Gravitational Field Strength

1. Two identical uniform spheres each of radius R are placed in contact.
The gravitational force

between them is F.
The spheres are now separated until the force of attraction is .
What is the distance between the surfaces of the spheres after they have been separated?
A 2R
B 4R
C 8R
D 12R
(Total 1 mark)
The gravitational field associated with a planet is radial, as shown in Figure 1, but near the
2. surface it is effectively uniform, as shown in Figure 2.
Alongside each figure, sketch a graph to show how the gravitational potential V associated with
the planet varies with distance r (measured outwards from the surface of the planet) in each of
these cases.
Figure 1
Figure 2
(Total 4 marks)
Haberdashers Monmouth School For Girls Page 1 of 78

For which of the following relationships is the quantity y related to the quantity x by the
3.
relationship
x y
A energy stored in a spring extension of the spring
B gravitational field strength distance from a point mass
C de Broglie wavelength of an electron momentum of the electron
D period of a mass-spring system spring constant (stiffness) of the spring
(Total 1 mark)
(a) State the factors that affect the gravitational field strength at the surface of a planet.
4.
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(2)

(b) The diagram below shows the variation, called an anomaly, of gravitational field strength at
the Earth’s surface in a region where there is a large spherical granite rock buried in the
Earth’s crust.
The density of the granite rock is 3700 kg m–3 and the mean density of the surrounding
material is 2200 kg m–3.
(i) Show that the difference between the mass of the granite rock and the mass of an
equivalent volume of the surrounding material is 5.0 × 1010 kg.
(4)

(ii) The universal gravitational constant G = 6.7 × 10–11 N m2 kg–2. Calculate the
difference between the gravitational field strength at B and that at point A on the
Earth’s surface that is a long way from the granite rock.
(4)
(iii) Add to the diagram above a graph to show how the variation in gravitational field
strength would change if the granite rock were buried deeper in the Earth’s crust.
(1)
(Total 11 marks)
(a) (i) Explain what is meant by the gravitational field strength at a point in a gravitational
5. field.
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(ii) State the SI unit of gravitational field strength.
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(2)
(b) Planet P has mass M and radius R. Planet Q has a radius 3R. The values of the
gravitational field strengths at the surfaces of P and Q are the same.
(i) Determine the mass of Q in terms of M.

(ii) The figure below shows how the gravitational field strength above the surface of
planet P varies with distance from its centre. Draw on the diagram the variation of the
gravitational field strength above the surface of Q over the range shown.
(6)
(Total 8 marks)
(a) State, in words, Newton’s law of gravitation.

6.
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(2)
(b) Some of the earliest attempts to determine the gravitational constant, G, were regarded as
experiments to “weigh” the Earth. By considering the gravitational force acting on a mass at
the surface of the Earth, regarded as a sphere of radius R, show that the mass of the Earth
is given by
where g is the value of the gravitational field strength at the Earth’s surface.
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(2)

(c) In the following calculation use these data.
radius of the Moon = 1.74 × 106 m

gravitational field strength at Moon’s surface = 1.62 N kg –1
mass of the Earth M = 6.00 × 1024 kg
gravitational constant G = 6.67 × 10–11 N m2 kg–2
Calculate the mass of the Moon and express its mass as a percentage of the mass of the
Earth.
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(3)
(Total 7 marks)
The gravitational field strength at the surface of a planet, X, is 19 N kg–1.

7.
(a) (i) Calculate the gravitational potential difference between the surface of X and a point
10 m above the surface, if the gravitational field can be considered to be uniform over
such a small distance.
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(ii) Calculate the minimum amount of energy required to lift a 9.0 kg rock a vertical
distance of 10 m from the surface of X.
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(iii) State whether the minimum amount of energy you have found in part (ii) would be
different if the 9.0 kg mass were lifted a vertical distance of 10 m from a point near
the top of the highest mountain of planet X. Explain your answer.
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(3)

(b) Calculate the gravitational field strength at the surface of another planet, Y, that has the
same mass as planet X, but twice the diameter of X.
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(2)
(Total 5 marks)
Both gravitational and electric field strengths can be described by similar equations written in the
8. form
(a) Complete the following table by writing down the names of the corresponding quantities,
together with their SI units, for the two types of field.
symbol gravitational field electrical field

quantity SI unit quantity SI unit
a gravitational
field strength
b m F–1
(4)
(b) Two isolated charged objects, A and B, are arranged so that the gravitational force
between them is equal and opposite to the electric force between them.
(i) The separation of A and B is doubled without changing their charges or masses.
State and explain the effect, if any, that this will have on the resultant force between
them.
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(ii) At the original separation, the mass of A is doubled, whilst the charge on A and the
mass of B remain as they were initially. What would have to happen to the charge on
B to keep the resultant force zero?
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(3)
(Total 7 marks)
The following data refer to two planets.

9.
radius / km density / kg m−3
planet P 8000 6000
planet Q 16000 3000
The gravitational field strength at the surface of P is 13.4 N kg−1. What is the gravitational field
strength at the surface of Q?
A 3.4 N kg−1
B 13.4 N kg−1
C 53.6 N kg−1
D 80.4 N kg−1
(Total 1 mark)
The gravitational potential difference between the surface of a planet and a point P, 10 m above
10.
the surface, is 8.0 J kg− 1 . Assuming a uniform field, what is the value of the gravitational field
strength in the region between the planet’s surface and P?
A 0.80 N kg− 1
B 1.25 N kg− 1
C 8.0 N kg− 1
D 80 N kg− 1
(Total 1 mark)

The mass of the nucleus of an isolated copper atom is 63 u and it carries a charge of +29 e. The
11.
diameter of the atom is 2.3 × 10–10 m.
P is a point at the outer edge of the atom.
(a) Calculate
(i) the electric field strength at P due to the nucleus,
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(ii) the gravitational potential at P due to the nucleus.
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(5)
(b) Draw an arrow on the above diagram to show the direction of the electric field at the
point P.
(1)
(Total 6 marks)
Which one of the following has different units to the other three?
12.
A gravitational potential
B gravitational field strength
C force per unit mass
D gravitational potential gradient

(Total 1 mark)

A planet of mass M and radius R rotates so rapidly that loose material at the equator just
13.
remains on the surface. What is the period of rotation of the planet?
G is the universal gravitational constant.
A 2π
B 2π
C 2π
D 2π
(Total 1 mark)
A small mass is situated at a point on a line joining two large masses ml and m2 such that it
14. experiences no resultant gravitational force. If its distance from the mass m1 is r1 and
its distance from the mass m2 is r2, what is the value of the ratio ?
(Total 1 mark)

At a distance R from a fixed charge, the electric field strength is E and the electric potential is V.
15. Which line, A to D, gives the electric field strength and electric potential at a distance 2R from the
charge?
electric field strength electric potential
(Total 1 mark)
The Global Positioning System (GPS) is a system of satellites that transmit radio signals which
16. can be used to locate the position of a receiver anywhere on Earth.
(a) A receiver at sea level detects a signal from a satellite in a circular orbit when it is passing
directly overhead as shown in the diagram above.
(i) The microwave signal is received 68 ms after it was transmitted from the satellite.
Calculate the height of the satellite.
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(ii) Show that the gravitational field strength of the Earth at the position of the satellite is
0.56 N kg–1.
mass of the Earth = 6.0 × 1024 kg

mean radius of the Earth = 6400 km
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(4)
(b) For the satellite in this orbit, calculate
(i) its speed,
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(ii) its time period.
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(5)
(Total 9 marks)

A projectile moves in a gravitational field. Which one of the following is a correct statement for
17. the gravitational force acting on the projectile?
A The force is in the direction of the field.
B The force is in the opposite direction to that of the field.
C The force is at right angles to the field.
D The force is at an angle between 0° and 90° to the field.

(Total 1 mark)
A planet has a radius half of the Earth’s radius and a mass a quarter of the Earth’s mass. What is
18. the approximate gravitational field strength on the surface of the planet?
A 1.6 N kg–1
B 5.0 N kg–1
C 10 N kg–1
D 20 N kg–1
(Total 1 mark)
The following data refer to two planets.

19.
radius/km density/kg m–3
planet P 8 000 6 000
planet Q 16 000 3 000
The gravitational field strength at the surface of P is 13.4 N kg–1. What is the gravitational field
strength at the surface of Q?
A 3.4 N kg–1
B 13.4 N kg–1
C 53.6 N kg–1
D 80.4 N kg–1
(Total 1 mark)

When at the surface of the Earth, a satellite has weight W and gravitational potential energy –U.
20. It is projected into a circular orbit whose radius is equal to twice the radius of the Earth. Which
line, A to D, in the table shows correctly what happens to the weight of the satellite and to its
gravitational potential energy?
gravitational potential
weight
energy
A becomes increases by
B becomes increases by
C remains W increases by U
D becomes increases by U
(Total 1 mark)
The radius of a certain planet is x times the radius of the Earth and its surface gravitational field
21. strength is y times that of the Earth.
Which one of the following gives the ratio ?
A xy
B x2y
C xy2
D x2y2
(Total 1 mark)
The gravitational potential difference between the surface of a planet and a point P, 10 m above
22.
the surface, is 8.0 J kg–1. Assuming a uniform field, what is the value of the gravitational field
strength in the region between the planet’s surface and P?
A 0.80 N kg–1
B 1.25 N kg–1
C 8.0 N kg–1
D 80 N kg–1
(Total 1 mark)

The diagram shows two point masses each of mass m separated by a distance 2r.
23.
What is the value of the gravitational field strength at the mid-point, P, between the two masses?
D zero
(Total 1 mark)
What would the period of rotation of the Earth need to be if objects at the equator were to appear
24. weightless?
radius of Earth = 6.4 × 106 m
A 4.5 × 10–2 hours
B 1.4 hours
C 24 hours
D 160 hours
(Total 1 mark)

A spherical planet of uniform density ρ has radius R.
25.
Which line, A to D, in the table gives correct expressions for the mass of the planet and the
gravitational field strength at its surface?
mass of planet gravitational field

strength at surface
(Total 1 mark)
A planet has a radius half the Earth’s radius and a mass a quarter of the Earth’s mass. What is
A 1.6 N kg–1
B 5.0 N kg–1
C 10 N kg–1
D 20 N kg–1
(Total 1 mark)
The gravitational field strength on the surface of a planet orbiting a star is 8.0 N kg–1. If the planet
27.
and star have a similar density but the diameter of the star is 100 times greater than the planet,
what would be the gravitational field strength at the surface of the star?
A 0.0008 N kg–1
B 0.08 N kg–1
C 800 N kg–1
D 8000 N kg–1
(Total 1 mark)

The gravitational field strength at the surface of the Earth is 6 times its value at the surface of the
28. Moon. The mean density of the Moon is 0.6 times the mean density of the Earth.
What is the value of the ratio ?
A 1.8
B 3.6
C 6.0
D 10
(Total 1 mark)
Which one of the following statements about gravitational fields is incorrect?

29.
A Moving a mass in the direction of the field lines reduces its potential energy.
B A stronger field is represented by a greater density of field lines.
C Moving a mass perpendicularly across the field lines does not alter its potential energy.
D At a distance r from a mass the field strength is inversely proportional to r.

(Total 1 mark)
30.
Which one of the following gives a correct unit for ?
A N m−2
B N kg−1
C Nm
D N
(Total 1 mark)
The gravitational field strengths at the surfaces of the Earth and the Moon are 9.8 N kg–1 and
31.
1.7 N kg–1 respectively. If the mass of the Earth is 81 × the mass of the Moon, what is the ratio of
the radius of the Earth to the radius of the Moon?
A 3.7
B 5.8
C 14
D 22
(Total 1 mark)

A small mass is situated at a point on a line joining two large masses m1 and m2 such that it
32. experiences no resultant gravitational force. Its distance from the centre of mass of m1 is r1 and
its distance from the centre of mass of m2 is r2.
(Total 1 mark)
Two stars of mass M and 4M are at a distance d between their centres.

33.
The resultant gravitational field strength is zero along the line between their centres at a distance
y from the centre of the star of mass M.
(Total 1 mark)

34.
In the equation X = , X represents a physical variable in an electric or a gravitational field, a
is a constant, b is either mass or charge and n is a number.
Which line, A to D, in the table provides a consistent representation of X, a and b according to

the value of n?
The symbols E, g, V and r have their usual meanings.
n X a b
A 1 E charge
B 1 V mass
C 2 g G mass
D 2 V G charge
(Total 1 mark)
35. The diagram shows an isolated binary star system. The two stars have equal masses, M, and
the distance between their centres is r.
The point P is half-way between the two stars.

What is the gravitational field strength at P?
A zero
B −
C −
D −
(Total 1 mark)

The following data refers to two planets, P and Q.
36.
Radius / km Density / kg m–3
planet P 8000 6000
planet Q 16 000 3000
The gravitational field strength at the surface of P is 13.4 N kg–1.

What is the gravitational field strength at the surface of Q?
A 3.4 N kg–1
B 13.4 N kg–1
C 53.6 N kg–1
D 80.4 N kg–1
(Total 1 mark)
37. A satellite of mass m is in a circular orbit at height R above the surface of a uniform spherical
planet of radius R and density ρ.
What is the force of gravitational attraction between the satellite and the planet?
D
(Total 1 mark)

A planet of mass M and radius R rotates so quickly that material at its equator only just remains
38.
on its surface.
What is the period of rotation of the planet?
(Total 1 mark)
The planet Venus may be considered to be a sphere of uniform density 5.24 × 103 kg m−3.
39.
The gravitational field strength at the surface of Venus is 8.87 N kg−1.
(a) (i) Show that the gravitational field strength gs at the surface of a planet is related to the
the density ρ and the radius R of the planet by the expression
where G is the gravitational constant.
(2)

(ii) Calculate the radius of Venus.
Give your answer to an appropriate number of significant figures.
radius = ____________________ m
(3)
(b) At a certain time, the positions of Earth and Venus are aligned so that the distance between
them is a minimum.
Sketch a graph on the axes below to show how the magnitude of the gravitational field
strength g varies with distance along the shortest straight line between their surfaces.
Consider only the contributions to the field produced by Earth and Venus.
Mark values on the vertical axis of your graph.
(3)
(Total 8 marks)

Two stars of mass M and 4M are at a distance d between their centres.
40.
The resultant gravitational field strength is zero along the line between their centres at a distance
y from the centre of the star of mass M.
(Total 1 mark)
A planet has a radius half the Earth’s radius and a mass a quarter of the Earth’s mass. What is
A 1.6 N kg–1
B 5.0 N kg–1
C 10 N kg–1
D 20 N kg–1
(Total 1 mark)

An electron on the surface of the Earth is placed in an electric field of strength 5000 N C−1.
42.
What is for the electron?
A 1.1 × 10−14
B 2.9 × 10−10
C 3.4 × 109
D 9.0 × 1013
(Total 1 mark)
(a) Define the gravitational potential at a point.

43.
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(2)
(b) Explain why gravitational potential is always negative.
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(2)
(c) Show that the magnitude of the gravitational potential at the Earth’s surface due to the
mass of the Earth is about 6.3 × 107 J kg−1.
(2)

(d) A satellite is launched into a geostationary orbit.
Describe and explain two features of a geostationary orbit.
1. _________________________________________________________________
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2. _________________________________________________________________
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(2)
(e) The satellite has a mass of 1200 kg and the radius of its orbit is 4.23 × 107 m.
Calculate the gain in gravitational potential energy of the satellite when it is placed into orbit
from the Earth’s surface.
gain in potential energy = ________________________J

(3)

(f) Impulse engines are used to place the satellite into an orbit with a longer period.
Discuss any changes this makes to the orbital motion of the satellite.
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(4)
(Total 15 marks)
The distance between the Sun and Mars varies from 2.1 × 1011 m to 2.5 × 1011 m.
44.
When Mars is closest to the Sun, the force of gravitational attraction between them is F.
What is the force of gravitational attraction between them when they are furthest apart?
A 0.71F
B 0.84F
C 1.2F
D 1.4F
(Total 1 mark)

45. Charon is a moon of Pluto that has a mass equal to that of Pluto.
The distance between the centre of Pluto and the centre of Charon is d.
X is the point at which the resultant gravitational field due to Pluto and Charon is zero.
What is the distance of X from the centre of Pluto?
(Total 1 mark)
(a) Derive an expression to show that for satellites in a circular orbit

46.
T2 ∝ r3
where T is the period of orbit and r is the radius of the orbit.

(2)

(b) Pluto is a dwarf planet. The mean orbital radius of Pluto around the Sun is 5.91 × 109 km
compared to a mean orbital radius of 1.50 × 108 km for the Earth.
Calculate in years the orbital period of Pluto.
orbital period of Pluto = ____________________ yr

(2)
(c) A small mass released from rest just above the surface of Pluto has an acceleration of
0.617 m s–2.
Assume Pluto has no atmosphere that could provide any resistance to motion.
Calculate the mass of Pluto.
Give your answer to an appropriate number of significant figures.
radius of Pluto = 1.19 × 106 m
mass of Pluto = ____________________ kg

(3)

(d) The graph shows the variation in gravitational potential with distance from the centre of
Pluto for points at and above its surface.
A meteorite hits Pluto and ejects a lump of ice from the surface that travels vertically at an
initial speed of 1400 m s–1.
Determine whether this lump of ice can escape from Pluto.
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(3)
(Total 10 marks)
(a) State what is represented by gravitational field lines.

47.
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(1)

(b) Figure 1 shows the gravitational field above a small horizontal region on the surface of the
Earth.
Figure 1
Suggest why the field lines converge over a small area at K.
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(2)
(c) A ball travelling at constant speed passes position J moving towards position K in Figure 1.
Assume friction is negligible.
Explain any change in the speed of the ball as it approaches K.
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(2)

(d) Figure 2 shows lines of force for the electric field surrounding two charged objects
L and M.
Figure 2
Explain why the lines of force shown in Figure 2 cannot represent a gravitational field.
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(1)
(e) State which object L or M has a charge with the greater magnitude.
object ____________________
State which object L or M has a positive charge.
object ____________________
(1)
(f) Draw, on Figure 2, an equipotential line that passes through point N.

Do not extend your line beyond the given field lines.
(2)
(Total 9 marks)

The Earth can be assumed to be a uniform sphere of radius R.
48.
What is the mean density of the Earth?
(Total 1 mark)
(a) Define the electric field strength at a point in an electric field.

49.
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(2)
(b) Figure 1 shows a point charge of +46 μC placed 120 mm from a point charge Q.
Figure 1

Position P is on the line joining the charges at a distance 66 mm from charge Q.
The resultant electric field strength at position P is zero.
Calculate the charge Q.
Q = ____________________ C
(3)
(c) Explain, without calculation, whether net work must be done in moving a proton from infinity
to position P in Figure 1.
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(2)

(d) A small rubber ball coated with a conducting paint carries a positive charge.
The ball is suspended in equilibrium from a vertical wall by an uncharged non-conducting
thread of negligible mass. The wall is positively charged and produces a horizontal uniform
electric field perpendicular to the wall along the whole of its length.
Figure 2 shows that the thread makes an angle of 30° to the wall.
Figure 2
The thread breaks.
Explain the motion of the ball.
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(2)
(Total 9 marks)

An object moves freely at 90° to the direction of a gravitational field.
50.
The acceleration of the object is
A zero.
B opposite to the direction of the gravitational field.
C in the direction of the gravitational field.
D at 90° to the direction of the gravitational field.
(Total 1 mark)
A small object of mass m has a charge Q. The object remains stationary in an evacuated space
51.
between two horizontal plates. The plates are separated by a distance d and the potential
difference between the plates is V.
What is V?
(Total 1 mark)

The diagram shows gravitational equipotentials. Adjacent equipotentials are separated by an
52.
equal gravitational potential difference V.
Which point has the greatest gravitational field strength?
(Total 1 mark)
Which row shows two scalar quantities?

53.
A gravitational potential gravitational field strength
B mass gravitational potential
C gravitational field strength weight
D weight gravitational potential
(Total 1 mark)

The graph shows how the gravitational potential V varies with the vertical distance d from the
54.
surface of the Earth.
What does the gradient of the graph represent at the surface of the Earth?
A potential energy
B mass of the Earth
C magnitude of the gravitational constant
D magnitude of the gravitational field strength
(Total 1 mark)
The figure shows a moon of mass m in a circular orbit of radius r around a planet of mass M,
55.
where m << M.

The moon has an orbital period T.
T is related to r by
T 2 = kr3
where k is a constant for this planet.
(a) Show that k =
(3)
Table 1 gives data for two of the moons of the planet Uranus.
Table 1
Name T / days r/m
Miranda 1.41 1.29 × 108
Umbriel 4.14 X
(b) Calculate the orbital radius X of Umbriel.
orbital radius = _______________ m

(2)

(c) Calculate the mass of Uranus.
mass = _______________ kg
(3)
Table 2 gives data for three more moons of Uranus.
Table 2
Name Mass / kg Diameter / m
Ariel 1.27 × 1021 1.16 × 106
Oberon 3.03 × 1021 1.52 × 106
Titania 3.49 × 1021 1.58 × 106

(d) Deduce which moon in Table 2 has the greatest escape velocity for an object on its
surface.
Assume the effect of Uranus is negligible.
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(3)

(e) A spring mechanism can project an object vertically to a maximum height of 1.0 m from the
surface of the Earth.
Determine whether the same mechanism could project the same object vertically to a
maximum height greater than 100 m when placed on the surface of Ariel.
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(3)
(Total 14 marks)
A planet has a mass M and a radius R.

56.
Loose material at the equator only just remains in contact with the surface of the planet.
This is because the speed at which the planet rotates is very large.
What is the period of rotation of the planet?
(Total 1 mark)

The lines in Figure 1 show the shape of the gravitational field around two stars G and H.
57.
Figure 1
(a) Compare, with reference to Figure 1, the masses of G and H.
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(2)
(b) X and Y are two points in the field.
Annotate Figure 1 to show the field direction at X and the field direction at Y.
(1)

(c) A spherical asteroid P has a mass of 2.0 × 1020 kg.
The gravitational field strength at its surface is 0.40 N kg−1.
Calculate the radius R of P.
R = _______________ m
(1)
(d) Sketch, on Figure 2, the variation of the gravitational field strength g with distance r.
The distance r is measured from the centre of P.
Figure 2
(1)

(e) Explain what is represented by the area under the graph between r = R and r = 2R on
Figure 2.
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(2)
Asteroid P approaches the two stars G and H.

Figure 3 shows one position of P close to H.
Figure 3

(f) The gravitational force on P from G is 6.38 × 1012 N.
The mass of H is 3.00 × 1025 kg and the mass of P is 2.00 × 1020 kg.
The distance HP is 1.50 × 1011 m.
Calculate the magnitude of the acceleration of P.
magnitude of acceleration = _______________ m s−2

(4)
(g) Explain why P cannot have a circular orbit around H.
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(1)
(Total 12 marks)

A planet of radius R and mass M has a gravitational field strength of g at its surface.
58.
Which row describes a planet with a gravitational field strength of 4g at its surface?
Radius of planet Mass of planet
A 2R 2M
B R
D 2M
(Total 1 mark)
A planet has radius R and density ρ. The gravitational field strength at the surface is g.
59.
What is the gravitational field strength at the surface of a planet of radius 2R and density 2ρ?
A 2g
B 4g
C 8g
D 16g
(Total 1 mark)
The Earth has density ρ and radius R. The gravitational field strength at the surface is g. What is
60. the gravitational field strength at the surface of a planet of density 2ρ and radius 2R?
A g
B 2g
C 4g
D 16 g
(Total 1 mark)

Mark schemes
B
1.
[1]
2.
gradient decreases as r increases (1)

V increases as r increases (1)
only negative values of V shown (1)
constant gradient (1)

V increases as r increases (1)
[max 4]
C
3.
[1]
(a) the radius/diameter of the planet not ‘size’

4.
B1
the mass (or density) of the planet
B1
2

(b) (i) volume of the granite = 4/3π r3
or
radius of the granite = 0.2 km (may be seen in an
incorrect equation)
B1
2003 or 4/3π 0.23 or 3.35 × 107 m3
B1
Mass = density × volume used with any density and

their volume
(Volume may be in formula form)
If they use correct volume then either 1.24 × 1011
or 7.37 × 1010 gets the mark)
B1
(3700-2200) × 3.35 × 107 or 1500 × 3.35 × 107 kg

or (1.24 × 1011 –7.37 × 1010) or 5.025 × 1010
or 5.03 × 1010 seen
Condone rounding off early leading to 4.6 × 1010 kg
B1
4
NB
1) the fourth mark is not for 5.0 × 1010 – all working must be
shown
2) those who do not show conversion of radius from km to m
in the calculation but otherwise correct will get 3

(ii) Gravitation field strength g = GM/r2
or
uses distance of 0.4 km for r
C1
Substitution for extra field strength

= 6.7 × 10–11 × 5.0 × 1010/(0.4×103)2
Condone r = 0.4 for this mark
C1
Correct substitution for the extra field strength

with correct
powers of 10
C1
2.1 × 10–5 N kg–1 (condone m s–2)

or
1.9 × 10–5 if 4.6 × 1010 carried forward from (i)
A1
4
(iii) Correct general shape always below original curve
B1
1
Alternative scheme for different approach to (ii)
(ii) Gravitation field strength = GM/r2

or
uses distance of 0.4 km for r
C1
Correct substitution for field strength for granite (or soil)

6.7 × 10–11 × 1.24 × 1011/(0.4×103)2 or 6.7 × 10–11 × 7.37 ×
1010/(0.4×103)2
Condone r = 0.4 for this mark
C1
Correct substitution for field strength for soil (or granite)
C1
2.1 × 10–5 N kg–1 (condone m s–2)
A1
4
[11]

(a) (i) force per unit mass/force per kg
5.
B1
(ii) N kg−1 not ms–2 alone
B1
2
(b) (i) GM/R2 seen
C1
GMQ/(3R)2 seen
C1
mass of Q = 9M
A1
(ii) passes through (3R, g) and falls off in curve
M1
two further points checked e.g., (6R,g/4) (12R, g/16)
M1
overall line quality – single smooth line (both Ms for this)
A1
6
[8]
(a) attractive force between two particles (or point masses) (1)
6. proportional to product of masses and inversely proportional to
square of separation [or distance] (1)
2
(b) (for mass, m, at Earth’s surface) mg = (1)
rearrangement gives result (1)

2

(c) (1)
= 7.35 × 1022 kg (1)
(= 0.0123) ∴ 1.23%
3
[7]
7.
(a) (i) 19 = (–) gives ΔV = 190 (1) J kg–1 (1)
(ii) W(= mΔV) = 9.0 × 190 = 1710J [or mgh = 9.0 × 19 × 10 = 1710J] (1)
(iii) on mountain, required energy would be less
because gravitational field strength is less (1)
max 3
(b) g∝ (or F ∝ or correct use of F = ) (1)
∴ g′ = = 4.75(Nkg–1) (1)
2
[5]
(a)
8.
________ N kg–1 electric N C–1 (1)
field
strength or V m–1
gravitational N m2 kg–2 ________ ________ (1)

constant
mass kg charge C (1)
distance (from distance (1)

mass to point) (from
m m
charge to
point)
(4)
(b) (i) none (1)
both FE and FG ∝ (hence both reduced to [affected equally] (1)

(ii) charge on B must be doubled (1)
(3)
[7]
B
9.
[1]
A
10.
[1]
11. (a) (i) E (= )= (1)
= 3.15 × 1012Vm‑1 (or (NC‑1) (1)
(ii) V(= – ) = (–) (1)
= (–) 6.07 × 10‑26 (1) – sign and J kg‑1

5
(b) arrow pointing to the right (1)

1
[6]
A
12.
[1]
D
13.
[1]
C
14.
[1]
C
15.
[1]
(a) (i) h (= ct) (= 3.0 × 108 × 68 × 10–3) = 2.0(4) × 107 m (1)

16.
(ii) g = (–) (1)
r (= 6.4 × 106 + 2.04 × 107) = 2.68 × 107 (m) (1)

(allow C.E. for value of h from (i) for first two marks, but not 3rd)
g= (1) (= 0.56 N kg–1)

(b) (i) g= (1)
v = [0.56 × (2.68 × 107)]½ (1)
= 3.9 × 103m s–1 (1) (3.87 × 103 m s–1)
(allow C.E. for value of r from a(ii)
[or v2 = = (1)
v= (1)
= 3.9 × 103 m s–1 (1)]
(ii) = (1)
= 4.3(5) × 104s (1) (12.(1) hours)

(use of v = 3.9 × 10 gives T = 4.3(1) × 104 s = 12.0 hours)
3
(allow C.E. for value of v from (I)
[alternative for (b):
(i) (1)
= 3.8(6) × 103 m s–1 (1)]
(allow C.E. for value of r from (a)(ii) and value of T)
(ii) (1)
= (1.90 × 109 (s2) (1)
T = 4.3(6) × 104 s (1)

5
[9]
A
17.
[1]
C
18.
[1]
B
19.
[1]

B
20.
[1]
B
21.
[1]
A
22.
[1]
D
23.
[1]
B
24.
[1]
B
25.
[1]
C
26.
[1]
C
27.
[1]
B
28.
[1]
D
29.
[1]
A
30.
[1]
A
31.
[1]
C
32.
[1]
B
33.
[1]
C
34.
[1]
A
35.
[1]
B
36.
[1]
A
37.
[1]

C
38.
[1]
39. (a) (i) M= π R3 ρ ✔
combined with gs = (gives gs = πGRρ) ✔

Do not allow r instead of R in final answer but condone in early
stages of working.
Evidence of combination, eg cancelling R2 required for second
mark.
2
(ii) ✔
gives R = 6.06 × 106 (m) ✔

answer to 3SF ✔
SF mark is independent but may only be awarded after some
working is presented.
3
(b) line starts at 9.81 and ends at 8.87 ✔

correct shape curve which falls and rises ✔
falls to zeo value near centre of and to right of centre of distance scale ✔
[Minimum of graph in 3rd point to be >0.5 and <0.75 SE-SV distance]
For 3rd mark accept flatter curve than the above in central region.
3
[8]
B
40.
[1]
C
41.
[1]
42. D
[1]

(a) the work done per unit mass ✔
43.
in moving from infinity to the point ✔
2
(b) Gravitational potential is defined as zero at ∞ ✔
(Forces attractive) so work must be done (on a mass) to reach ∞ (hence negative) ✔
2
(c) V = − GM / r = 6.67 × 10−11 × 5.97 1024 / 6.37 × 106 ✔
= − 6.25 × 107 J kg−1 ✔

2
(d) in the plane of the equator
always above the same location on the earth
having the same period as the earth / 24 hours
✔✔any two lines

2
(e) V = − GM / r = 6.67 × 10−11 × 5.97 × 1024 / 4.23 × 107 = − 9.41 × 106 J kg−1 ✔
Ep = ΔV × m = = (6.26 − 0.94 )× 107 × 1200 ✔
= 6.38 × 1010 J ✔
3
(f) radius must increase ✔
velocity gets smaller ✔
reference to R3 is proportional to T2 ✔
reference (from circular motion) v2 is proportional to 1/r ✔

4
[15]
A
44.
[1]
C
45.
[1]

(a) (centripetal) force = m r ( 2 π / T )2 Or m r (ω)2
46.
(is given by the gravitational) force = G m M / r2 ✔ (mark for both
equations)
(equating both expressions and substituting for ω if required) T2 =
(4π2 / GM) r3 ✔ (4π2 / GM is constant, the constants may be on
either side of equation but T and r must be numerators)
First mark is for two equations (gravitational and centripetal)
The second mark is for combining.
2
(b) (use of T2 ∝ r3 so (TP / TE)2 = (rP / rE)3)

(TP /1.00)2 = (5.91 × 109 /1.50 × 108)3 ✔ (mark is for substitution of
given data into any equation that corresponds to the proportional
equation given above)
(TP2 = 61163)
TP = 250 (yr) ✔ (247 yr)
Answer only gains both marks
The calculation may be performed using data for the Sun in T2 =
(4π2 / GM) r3 easily spotted from Ms = 1.99 × 1030 kg giving a
similar answer 247 – 252 yr.
2
(c) using M (= g r2 / G) = 0.617 × (1.19 × 106)2 / 6.67 × 10–11 ✔

M = 1.31 × 1022 kg ✔
answer to 3 sig fig ✔ (this mark stands alone)
The last mark may be given from an incorrect calculation but not
lone wrong answer.
3

(d) Initial KE = ½ (m) 14002 = 9.8 × 105 (m) J✔
Energy needed to escape = 7.4 × 105 (m) J ✔
So sufficient energy to escape. ✔
OR For object on surface escape speed given by 7.4 × 105 = ½ v2

✔
escape speed = 1200 m s–1 ✔ (if correct equation is shown the
previous mark is awarded without substitution)
So sufficient (initial) speed to escape. ✔
OR escape velocity = substituting M from part (c) ✔
escape speed = 1200 m s–1 ✔ (1210 m s–1)

So sufficient (initial) speed to escape. ✔
OR escape velocity = substituting from data in (c) ✔

Third alternative may come from a CE from (c)
(1.06 × 10–8 × )
Conclusion must be explicit for third mark and cannot be awarded
from a CE
3
[10]
(a) Gravitational field lines show the direction (and relative magnitude)
47.
of force on a mass (placed in the force field) ✔
Or
The direction a stationary/placed mass would (initially) move.
1
(b) (Lines are closer together so) the field is stronger ✔

(Material forming the Earth) at K has a high(er) density (than the
surrounding material) ✔
For second mark allow more mass at K.
‘Force is stronger’ does not gain first mark.
2
(c) The ball will speed up/accelerate (when moving towards K) ✔

(because) the potential is lower at K ✔
Or
the angled field lines between J and K have a component towards
the right ie towards K) ✔
2
(d) A gravitational field should only show attraction to a body / lines of

force should only be going to an object / arrow heads (on the left)
should point towards L. ✔ (owtte)
Reference to positive or negative almost always will lose the mark.
1

(e) object = L
object = L ✔
1
(f) The drawn line should approximately cross the field lines at right
angles ✔
A mark is given if the line is symmetrical top to bottom and it bends

to the left. ✔
First mark:
Only look at the 4 lines of force close to N. Essentially the range is
from a vertical line to one that curves only slightly in order to cross
the 4 field lines close to N at right angles. This mark can also be
given if a right angle symbol appears on the diagram at any field
crossing of the drawn line.
Second mark:
There must be some bending of the line to the left (beyond the 4
lines close to N) but no more than that indicated by the arrow above
the diagram (For reference the range extends to the position of the
second field line that is truncated)
So a very large circle centred on L and leaving the diagram might
get 2nd mark but not the 1st.
A vertical line might get the 1st but not the 2nd.
A small circle around M will not score.
If multiple lines are drawn only mark the line that passes through N.
2
[9]
A
48.
[1]

(a) (The electric field strength at a point) is the force per unit charge ✔
49.
On a (small) positive charge (at that point) ✔
(only given if an attempt is made at the first mark)
An equation is not sufficient unless the symbols are defined. Unit
charge can be replaced by coulomb.
(Reference to a point is not needed as it is in the question but a
reference to moving between points or other points can cancel a
mark.)
If “mass” appears in the answer, it must be a synonym for “object”.
2
(b) (At B) the (magnitude) of the electric field strength due to Q = the magnitude of the electric
field strength due to the 46 μC charge ✔
= 6.9 × 10–5 (C) ✔ (68.7 μC rounding must be correct)

This first mark may be inferred from the equation but must refer to
an electric field.
(Note: the answer 5.6 × 10–5 shows that an inverse square has not
been used).
A correct answer gains full marks.
Allow first and second marks even with arithmetic errors ie 10–6
missing, distances in mm and the constant 4πεo not present.
Award one mark if they use the inverse square coulomb law
equation to correctly calculate one side of the equation (
=) 1.4 × 108.
3
(c) Work must be done on the positive proton because P is at a positive potential
OR
Work must be done (on the positive proton) due to the repulsive forces / because like
charges repel OWTTE ✔
The potential at infinity is zero ✔

2
(d) (As the ball falls) it experiences both vertical and horizontal forces/accelerations ✔
The ball is given a constant acceleration
OR
The motion is in a straight line

OR
The motion is at 30° to the vertical (away from the wall) ✔
In this 2nd mark a wrong answer will gain zero marks even if accompanied by a correct
answer
‘Horizontal’ needs to be accompanied by some implication that it is
away from the wall. This may be by some reference to repulsion
from the wall.
Moves diagonally can imply straight.
“Moving away and downwards” does not imply straight.
Do not credit “horizontal straight line” or “vertical straight line.”
‘Gravity ‘ on its own is not a force whereas weight is.
2
[9]
C
50.
[1]
B
51.
[1]
B
52.
[1]
B
53.
[1]
D
54.
[1]
55. (a)
OR
The starting point must be from relating forces or accelerations –

not a remembered equation produced at a later stage in the
manipulation of the equation.
OR
Middle mark may be given when seen as a substitution and can be
a stand-alone mark.
Last mark is only given if accompanied with the working and must
eventually be in the form with T 2 and r3.
3

(b)
OR
Substitution of data in equation in any of its forms ✔

The first mark is for converting the equation into a proportion with or
without substitution of data.
(rU=) radius = 2.6(5) x 108 (m) ✔

Last mark is for evaluating the correct answer
Answer only gains both marks
2

(c) Rearranging
To give
Or substitution of data ✔(allow use of their calculated k from (b))
Conversion of T to seconds for Miranda
T = 1.41 × 24 × 3600 = 1.22 × 105 s ✔ (or T2 = 2.48 × 1010)
Substitution into equation and determination of M
M = 8.5(6) × 1025 kg ✔
Give full credit for use of Umbriel period and their answer to (b)
Alternative:
Conversion of T to seconds for Umbriel
T = 4.14 × 24 × 3600 = 3.58 × 105 s ✔
Determine k from
T2 = kr3 for Miranda (or Umbriel) ✔
k = 6.9 × 10–15
Converting to seconds mark stands alone
use of k =
to find M = 8.56 × 1025 kg✔

No ecf for final answer mark.
3

(d)
OR
OR
stating the escape velocity depends on M/d ✔
Any correct calculation of an escape velocity or ratio M/d

or
Last mark only given with three correct relevant calculations
Correct conclusion = Titania ✔

Full credit may be given for answers that use r rather than d.
Table to help identify 2nd mark

(e) (On Ariel surface
g = 0.25 (m s–2) ✔
(spring supplies the same potential energy so
9.8 × 1.0 = 0.25 × h
OR
(comparing
h = 39 or 40 m , so it could not ✔ {allow ecf for arithmetic errors only}

The second mark can be given for the idea that the gravitational
potential energy gained on the Earth is the same as that on Ariel
with or without data.
Or that the initial kinetic energy is the same in both cases.
Last mark allow ecf for arithmetic errors only.
Condone incorrect use of signs.
3
[14]
C
56.
[1]
(a) G has greater mass with evidence from diagram ✔1

57.
Explanation based on gravitational field strength or gravitational potential ✔2
E.g.
ALTERNATIVE A
G has greater mass because null point is closer to H ✔1
G field equals that of H at a greater distance from null than H ✔2
ALTERNATIVE B
G has greater mass because the density of field lines is greater ✔1
Density of field lines depends on mass ✔2
Allow arguments based on potential maximum at null point.
2

(b) The lines given tangential arrows at X and Y that flow towards G and H
respectively. ✔
Condone arrow heads only but if arrows are drawn in full they must
not follow a curved line.
Arrows are acceptable if drawn alongside X and Y but must not be
further away than the X or Y label.
1
(c)
(d) Sketch must pass through coordinates (R, 0.40), (2R, 0.10) and (3R, 0.044) ✔
Must be within one 1/2 small division of coordinates requested.
If plotted points differ a little from the line drawn then plotted points
take priority.

(e) ALTERNATIVE A
(The area underneath) represents the energy transferred/work done (for an
object) of 1 kg / unit mass ✔1a
Accept reverse direction 2R to R with appropriate direction of
energy transfer/gravitational potential.
OR
(area is) energy transferred to/work done on the object per unit mass when it is
moving from R to 2R ✔1a✔2a
In each alternative, the first answer is only awarded MP1. The
second, fuller answer scores MP1 and MP2.
ALTERNATIVE B
change in gravitational potential ✔1b
OR
increase in gravitational potential when moving from R to 2R ✔1b✔2b
R may be given as 1.8 × 105
2

(f) Use of to find the force between P and H ✔1
(F(PH) = 1.8 × 1013 N)
✔1 F(PH) =
✔2 Mark is for the use of the equation allowing for ecf from
candidate’s force calculation.
✔3 Correct answer only, no ecf this interim calculation may be
subsumed in the next mark.
(Calculation of the resultant force
Use of ✔2
Use of a = = 9.4 to 9.5 × 10–8 (m s–2) ✔4

✔4 Allow ecf from Ftotal
Condone the vector addition of the acceleration to obtain the
answer
accn due to G = 3.91 × 10-8 m s–2
accn due to H = 8.9 × 10-8 m s–2
4
(g) The resultant force is not (centripetal and continually) directed

towards the centre of H.
OR
A circular orbit does not follow a gravitational equipotential (owtte)
✔
Condone lack of “resultant”
The answer can focus on the conditions necessary for circular
motion eg the need for a centripetal force.
Or
At different locations on a circular path the total gravitational
potential energy is different which requires energy which is not
provided.
NB stating that the force is not perpendicular to the motion does not
count as a full explanation as the motion has not been established.
1
[12]
D
58.
[1]

B
59.
[1]
C
60.
[1]

Examiner reports
This question was on Newton’s law, in particular the realisation that it is an inverse square
1. relationship. Reduction in the force of attraction from F (when in contact at separation 2R) to F / 9
implies that the separation of centres has increased by a factor of 3, from 2R to 6R. Hence the
distance between the surfaces of the spheres would be 4R. 58% of the students gave this, with
21% choosing distractor A (which was 2R).
(a) Most candidates gave at least one correct factor although vague answers such as ‘mass’
4. was not uncommon. The inadequacy of this response was evident when other candidates
referred to the mass of the object at the surface.
(b) (i) This was often very well done although the setting out of the fairly complex working
frequently left much to be desired. It was often difficult to find the sequence in which
the calculations were made. Errors made included use of the wrong formula and/or
the wrong radius and, in the case of weaker candidates, an incorrect formula for
density.
(ii) Fewer were successful in this part. The use of an incorrect distance (usually 0.2 km)
was common. Few appreciated that the use of the given value in part (i) in the
formula field strength = GM/r2 would give the required answer and most either
calculated the value of the field strength for the granite and left it at that or made
other irrelevant calculations using other distance values.
(iii) This was completed successfully by almost all candidates.
(a) (i) The clear majority of the candidates stated the definition of gravitation field strength.
5. There was occasional confusion with that of gravitational potential energy.
(ii) Most candidates gained this mark a common alternative was ms"2 - which was
penalised as not being the SI unit of gravitational field strength.
(b) (i) Candidates failing to gain a mass of 9M often used 3R2 rather than (3R)2. 1/9M was
a relatively common incorrect answer.
(ii) Few gained the full three marks for this part. Most candidates started their curve from
(3R, g) but then went through (4R, g/4) rather than the correct (6R, g/4).
Missing from most attempted statements in part (a) were the expected references to point
6. masses and to an attractive force. Many candidates simply tried to put the well-known formula
into words, whilst others referred to the sum of the masses rather than the product of them.
The equation g = – GM / r2 is given in the Data booklet and mechanical rearrangement of it

leads directly to the expression in part (b). However, this was not what was required by the
wording of the question, and the many candidates who tried this approach were not given any
marks. The acceptable starting point was to equate the gravitational force with mg.
Answers to part (c) were frequently completely successful, making an interesting contrast with
the earlier parts of this question. The main problems here were omission of kg after the mass of
the moon, significant figure penalties, and arithmetical slips – typically forgetting to square the
denominator.

The question was intended to direct the candidates towards g = −(ΔV / Δx) in part (a), but some
7.
preferred to resort to V = −(GM / r). The amalgamation of this equation with (GM / r2 ) =19 and
r =10 led to an apparently correct answer of 190 J kg−1 . However, the physics of this approach is
wrong, because the distance from the surface of planet X to its centre is certainly not 10 m.
Therefore no credit was given unless g = −(ΔV / Δx) was the basis of the solution. It was seldom
possible to award the separate mark allocated for the correct unit of gravitational potential
difference, because very few candidates knew that it is J kg−1 . The straightforward approach to
part (a)(ii) is through the direct application of mΔV, but most candidates preferred to use mgΔh -
which was equally acceptable. Most candidates recognised that the field strength would be
slightly less at the top of the highest mountain of X and therefore gave an acceptable response in
part (a)(iii).
In part (b) the ability to distinguish between 2r2 and (2r)2 was beyond the mathematical skills of
the many candidates who, having realised that g ∝ (1 / r2). gave an incorrect answer of 9.5 N
kg−1.
Although part (a) was relatively novel, most candidates could handle the comparison of
8. gravitational and electric fields. The gaps in the second line of the table could be filled directly by
use of the Data Booklet, but most of the other entries required a little more thought. Derived units
were sometimes quoted (but not accepted) for the electric field strength: candidates were
expected to know that this is N C–1 or V m–1. In the fourth line, distance (or radius) squared was a
surprisingly common wrong answer.
In pan (b)(i) quite a large number of candidates did not state that the resultant force would be
unchanged, even though they had correctly considered the separate effects of a 1 / r2
relationship on both the gravitational and electric forces. The most frequent wrong response was
that the force (presumably the resultant force) would decrease by a factor of four. In part (b)(ii)
many candidates stated that the charge should be increased, without indicating that it should be
doubled – this was expected for the mark to be awarded.
There were many pitfalls en route to successful answers to part (a). Most candidates obtained
11. little reward in this question because they could not steer clear of them. Examiners were pleased
that so many of the candidates were not put off by the slightly unfamiliar way in which charge
was given in part (a)(i), or by the mass given in u in part (a)(ii). This, at least, showed that some
learning is taking place across the topic boundaries within Module 4. The really serious problems
arose with arithmetic, units and the need to take care in calculations. Typical errors in part (i)
were failing to halve the diameter and forgetting to square the denominator. The unit of electric
field strength was known by some, yet hardly any of the candidates could give a correct unit for
gravitational potential. Carelessness was apparent in the work of all those who omitted the
negative sign from the final value for gravitational potential.
The subject area tested in part (a) remains totally confusing for so many candidates, who
obviously cannot distinguish between the words gravitational and electric or field and potential.
Perhaps they did not read the wording of the question correctly. This may be more excusable
than the huge number of wrong answers to the electric field direction in part (c): an arrow
pointing inwards at P was common, a tangential arrow at P was fairly frequent, and a vague
arrow drawn some distance from P was not exceptional.

Gravitation was the subject being tested in this question. The fact that candidates for the
12. examinations were not familiar with the units of field and potential became clear in the scripts for
Unit 4 Section B, and so it is hardly surprising that the facility of this question was no higher than
54%.
Gravitation was the subject being tested in this question, on the inverse square law, which had a
14. facility of 61% but did not discriminate as well as it had when used in a previous AS level
examination.
This question, with a facility of 66%, examined the variations of electric field strength and electric
15. potential with distance in a radial field. Distractor D was hardly ever chosen, with wrong answers
divided mainly between distractors A and B.
Most candidates scored the mark in part (a) (i) and went to use their answer correctly in part (ii).
16. A small number of candidates however, failed to add the height calculated in part (i) to the Earth’s
radius or added the radius in km to the height in m. They were usually able to gain some credit
for knowing the correct equation to use.
In part (b) (i), many candidates gave a clear and correct expression, using either the expressions
for centripetal acceleration or the speed in terms of the mass of the Earth. Weaker candidates
confused the symbols for speed and gravitational potential on the data sheet and attempted to
calculate the speed using the expression for gravitational potential. Most candidates who
completed part (i) went on to complete part (ii) successfully, although some lost the final mark as
a result of giving the answer to too many significant figures. Some candidates in part (ii)
successfully related the time period to the radius of orbit and thus gained full credit. A small
minority of candidates gained no credit as a result of misreading part (b), attempting to provide
answers based on a time period of 24 hours.
The direction of forces in gravitational, electric and magnetic fields continues to be an area of
17. misunderstanding, as illustrated by the responses in this question, which had a facility of 55%.
Despite the fact that this question was about gravitational fields, just over a quarter of the
candidates selected distractor C, where the force is supposed to be at right angles to the field.
This confusion with a magnetic field is no more understandable than that of the 11% who chose
distractor B, where the force would be in the opposite direction to the field. Perhaps this latter
group were thinking of electrons in an electric field. Such incorrect responses suggest that
candidates were not always reading the questions with sufficient care.
The gravitational field strength at the surface of a planet and its relation with radius and mass
18. was the subject tested by this question. 61% of the candidates selected the correct response, a
10% improvement over the pre-test facility. Distractor B, the most common wrong response, was
chosen by just over one in five of the candidates.
This question had been used previously in a linear A level examination, when 62% gave the
19. correct response. Several linked ideas were necessary to obtain the required value: the
dependence of g on radius and mass, and the connection between mass, density and volume.
Fewer of the 2004 cohort were able to progress through this, because only 58% responded
correctly this time. Since 21% chose distractor A, and 18% chose C, it is probable that many
resorted to guessing.

This question revived a question used in an Advanced Supplementary examination almost ten
20. years ago. The topics, gravitational force and gravitational potential energy for an Earth satellite,
were better known in 2006 than by the previous candidates: the facility increased from 39% in
1997 to 54% on this occasion. Distractor D was chosen by 22% of the candidates; increasing the
gravitational potential energy of the satellite by U would in fact remove it to infinity. Distractor A
was chosen by the 15% of candidates, thinking that both force and potential are proportional to
1/r.
The correct algebraic rearrangement of g = GM/R2 would deliver a correct answer in this
21.
question, achieved by 62% of the candidates.
This question was a direct test of the equation connecting field strength and potential gradient, g
22. = –ΔV/Δr. The outcome from this question was very similar to when it was last used; the facility
was 72% and there were no particularly strong distractors.
This question was about the value of the gravitational field strength at the mid-point between two
23. equal masses; surprisingly, only 60% of the candidates knew that this would be zero.
This question required familiarity with the idea that a body appears to become weightless when
24. its centripetal acceleration is just equal to the local value of the acceleration due to gravity.
Hence, if this were to happen at the surface of the Earth, ω2R would have to equal 9.81 m s–2.
The question had a facility of 55%, but one in five candidates selected distractor A.
The algebra required to relate the density of a planet to its mass and gravitational field strength in
25. this question did not prove to be an obstacle to most students because 79% of them gave the
correct combination from the table.
This question, on the gravitational field strength at the surface of a planet, made similar
26. mathematical demands to the previous question but was answered more successfully. The
facility was 72%, an improvement of over 10% on the result when this question last appeared in
an examination. The question was also an effective discriminator.
This question which tested how g is connected to the diameter for two stars of similar density,
27. was the most demanding question on the test – its facility was only 39%. Equating mg with GMm
/ R2 and then substituting (4/3) π R3ρ. for M ought to have shown that g is proportional to the
product Rρ. Consequently, if ρ is taken to be the same, g ∝ R. Yet 33% of the students
suggested that g would be 100 times smaller (distractor A), and not 100 times bigger, when the
diameter was 100 times larger.
This question was more demanding algebraically and involved use of a density value to
28. determine the ratio of Earth’s radius to the Moon’s radius. Slightly under half of the candidates
chose the correct value; incorrect responses were fairly evenly spread between the other
distractors and the question discriminated poorly. This suggests that many were guessing.
This question tested knowledge and understanding of gravitational fields. 57% of the students
29. selected the required incorrect statement in this question One in five of them chose distractor A.
This may have been caused by them thinking they were supposed to choose the correct
statement, or it may have been caused by a general misunderstanding of gravitational potential
that was also evident in Section B of this paper.

This question was on gravitational effects. Rearrangement of possible units to obtain the ratio of
30.
the quantities g2 / G was required; almost 70% of the candidates could do this correctly but 20%
chose distractor B (N kg-1 instead of N m-2).
In this question there were two further tests of gravitational field strength which candidates found
31. demanding, with facilities of 46% and 50% respectively. The question required candidates to find
the ratio RE : RM when gE : gM are in the ratio 9.8:1.7 and ME is 81 × MM. Forgetting to take the
square root of (RE /RM)22 when applying the equation g = GM / R2 was probably responsible for
the incorrect response of the 27% of the candidates who chose distractor C.
This question, which involved determining the position of the point between two masses at which
32. there would be no resultant gravitational force, was repeated from an earlier examination. Two
thirds of the responses were correct, the most common incorrect one being distractor D – the
inverse of the required expression.
In this question there were two further tests of gravitational field strength which candidates found
33. demanding, with facilities of 46% and 50% respectively. The question required candidates to find
the ratio RE : RM when gE : gM are in the ratio 9.8:1.7 and ME is 81 × MM. Forgetting to take the
square root of (RE / RM)2 when applying the equation g = GM / R2 was probably responsible for
the incorrect response of the 27% of the candidates who chose distractor C. This question was
concerned with the position of the point between masses of M and 4M at which there would be
no resultant field strength; distractor D was the choice of 26% of the candidates.
This question proved to be somewhat easier, despite the rather abstract phrasing of the stem.
34.
85% of the students knew that only alternative C gave a consistent expression i.e. g = GM / r2.
This question distracted only 13% of the students away from the correct answer. When the
35. question was pre-tested only 68% of the responses were correct. Yet it should not have been too
demanding for students to appreciate that the field strength would be zero at the mid-point
between two identical stars.
This question turned to gravitational field strength. This question had been used in a previous
36. examination, when slightly less than half of the responses were correct. This time 65% were
correct and the discrimination was also much improved. The basis of the calculation of g at the
surface of the second planet ultimately depended on the ratio of the relative R × ρ values (which
happened to be 1.0).
This question was an algebraic test of Newton’s law involving the use of density and the volume
37. of a sphere to determine mass. Slightly more than one half of the students succeeded with this,
although more than a quarter of them selected distractor B, where the force would be twice the
expected value.

Combining g = GM/R2 with M = 4/3 πR3ρ caused very few problems in part (a)(i) and the marks
39.
were high. The main failing was the indiscriminate use of r for R in the working. In part (a)(ii) the
correct substitution of the given values into the equation from (a)(i) readily produced the
expected answer, which was usually given correctly to three significant figures. A minority of the
students chose to ignore the equation from part (a)(i) and made hard work for themselves by
working out a result from first principles.
In part (b) the graph of g against the distance between Earth and Venus was rewarding for most.
A graph of a correct general shape was usually presented, with the majority appreciating that
there would be a minimum value to the right of centre. This minimum was not always shown to
be zero, which was expected. Some answers did not heed the instruction to mark values on the
vertical axis of the graph.
(a) Most scripts showed a clear connection between the centripetal force and the force of
46.
gravity on the satellite, to arrive at the correct proportional relationship between T2 and r3.
Less able students failed to get the two starting equations and only toyed with the
centripetal equation unsuccessfully. The most common algebraic mistake was to miss that
the π term was squared when (2π)2 was expanded.
(b) Marks for this calculation were quite low because students could not cope with the quite
complicated proportional relationship. Some students avoided the proportional calculation
by using the Kepler’s equation derived earlier. Quite a number of these students then got
into difficulty because the distances were given in km and not m.
(c) This question was tackled well by most students. Equating the Universal gravitational force
to mg was a well understood task. Only the least able students failed to rearrange the
equation or made calculation errors. A significant number that were correct failed to answer
using 3 significant figures, but by the same token some making calculation errors did give
an answer to 3 significant figures, and thereby gained a mark.
(d) The students who took the very straightforward approach and calculated the escape
velocity were very successful in this question. However, a majority of students made errors.
Many did not know the escape velocity equation or could not get to it from the conservation
of energy. Other students referred to the top of the graph, Figure 8, at a potential of -1.4 ×
105 J kg-1 as being the point at which the ice escapes, which is a physics error.

(a) A majority of answers simply reinterpreted the words of the question and made no
47. reference to force or mass. So there was a proliferation of answers such as, “They show
the direction of the field acts in”. Only a minority of students gave a complete answer. A
common misunderstanding that was frequently stated was the idea that a mass will follow
the field line when free to move. This may be true for an initial movement, but
subsequently, because of the build-up of momentum, it is not generally true.
(b) Many students appreciated that the gravitational field was stronger at K but then did not
give a good reason for it. They often referred to the earth not being flat, or stated that K is
up a mountain or down a hole. Other students did state that there was a mass at K or it
was an area where the Earth’s density is greater, but they did not refer to the field being
stronger. Also a few students referred to gravitational force when they were really referring
to gravitational field.
(c) Only a small number of students deduced that the field had a component horizontally near
K. Therefore very few scored 2 marks. A majority did appreciate that the ball would
accelerate, even if their reasoning was sometimes false. Several students misinterpreted
the question and thought that the ball was falling, but this would not have excluded the
student from scoring both marks. If no direction was stated, the motion was treated as
horizontal by examiners. If the students thought the ball was falling, and separated the
horizontal and vertical motion, both marks are obtainable. The vertical was ignored and
both points in the mark scheme are still true for the horizontal motion.
(d) The idea behind the question was well understood by the vast majority of students. It was
only the least able who missed out on the mark.
(e) Most students, 70%, could do this easily.
(f) A majority of students seemed to be unaware how equipotential lines relate to field lines.
Very few scored full marks. Common shapes drawn were a line joining L to M, a straight
vertical line, and a tight circle around M.
58.5% correct
48.
(a) As was the case in 2017, many students had not learnt definitions thoroughly. So, the
49. actual unit of charge was absent from many scripts as was a reference to a positive
charge. Weaker students mixed the definition of electric field strength with electric potential.
44.4% of students did not gain any credit here.
(b) This was a very discriminating question and just over half of the students performed well
and gained at least two marks. The hurdle to overcome was to use an inverse-square force
equation rather than an inverse equation that relates to potential. Once the correct equation
had been established, most found no difficulty in the re-arrangements involved. It is worth
pointing out that students who explained their work with a couple of words were much more
likely to obtain marks even if their calculations were wrong.
(c) Most students showed a weakness in their understanding in this topic. The fact that the
resultant electric field was zero at P, and they rightly concluded that the field was zero at
infinity, made it too tempting to conclude the line between P and infinity must be an
equipotential, which was obviously wrong. Only about a third of the students thought about
the work that must be done in moving a proton to a region close to two positive charges.
Also very few referred to the potential being zero at infinity. 60.7% of students scored zero.

(d) This was another question done badly, with 61.1% failing to score. The common answers
fell into two groups. The first just regarded the ball being released as if it were thrown and
therefore following a parabolic path. The second group ignored gravity all together and
wrote about the ball travelling away horizontally. Very few students analysed the situation
by considering the forces and then the resulting accelerations in the horizontal and vertical
directions. In fact, many students did not mention force or acceleration but kept to
generalities such as “it moves away from the wall and falls”.
The success rate on almost all the multiple-choice questions was between 25% and 55%.
52. Questions that were noticeably more straightforward than this were B7, B14, B19 and B29. Only
questions B22 and B23 proved to be accessible to less than 25% of students.
(a) About half the students were given full marks, with a large portion of them showing the
55. equations and an efficient manipulation of them. The remainder did not show such a logical
approach. A typical technique was to write down as many equations as possible, placed in
any position in the answer space. These students then hoped to find some link between
them. The weaker students sometimes picked up the second mark for converting the
equation for circular motion into one that involved time.
(b) A large number of students could not convert the equation into one showing proportionality
and then substitute data correctly. Alternatively, they calculated k but then failed to
rearrange the equation to make the radius the required subject. A few students failed to get
started on the problem. However, a majority of the students found the question to be very
straightforward and headed straight to the answer.
(c) Some students gained the three marks easily but a majority scored only one mark for
rearranging the equation to make mass the subject. An equal number made no real attempt
at answering the question.
(d) Students who initially established the escape-velocity equation either went on to gain full
marks or dropped one mark for not noticing the difference between the radius and
diameter. The main error by the less successful students was to equate a centripetal force
with a gravitational force and obtain an expression for a velocity. They then thought
(wrongly) that this velocity was the escape velocity.
(e) Half the students did calculate the gravitational field strength for Ariel but then had no real
idea how to use this information. There were some students who gained full marks, but for
many the sticking point was providing a proof that the object could not reach 100 m. Stating
that the force was 39 times weaker does not constitute proof.
There was a good spread in the performance on the multiple-choice section of this 2022 paper.
56.
(a) Only a minority of students did not realise that G had the greater mass. Where students
57. failed to gain marks, it was because they explained their answer in a vague way. ‘ G has
straighter lines’ and ‘ G has lines that push lines from H’ are statements seen that do not
explain the situation. Many did refer to a greater density of lines around G compared to H
to score one mark. Often they failed to gain the second mark because they did not explicitly
connect the density of field lines with mass. Students who chose to explain the situation in
terms of the null point often scored both marks. Their main downfall was to refer to the
equilibrium of null point as a point of zero potential.

(b) Weak students placed the arrows in totally the wrong direction, sometimes placing them at
right angles to the field lines and sometimes having them point away from the masses.
Even many stronger students also failed to score on this question – this was because their
lines were not drawn in the direction of the tangent to the field line. This was most obvious
at Y where the arrow often was curved in the direction of the field line or directed straight to
H.
(c) A very straightforward question in which most students were successful. A few failed by not
realising that the equation, depending on how it was presented, had a square or
square-root term. Others made numerical or re-arrangement errors.
(d) Students failed to gain marks by not searching for specific data points to follow. Many just
drew the basic shape they expected. A significant number of students did not know what
shape to expect so peaks and other shapes were seen.
(e) There was quite a spread of marks for this basic bookwork question. Students who referred
to a change in gravitational potential tended to stop there and not write about it increasing
when moving from R to 2R. Those who preferred to discuss the ‘work done’ route tended to
be more successful in gaining two marks. However, when they did not refer to a unit mass
they did not score at all.
(f) Most students could find the force on P due to H to gain the first mark, but a majority could
not add the forces from G and H on P vectorially. Many attempted a plain addition rather
than adding them in quadrature. This meant the next two marks were inaccessible for most.
An error carried forward was allowed for the last mark (for use of F = ma) – this gave the
second mark for the majority. A few students calculated the accelerations that P would
experience from G and H and then made the vector addition. This was an acceptable
approach and many of these students scored full marks.
(g) Most students failed to gain the mark for this question because they did not start by thinking
about what conditions are necessary for circular motion, i.e. the need for a centripetal
force. Many discussed the problem in general terms such as ‘ force from G pulls the path
out of circular’. This is true but it lacks the main explanation of the necessary conditions
required for circular motion. In a similar way, some students stated that the force is not at
right angles to the motion. Again, this sounds quite reasonable but the motion or path has
not been established so this really cannot be used as a reference.
There was a good spread in the performance on the multiple-choice section of this 2022 paper.
58.
The success rate on almost all the multiple-choice questions was between 25% and 55%.
59. Questions that were noticeably more straightforward than this were B7, B14, B19 and B29. Only
questions B22 and B23 proved to be accessible to less than 25% of students.
The candidates found this question, with a facility of 41%, to be the most demanding on the test.
60. The pre-test facility of this question had been rather higher. Candidates continue to have difficulty
with algebraic questions such as this, which require two separate quantities (here field strength
and density) to be combined. Practically half of the responses were divided almost equally
between incorrect distractors A and B.

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1. Two identical uniform spheres each of radius R are placed in contact.

The gravitational force

The spheres are now separated until the force of attraction is .

Haberdashers Monmouth School For Girls Page 1 of 78

A energy stored in a spring extension of the spring

B gravitational field strength distance from a point mass

C de Broglie wavelength of an electron momentum of the electron

D period of a mass-spring system spring constant (stiffness) of the spring

Haberdashers Monmouth School For Girls Page 2 of 78

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(ii) State the SI unit of gravitational field strength.

(i) Determine the mass of Q in terms of M.

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(a) State, in words, Newton’s law of gravitation.

Haberdashers Monmouth School For Girls Page 5 of 78

radius of the Moon = 1.74 × 106 m

The gravitational field strength at the surface of a planet, X, is 19 N kg–1.

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symbol gravitational field electrical field

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The following data refer to two planets.

planet P 8000 6000

planet Q 16000 3000

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P is a point at the outer edge of the atom.

(i) the electric field strength at P due to the nucleus,

(ii) the gravitational potential at P due to the nucleus.

B gravitational field strength

C force per unit mass

D gravitational potential gradient

Haberdashers Monmouth School For Girls Page 9 of 78

G is the universal gravitational constant.

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electric field strength electric potential

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mass of the Earth = 6.0 × 1024 kg

(b) For the satellite in this orbit, calculate

(i) its speed,

(ii) its time period.

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A The force is in the direction of the field.

B The force is in the opposite direction to that of the field.

C The force is at right angles to the field.

D The force is at an angle between 0° and 90° to the field.

The following data refer to two planets.

planet P 8 000 6 000

planet Q 16 000 3 000

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Which one of the following gives the ratio ?

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radius of Earth = 6.4 × 106 m

A 4.5 × 10–2 hours

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mass of planet gravitational field

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What is the value of the ratio ?

Which one of the following statements about gravitational fields is incorrect?

B A stronger field is represented by a greater density of field lines.

D At a distance r from a mass the field strength is inversely proportional to r.

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