said there is no net force.

Part (c) proved to be only a little more difficult than part (a), with the majority of pupils at
Levels 6 and 7 being able to correctly draw an arrow pointing up and to the right. The
most common error from pupils at all levels was to draw an arrow pointing down and to
the left.

Q30.
At all levels most pupils answered part (a)(i) correctly.

In part (a)(ii), at Level 4 and above most pupils correctly identified the Earth, but only 30%
of pupils at Level 3 could do this, with many pupils answering A, C, E or G.

In part (a)(iii) at Level 4 and above most pupils correctly identified the Moon. At Level 3
only 30% of pupils answered correctly, with many pupils answering B, C, D, or F.

At all levels the majority of pupils correctly chose the planet with the largest orbit in part
(a)(iv). At Levels 3 and 4 the answer A was given by 30% and 10% of pupils respectively.

At all levels the majority of pupils drew the bar correctly in part (b)(i). The most common
mistake at all levels was to draw a bar that was too short, with very few pupils drawing a
bar that was too tall.

At all levels the majority of pupils answered part (b)(ii) correctly, with the most frequent
answer being Jupiter.

The majority of pupils at Levels 5 and 6 answered part (b)(iii) correctly. At Levels 3 and 4
answers were evenly split between Jupiter (the planet where the greatest force would be
needed) and Pluto (where the least force would be needed).

Q31.
Most pupils at all levels were awarded at least 2 marks for part (a). At all levels more
pupils identified A as being the force pulling the buggy along than identified either B as
being the weight of the buggy, or C as being the friction between the skis and the snow.

At Level 4 and above most pupils correctly calculated the distance the scientist had
travelled in part (b). Only half of the Level 3 pupils calculated the distance correctly.

In part (c), at Level 4 and above most pupils were able to explain why the buggy sank
deeper at the start. However, only half of Level 3 pupils answered correctly.

In part (d), most pupils at Level 4 and above stated correctly why skis are better than
wheels for travelling on snow. Only 40% of Level 3 pupils answered correctly. Of those
pupils who answered correctly, pupils at Levels 3 and 4 gave answers such as they do not
sink whereas pupils at Level 6 gave answers such as they spread out the weight more.

In part (e), at Level 4 and above most pupils answered correctly. Only 35% of Level 3
pupils answered correctly. Of those pupils who answered correctly, the majority gave

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 answers such as more air is caught, with roughly 30% of pupils at Levels 5 and 6 giving
answers such as it has a bigger surface or there is a bigger force.

Q32.
Nearly half the pupils at all levels correctly calculated the moment in part (a)(i), but fewer
than half of these gave the correct unit. A common mistake at all levels was to give the
unit as N, and at Levels 6 and 7 many pupils gave the unit as N/cm.

In part (a)(ii), at all levels, fewer pupils recognised that the turning moment produced by
the monkey would be the same as that produced by the elephant. More than half of all
pupils correctly calculated the weight of the monkey in part (a)(iii) and about two fifths
correctly calculated the tension in the string in part (b).

Q33.
Sc4 4 marks Facility: 0.78

Most pupils at all levels could identify the direction of the forces on the girl being pulled on
roller blades.

Part (ai) was answered very well at Levels 4 and above, and correctly by 63% at Level 3,
the target level. 17% of Level 3 pupils incorrectly gave force B as the direction of gravity.

Few pupils had any difficulty on part (aii), 89% overall correctly identifying arrow B, the
force of the rope on the girl.

Most pupils could correctly calculate the distance travelled in ten seconds for part (b).
Around 8%, including 13% of Level 3 pupils, incorrectly gave 5 as an answer, presumably
obtained by dividing time by distance rather than multiplying the two.

Part (c) proved more difficult than the other parts of this question, but it discriminated well
at the lower levels. Friction was the most common correct response, although many at
Levels 5 and 6 gave air or wind resistance as an alternative. There were a number of non-
specific incorrect answers, but often pupils just gave the answer force.

Facilities by tier and level achieved

Level

Item 3 4 5 6

ai .69 .83 .94 .99

aii .91 .89 .92 .92

b .67 .81 .94 .96

c .22 .48 .72 .90

Q34.
Sc4 5 marks Facility: 0.37

Many pupils (13% at Level 5, 44% at Level 6 and 81% at Level 7) were able to calculate
the correct numerical moment in part (ai), but success was more limited in giving the

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 correct unit, only 46% at Level 7 correctly giving Nm. Many pupils at the lower levels did
not give any unit. 17% of pupils at Level 7 mistakenly wrote N/m.

Relatively few below the target level could calculate the force produced by the
counterweight in part (aii), but more than two-thirds of Level 7 pupils gained a mark.

To gain the first mark in part (b) pupils were required to comment on a current flowing in
the coil or the coil becoming magnetised. This was only achieved by around half of the
pupils at Level 7 and a quarter at Level 6. The second mark was dependent on some
mention of the movement of the barrier, and was gained by many more pupils. A third of
Level 5 pupils, nearly two-thirds at Level 6 and 88% at Level 7 gave correct answers,
usually referring to the counterweight being attracted to the electromagnet.

Facilities by tier and level achieved

5-7

Item 5 6 7

ai1 .11 .37 .80

ai2 .07 .20 .51

aii .04 .24 .69

b1 .12 .31 .58

b2 .37 .47 .74

Q35.
Sc4 4 marks Facility: 0.46

Part (ai) discriminated well across levels. Although the majority of pupils were able to
correctly calculate the average speed, fewer gave the correct unit. Around 10%, including
23% of Level 5 pupils gave mph as the unit of speed.

Part (aii) discriminated very well between levels and the facility at the target level was
good, with correct answers stating that the forces were equal.

Over half of all pupils successfully compared the forward and backward forces in part (b),
but providing an explanation for this proved more difficult. The most common correct
answer, given by over a third of pupils, was that there was less air resistance when Megan
crouched down. Around a quarter of pupils said that she was more streamlined, a
response which simply repeated information given in the question.

Facilities by tier and level achieved

5-7

Item 5 6 7

ai .19 .54 .80

aii .31 .51 .78

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b1 .33 .53 .75

b2 .17 .37 .71

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