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Physics Paper 2
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Triple
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Forces

Answers to Questions
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

 Scalar and Vector Quantities

1a Scalar quantities only have a magnitude. Scalar quantities do not have a direction.

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Unlike scalar quantities, vector quantities have both a magnitude and a direction.

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1b The word magnitude means size. So for example in the vector quantity "A force of 50 N acting
downwards", the magnitude is "50 N".

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2a "A distance of 30 km from Birmingham" is a scalar quantity because it has a magnitude (30 km) but no
direction.
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2b The town which is 30 km due East of Birmingham is Bedworth. The diagram shows a selection of
towns which are 30km from Birmingham. Bedworth is due East of Birmingham.
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"30 km due East of Birmingham" is a vector quantity because it has both magnitude (30 km) and
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direction (due East of Birmingham).

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2c
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2d Scalars: mass, distance, speed, temperature, time, energy

Vectors: acceleration, momentum, weight, force, velocity, displacement

3a The arrow shows a force of 20 N acting
downwards. This arrow is 2 cm long.

To show a force of 40 N acting upwards we

need an arrow which is twice as long (4 cm)
and pointing in the opposite direction.
3b The top arrow is 5 cm long and points to the right. This represents a displacement of 100 m due East.

The bottom arrow is 2.5 cm long which represents 50 m. The direction of the arrow is to the left. So the
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bottom arrow shows a displacement of 50 m due West.
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2
 Contact and Non-contact Forces

1 A force is a push or a pull experienced when one object interacts with another object. Forces can

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change the speed or direction that an object moves. Forces can also change an object's shape.
Because forces have magnitude (size) and direction, this means that forces are vector quantities. The

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unit of force is the newton (N). A contact force can take place when objects are touching. If the objects

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experience a force when they are not touching, then this is an example of a non-contact force.
2 Sliding down playground slide.
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Type of force = friction.
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Objects in contact = person sliding down slide + surface of slide.
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Tug of war.
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Type of force = tension force.

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Objects in contact = person holding rope + rope.

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Stationary car on road.

Type of force = normal contact force.
Objects in contact = car + surface of road.
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Skydiver.
Type of force = air resistance.
Objects in contact = skydiver with parachute + air particles.
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4 True statements:

The force between a book and a desk is normal contact force. The normal contact force occurs
whenever one object is resting against another object (for example a person sitting on a chair / a car on
a road or a person leaning against a wall).

Electrostatic forces can act between any charged objects. If they are the same type of charge, the
force is repulsive. If they are different types of charge, the force is attractive.
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False statements:
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A force can only change the speed of an object. Correct version: a force can change the speed, the
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direction or the shape of an object.

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Gravitational force is a contact force because the two objects must be touching. Correct version:
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gravitational force is a non-contact force because the two objects do not have to be touching.
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Non-contact forces are scalar quantities because they do not have a direction. Correct version: All
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forces are vector quantities because they always have a direction.

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Non-contact forces are always forces of attraction. Correct version: Non-contact forces can be
forces of attraction or forces of repulsion depending on the type of force and the objects.
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3
 Gravity and Weight

1a The Earth: mass of car = 1000 kg

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The Moon: mass of car = 1000 kg
Mars: mass of car = 1000 kg

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As you can see, the mass of an object does not depend on where the object is.
1b The mass of an object tells us the amount of matter in the object. The mass does not depend on where
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the object is.
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2a Weight is the force acting on an object due to gravity. Because weight is a force, the unit of weight is
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the newton. The newton is the unit for all forces.

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2b The reading on the newtonmeter for zero mass is

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zero newtons.
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The reading on the newtonmeter for 0.5 kg is 4.9

N.
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The reading on the newtonmeter for 1.0 kg is 9.8

N.

2c The symbol means that one value is directly proportional to another value. When one value is
directly proportional to another, they both increase at the same rate.
2d We can tell from the graph that weight is directly proportional to mass because when we plot weight
against mass we get a straight line passing through zero.
3a Weight (N) = Mass (kg) x Gravitational Field Strength (N / kg)

Weight = 2.5 x 9.8

Weight = 24.5 N
3b Weight (N) = Mass (kg) x Gravitational Field Strength (N / kg)

Weight = 2.5 x 3.8

Weight = 9.5 N
3c In this question, the mass is given in grams. First we need to convert this to kg by dividing by 1000.
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Weight (N) = Mass (kg) x Gravitational Field Strength (N / kg)

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Weight = 0.75 x 1.6

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Weight = 1.2 N
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3d Weight (N) = Mass (kg) x Gravitational Field Strength (N / kg)

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Gravitational Field Strength (N / kg) = Weight (N) / Mass (kg)

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Gravitational Field Strength = 44 / 5 = 8.8 N / kg

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3e Weight (N) = Mass (kg) x Gravitational Field Strength (N / kg)

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Mass (kg) = Weight (N) / Gravitational Field Strength (N / kg)

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Mass = 54 / 3.6 = 15 kg
4 The single point in an object where the weight is considered to act is called the centre of mass.
Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.
4
 Resultant Forces

1a To calculate the resultant force, we subtract the smaller force from the larger force. Note that this only

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works if the forces are in parallel. If they are at angles then we need to construct a vector diagram,
which we look at in a later chapter.

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Resultant force (N) = 8000 N - 6000 N = 2000 N acting upwards.
1b Remember that the length of the arrow shows the magnitude
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(size) of the force.
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In this case, the resultant force is 2000 N acting upwards. To
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show this we need to draw an upward arrow which is 1/4 the

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length of the arrow showing an upward force of 8000 N.

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1c Remember that a free body diagram shows the object as a

point and uses arrows to show the forces acting on the
object.

2a To calculate the resultant force, we subtract the smaller force from the larger force.

Resultant force = 1000 N - 800 N = 200 N acting upwards.

In this case, there is a resultant force of 200 N acting upwards. However, the skydiver is still moving
downwards towards the ground. This illustrates an important point in Physics - a resultant force
changes the velocity of an object. Although the skydiver is moving downwards towards the ground, the
resultant force acting upwards is causing their velocity to decrease. In other words, the skydiver is
moving towards the ground more slowly.
2b The length of the arrow shows the magnitude (size) of the
force.

In this case, the resultant force is 200 N acting upwards. To

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show this we need to draw an upward arrow which is 1/5 the
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length of the arrow showing an upward force of 1000 N.

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2c Again with a free body diagram we show the object as a point

and we use arrows to show the forces acting on the object.
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5
 Resultant Forces

3a In this example because the normal contact force is the same

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magnitude as the weight, we need to make sure that the
arrows are the same length on the free body diagram.

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Remember that the length of the arrows represents the

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magnitude of the force.

3b
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In this example, there is a downwards force of 40 000 N (this is the van's weight) and an upwards force
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of 40 000 N (this is called the normal contact force). Because these forces are balanced, the resultant
force acting on the van is zero.
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4a The altitude of an airplane is the height of the airplane above the ground.
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4b The upwards force acting on the airplane is called lift. This force is caused by the air particles moving
over the shape of the wing.
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The airplane shown has a constant altitude. This means that the downwards force of weight must be
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balanced by the upwards force of lift.

4c Thrust is the forwards force generated by the engine.

The airplane shown is flying at a constant speed. This means that the forward force of thrust must be
balanced by a force acting in the opposite direction. This is called air resistance.
4b Looking at the free body diagram, we can see that the
upwards force of lift and the downwards force of weight are
balanced. This means that the altitude of the airplane is
constant.

The forwards force of thrust and the backwards force of air

resistance are also balanced. This means that the airplane is
flying at a constant speed.

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6
 Vector Diagrams

1 When several forces are acting on an object, we could replace all of the forces with a single force

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which has the same effect. Scientists call this single force the resultant force. If the forces are acting
in parallel to each other then we simply subtract the smaller force from the larger force.

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2a The completed vector diagram is shown on the

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right.
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The arrow showing the resultant force has a length
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of 15.3 cm. The question tells us that 1 cm = 10 N.
This means that the resultant force has a
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magnitude of 153 N.
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2b In the case of this vector diagram, the arrow

showing the resultant force has a length of 11.7
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cm. The question tells us that 1 cm = 30 N. This

means that the resultant force has a magnitude of
351 N.
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3a For this question a scale of 1 cm = 0.5 N was

chosen. Remember to choose a scale that will
produce a large vector diagram. This will make the
resultant force more accurate.

In the case of this vector diagram, the arrow

showing the resultant force has a length of 13.2
cm. Since 1 cm = 0.5 N, the resultant force is 6.6
N.
3b For this question a scale of 1 cm = 200 N was
chosen. Remember to choose a scale that will
produce a large vector diagram. This will make the
resultant force more accurate.

In the case of this vector diagram, the arrow

showing the resultant force has a length of 12.5
cm. Since 1 cm = 200 N, the resultant force is 2500
N.
3c For this question a scale of 1 cm = 50 N was
chosen. Remember to choose a scale that will
produce a large vector diagram. This will make the
resultant force more accurate.
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In the case of this vector diagram, the arrow

showing the resultant force has a length of 12.6
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cm. Since 1 cm = 50 N, the resultant force is 630

N.
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Using a protractor, we can measure the angle of

this force from the horizontal. This is 18o.
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7
 Resolving Forces

1a

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1b The horizontal component of the force shown is 4

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N and the vertical component is 6 N.

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The horizontal component of the force shown is 6

N and the vertical component is 5 N.

2 In this diagram, the scale chosen was 1 cm = 30 N.

The 300 N force was represented by a 10 cm
arrow. The horizontal component has a length of
8.9 cm, which equals a force of 267 N.

The vertical component has a length of 4.2 cm,

which equals a force of 126 N.
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3 In this diagram, the scale chosen was 1 cm = 1 N.

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The 10 N force was represented by a 10 cm arrow.

The horizontal component has a length of 9.4 cm,
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which equals a force of 9.4 N.

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The vertical component has a length of 3.5 cm,

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which equals a force of 3.5 N.

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8
 Work Done and Energy Transfer

1a Chemical energy store in the boy's muscles.

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Kinetic energy store in the sledge.

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Thermal energy store in the sledge + ground.

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In this example, the force of friction is acting between the ground and the sledge runners. Friction
transfers energy from the kinetic energy store of the sledge to the thermal energy stores of the sledge
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runners and the ground.
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1b Work done is when a force is used to move an object. Work done is an example of energy transfer.
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2a The unit of work done is the joule, since work is a measure of energy transfer.
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However, another unit for work done is newton-metre. This is because a force of 1 newton acting for 1
metre transfers 1 J of energy.
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2b Work done (J) = Force (N) x Distance (m)

Work done = 15 x 8

Work done = 120 J

3a Work done (J) = Force (N) x Distance (m)

Work done = 4500 x 20

Work done = 90 000 J (which can also be written as 90 kJ)

3b In this example, the force of friction acts between the brakes and the wheels. Because of this, the
kinetic energy store of the car has been transferred to the thermal energy store of the brakes. This
causes the temperature of the brakes to increase.
3c Work done (J) = Force (N) x Distance (m)

Force (N) = Work done (J) / Distance (m)

Force (N) = 25 000 / 50

Force = 500 N
4a To calculate the weight of an object, we need to use the equation:
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Weight (N) = mass (kg) x gravitational field strength (N / kg)
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Weight = 500 x 9.8

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Weight = 4900 N
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4b Work done (J) = Force (N) x Distance (m)

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Work done = 4900 x 5

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Work done = 24 500 J (which can also be written as 24.5 kJ)

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In this example, the concrete block moved a vertical distance of 5 m. Remember that when we
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calculate work done, we multiply the force by the distance moved in the direction of the force.
Remember that weight always acts downwards so in this question only the vertical distance moved by
the block is relevant. The horizontal distance is not relevant to this question as the force of weight
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does not act in the horizontal direction.

Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

9
 Forces and Elasticity

1a The material in the diagram is an elastic material.

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1b We can tell that the material is elastic because it changes shape when forces are applied and then

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changes back to its original shape when the forces are removed.

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1c The diagram shows that the forces are balanced as the arrows are equal in length.

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In this example we are applying balanced compression forces
to the elastic object. This causes the object to compress. If
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we removed these forces, the elastic object would return to
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its original length.

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In this example we are applying forces on either side of the

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elastic object. This causes the object to bend in the centre.

Again, if we removed these forces the elastic object would
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return to its original shape.

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In this example, you will notice that the magnitudes (sizes) of

the forces are balanced. If the magnitudes were not balanced
then the object would move rather than change shape.

1e An elastic material returns to its original shape when forces are removed.

An inelastic material does not return to its original shape when forces are removed.
1f If we only applied one force to a stationary object, then the forces would be unbalanced and we would
have a resultant force. In the case of a stationary object, this would cause the object to move.

We will be looking at this in more detail in the topic on Newton's first law of motion.
2a This question gives us the original length of the object and the final length. First we have to calculate
the extension. The original length was 0.5 m and the final length was 1 m. This means that the
extension was 0.5 m.

Force (N) = spring constant (N / m) x extension (m)

Force = 50 x 0.5

Force = 25 N
2b In this case, the material has compressed. The starting length was 0.2 m and the final length was 0.1 m.
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This means that the object has compressed by 0.1 m.
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Force (N) = spring constant (N / m) x extension (m)

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Force = 80 x 0.1
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Force = 8 N
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2c Spring constant (N / m) = Force (N) / extension (m)

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Spring constant = 20 / 0.1

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Spring constant = 200 N / m

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3 When a person stretches or compresses an elastic object, chemical energy stores in the person's
muscles transfer to the elastic potential energy store in the elastic object. This is an example of work
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done. The total work done is equal to the energy transferred as long as the object is not inelastically
deformed.

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10
 Required Practical : Stretching a Spring

1a

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1b In this practical, we are hanging weights from the spring. At some point, the weight that we add could
be enough to make the apparatus topple. If this happens then the weight could land on our feet. To
stop this, we place a heavy weight on the clamp stand.
1c In this experiment, the metre rule must be kept vertical and the pointer must be kept horizontal. This
helps to make the results accurate. Accurate results are close to the true value.
1d To work out the extension of the spring, we take the value with the weight added and subtract the value
when no weight is added (in other words the unextended spring).
2a Before we plot the graph, we need to work out the extension of the spring for each weight added. The
unextended spring has a value of 5 cm on the metre rule. We need to subtract 5 cm from the reading
for each weight added.
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11
 Required Practical : Stretching a Spring

2b To determine the weight, we draw a horizontal line from the extension (0.34 m) to the line and then a

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vertical line down to the x axis. We then read off the value of the weight. The graph shows that an
extension of 0.34 m is caused by a weight of 3.4 N. Note that this only applies for the first part of

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the graph which is a straight line.

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2c The extension of the spring is 0.25 m when a weight of 2.5 N is applied. We can use the equation that
we saw in the last chapter to work out the spring constant of the spring.

Spring constant (N / m) = Force (N) / extension (m)

Spring constant = 2.5 / 0.25

Spring constant = 10 N / m
2d The word linear means "in a straight line". The first part of the graph is a straight line passing through
zero. This tells us that the extension of the spring is directly proportional to the force applied. We can
tell that the spring is elastic because if we take away the weight, the spring returns to its original length.
2e After a weight of 4 N, the graph is no longer a straight line. This tells us that we have reached the limit
of proportionality after 4 N.
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2f We know from the graph that we get a straight line up to 4 N. However, once we reach 5 N the graph is
no longer a straight line. This means that we reach the limit of proportionality somewhere between 4 N
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and 5 N. Because we are adding 1 N weights to the spring, we cannot be certain of the exact point
where we exceed the limit of proportionality.
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The way to address this is to add 0.1 N weights once we pass 4 N. This will allow us to more accurately
pinpoint the weight where we exceed the limit of proportionality.
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12
 Moments

1 The definition of a moment is the turning effect of a force.

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2 Moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)

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Moment = 50 x 0.2

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Moment = 10 Nm
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3a Perpendicular distance means the distance between the pivot and the force at right angles to the line of
action of the force.
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A key idea of moment is the distance between the force and the pivot. We do not use the direct
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distance between force and pivot. We use the shortest distance between the pivot and the line of
action of the force. The shortest distance between the pivot and the line of action of the force is at right
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angles (ie perpendicular) to the line of action of the force.

3b Moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)
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Moment = 50 x 0.15

Moment = 7.5 Nm
3c If we increase the length of the spanner handle, we increase the distance between the pivot and the line
of action of the force. This increases the moment, making it easier to turn the nut. This is shown in the
diagrams below. A good example of this is found in cars. The wheels of a car are firmly attached using
nuts. When a garage removes these nuts (for example to change the tyre), they can use a long handled
spanner. This produces a larger moment than using a short handled spanner.

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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

13
 Moments (continued)

4a Moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)

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Moment = 100 x 0.9

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Moment = 90 Nm
4b The wheelbarrow could be redesigned with a longer handle. This would increase the distance from the
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pivot to the line of action of force. The moment equals the force multiplied by the distance from the
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pivot to the line of action of the force. With a longer handle, we could achieve the same moment by
applying a smaller force.
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5a Moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)
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Moment = 8 x 0.02
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Moment = 0.16 Nm
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5b The right hand screwdriver will require less force to turn the screw than the left hand screwdriver. The
handle of the right hand screwdriver is thicker than the handle of the left hand screwdriver. This means
that the distance from the pivot to the line of action of the force is greater with the right hand
screwdriver than the left hand screwdriver. Because of this, we will need to apply a smaller force to the
right hand screwdriver than the left hand screwdriver in order to achieve the same moment.

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14
 Balanced Moments

1a Moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)

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Anticlockwise moment = 750 x 1.5

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Anticlockwise moment = 1125 Nm
1b The correct answer is the clockwise moment equals the anticlockwise moment.
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1c As we can see from the diagram, the see-saw is balanced. This means that the moments on both sides
of the pivot must be equal.
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1d Remember that the weight is the force acting due to gravity.

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To calculate the weight of person B, we have to rearrange the equation for moment.
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Moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)
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Force (N) = Moment (Nm) / Distance from pivot to line of action of force (m)

Force (N) = 1125 / 1

Force (ie the weight of person B) = 1125 N

2a Moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)

Anticlockwise moment = 30 000 x 8

Anticlockwise moment = 240 000 Nm

2b We can see that the crane is balanced. This means that the clockwise moment equals the anticlockwise
moment.

Clockwise moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)

240 000 = Force (N) x Distance from pivot to line of action of force (m)

We now need to rearrange the equation to calculate the distance.

Distance from pivot to line of action of force (m) = 240 000 / 40 000

Distance from pivot to line of action of force (m) = 6 m

2c If the crane is lifting a greater mass then the anticlockwise moment due to weight will increase.
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To balance the crane, we will need to increase the clockwise moment due to the counterweight. We
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cannot increase the mass of the counterweight so to increase the clockwise moment, we need to
increase the distance between the counterweight and the pivot.
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3a In this question, we need to convert all distances from centimetres to metres by dividing by 100.
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30 / 100 = 0.3 m
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Anticlockwise moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)
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Anticlockwise moment = 0.5 x 0.3 = 0.15 Nm

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3b Because the beam is balanced, the total clockwise moment produced by weights B and C together
must be the same as the anticlockwise moment produced by weight A. Therefore the total clockwise
moment of weights B and C together is 0.15 Nm.
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

15
 Balanced Moments continued

3c Remember that first we need to convert centimetres to metres. 40 cm is 0.4 m.

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Clockwise moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)

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Clockwise moment = 0.2 x 0.4

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Clockwise moment produced by weight B = 0.08 Nm
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3d Because the beam is balanced, the total clockwise moment due to weights B and C must be equal to
the anticlockwise moment due to weight A. We know that the anticlockwise moment due to weight A is
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0.15 Nm.
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This means that the moment due to weight B + the moment produced by weight C = 0.15 Nm.
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From question 3c, we know that the clockwise moment due to weight B is 0.08 Nm.

Therefore the clockwise moment produced by weight C = 0.15 - 0.08 = 0.07 Nm.
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3e First we need to convert centimetres to metres. 50 cm is 0.5 m.

Clockwise moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)

We need to rearrange this equation to find the force (ie the weight of weight C).

Force = Clockwise moment due to weight C / Distance from pivot to line of action of force

Force = 0.07 / 0.5

Force (ie weight of weight C) = 0.14 N

4a Remember that weight is the force acting due to gravity.
Weight always acts directly downwards.

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4b The line of action of the weight is now over the bottom

corner of block B. This means that this corner can now act
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as a pivot and we have an unbalanced moment. This

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moment causes the block to topple over.

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In the case of mass A, we can see that the line of action of

the weight acts directly through the base of the block. This
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means that we have no pivot and no moment. Block A will

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not topple.
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

16
 Levers and Gears

1a Clockwise moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)

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Clockwise moment = 20 x 1.5

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Clockwise moment = 30 Nm
1b Because the lever is balanced, we know that the clockwise and anticlockwise moments are balanced.
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Anticlockwise moment = 30 Nm
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1c To calculate the weight, we need to rearrange the equation for moment. Remember that weight is a
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force.
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Moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)
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Force (N) = Moment (Nm) / Distance from pivot to line of action of force (m)
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Force = 30 / 0.3

Force (ie weight of the object) = 100 N

1d The applied force (20N) has been used to lift a 100N weight. This means that the applied force has
been multiplied by 5x.
2a Anticlockwise moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)

Anticlockwise moment (Nm) = 500 x 0.4

Anticlockwise moment (Nm) = 200 Nm

2b Because the moments are balanced, the clockwise moment = the anticlockwise moment.

This means that the clockwise moment is also 200 Nm

2c To calculate the force, we need to rearrange the equation for moment.

Moment (Nm) = Force (N) x Distance from pivot to line of action of force (m)

Force (N) = Moment (Nm) / Distance from pivot to line of action of force (m)

Force = 200 / 1.2 = 166.7 N (to 4 significant figures)

2d The applied force (166.7 N) has been used to lift a weight of 500 N. This means that the applied force
s
has been multiplied by 3x.
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3a The radius of gear A is 10 mm and the radius of gear B is 30 mm.

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3b Gear B will increase the turning force of gear A by 3x.

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Remember that the turning effect (or moment) is the force multiplied by the distance from the pivot to
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the line of action of the force. The force acts where the cogs touch. The distance from the force to the
en

pivot in gear B is 3x the distance in gear A. This means that gear B multiplies the turning effect of gear
A by 3x.
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3c The turning effect is the force multiplied by the distance from the pivot to the line of action of the force.
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In this case gear B is smaller than gear A. Since gear B now has a smaller radius than gear A, gear B
will reduce the turning effect of gear A.
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3d The work done by gears A and B is the same. Remember that work done = force x distance. Both
gears have the same force (ie where the cogs intersect). However, gear A will rotate 3x for each
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rotation of gear B. This means that the distance is also the same in both cases and therefore so is the
work done.

Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

17
 Pressure in Fluids

1a Particles in a gas are widely spaced and moving rapidly. They are colliding with each other and with

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the walls of the container. Particles in a liquid are closely spaced and are moving less rapidly than in a
gas. Particles in a liquid are also colliding with each other and with the walls of the container.

so
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Both gases and liquids are classed as fluids as the particles can move. Gases and liquids flow to take
the shape of their container.
1b
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When particles in a fluid collide with the walls of the container, they exert a force. This force acts at
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right angles to the surface of the wall. Scientists call this a normal force (ie acting at right angles).
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1c Pressure (Pa) = Force normal to a surface (N) / Area of that surface (m2)
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Pressure = 80 000 / 5 = 16 000 Pa

2a At higher altitudes the air is less dense than at sea level. This means that there are fewer particles per
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cubic metre of air. Because of this, the force exerted on a surface by the gas particles will be lower at
higher altitude than at sea level. The pressure of a gas is due to the force exerted by the gas particles
©

on the walls of the container. This means that gas pressure is lower at higher altitudes than at sea level.
2b The atmospheric pressure is low on tall mountains (ie at high altitude). This means that the number of
gas particles per cubic metre is lower than it would be at sea level. Because of this, climbers may not
be able to take in enough oxygen from the atmosphere for their body's needs. To help with this,
climbers often take a supply of oxygen.
2c Crisp packets are full of gas. These gas particles collide with the walls of the crisp packet, applying a
force. When the airplane is on the ground, the air pressure outside the crisp packet is the same as the
gas pressure inside the crisp packet so the forces balance. However, when an airplane is flying, the air
pressure in the cabin is lower than on the ground. This means that the pressure due to gas inside the
crisp packet is greater than the pressure of the air in the cabin. Now the forces are unbalanced and the
crisp packet expands.

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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

18
 Floating or Sinking

1a The greatest pressure of water is at position C.

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We know this because at position C, the water is squirting out to a greater distance than holes B or C.

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1b If we measure the depth of water above hole C, we can see that there is twice the depth than there is

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above hole B. This means that the pressure at hole C will be twice as great as the pressure at hole B.
Because of this, water will squirt twice the distance from hole C than from hole B.
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1c If we used a liquid with a much greater density than water then we would find that the liquid would squirt
further out of all the holes. This is because the pressure of a liquid depends on the density of the liquid. If
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we increase the density of the liquid then we increase the pressure exerted by the liquid. This means that
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the liquid will squirt out with greater force.

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2a Pressure (Pa) = Height of column (m) x Density of liquid (kg / m3) x Gravitational field strength (N / kg)
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Pressure (Pa) = 30 x 1000 x 9.8 = 294 000 Pa

2b To answer this question, we need to rearrange the formula to find the density of sea water.
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Density of liquid (kg / m3) = Pressure / (Height of column x Gravitational field strength)

Density = 299 880 / ( 30 x 9.8 )

Density = 1020 kg / m3
3 The pressure of a liquid depends on the depth. A greater depth has a greater pressure. Because the
bottom of an object is at a greater depth than the top, it experiences a greater pressure. This means that
the bottom of an object experiences a greater force than the top. Because of this, we have a resultant
force acting upwards. Scientists call this upward force upthrust. An object will float if the upthrust is
equal to the weight of the object. If the weight is greater than upthrust then the object will sink.
4a The upthrust is equal to the weight of liquid displaced by the object. It is really important that you
remember this key fact as it helps to explain whether an object can float or sink.
4b An object will float if the upthrust is equal to the weight of the object.

This will happen if the object can displace its own weight of liquid.
5a

5b
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5c The weight of object C is greater than upthrust. We know this because object C has sunk. Remember
that if the upthrust is equal to the weight of an object, the object will float. If the weight of the object is
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greater than upthrust then the object will sink.

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5d Remember that for a boat to float, the upthrust

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must equal the weight. When the boat

containers passengers, the total weight of the
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boat + passengers is greater than the weight of

the empty boat. Since upthrust equals weight,
the upthrust increases as well.
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

19
 Speed

1a The displacement is shown by the grey arrow.

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1b The displacement is 2200 m in a North East direction.

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1c Distance has magnitude (size) but no direction and is therefore a scalar quantity. Displacement must
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have both magnitude and direction which means that displacement is a vector quantity.
2a Speed (m/s) = Distance (m) / Time (s)
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Speed (m/s) = 750 / 500

Speed = 1.5 m/s

2b Distance (m) = Speed (m/s) x Time (s)

Distance = 3 x 1800

Distance = 5400 m (remember that distance does not require a direction as it is a scalar quantity).
2c To answer this question, we need to work out the total distance travelled and the total time taken.

Total distance = 400 m + 800 m = 1200 m

Total time = 60 s + 40 s = 100 s

Average speed (m/s) = Distance (m) / Time (s)

Average speed = 1200 / 100 = 12 m/s

3a
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3b The speed at which a person can run depends on a number of factors. A younger person will generally
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be able to achieve a faster speed than an older person. A fitter person will be able to run faster than an
unfit person. A person running on flat ground will usually be able to run faster than a person running
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uphill. A person who has only run a short distance should be able to run faster than a person who has
already run a great distance.
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3c The speed of sound increases when the air is warmer.

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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

20
 Velocity

1a Speed is a scalar quantity since it only has magnitude (size) and not direction. However, velocity is a

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vector quantity because it has both magnitude and direction.

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1b Speed (m/s) = Distance (m) / Time (s)

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Speed = 450 / 300 = 1.5 m/s
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Remember that in the case of velocity we have to state the direction.
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Velocity = 1.5 m/s East
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1c Speed (m/s) = Distance (m) / Time (s)

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Speed = 50 / 2 = 25 m/s
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Velocity = 25 m/s South West

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2 When objects move in a circle (or part of a circle for example a car driving around a corner), the
object's velocity is constantly changing even though its speed is constant. That is because velocity is a
vector quantity so it has both magnitude (size) and direction. For objects moving in a circle, their
direction is constantly changing. This means that their velocity is also constantly changing, even when
their speed is constant.

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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

21
 Distance-Time Graphs

1a

ns
so
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1b To calculate the speed from a distance-time graph, we determine the gradient of the line. To do this,
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we divide the distance travelled by the time taken.

Part A.

Distance travelled = 20 m. Time taken = 15 s

Speed = distance / time

Speed = 20 / 15 = 1.3 m/s

Part C

Distance travelled = 15 m. Time taken = 15 s.

Speed = distance / time

Speed = 15 / 15 = 1 m/s
2a The runner ran a distance of 25 m in 10 s. They then ran a distance of 10 m in 10 s. Finally they
stopped for 5s.
2b Part A.

Distance travelled = 25 m. Time taken = 10 s

s
Speed = distance / time
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Speed = 25 / 10 = 2.5 m/s

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Part B
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Distance travelled = 10 m. Time taken = 10 s.

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Speed = distance / time

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Speed = 10 / 10 = 1.0 m/s

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2c The gradient of a distance-time graph tells us the speed. The gradient of part C is zero telling us that
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the runner had stopped.

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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

22
 Distance-Time Graphs continued

3a The cyclist travelled a distance of 200 m in 80 s. They then travelled a distance of 300 m in 40 s. Finally

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the cyclist travelled a distance of 300 m in 80 s.

so
3b Part A.

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Distance travelled = 200 m. Time taken = 80 s
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Speed = distance / time
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Speed = 200 / 80 = 2.5 m/s
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Part B
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Distance travelled = 300 m. Time taken = 40 s.

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Speed = distance / time

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Speed = 300 / 40 = 7.5 m/s

Part C

Distance travelled = 300 m. Time taken = 80 s.

Speed = distance / time

Speed = 300 / 80 = 3.75 m/s

4a Both distance-time graphs show an upward curve. An upward curve on a distance-time graph tells us
that the object is accelerating ie increasing in speed.
4b We can calculate the speed of an accelerating object from a distance-time graph by drawing a tangent to
the curve. The gradient tells us the speed.

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Gradient = distance / time Gradient = distance / time

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Speed = 35 / 5 = 7 m/s Speed = 50 / 5 = 10 m/s

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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

23
 Acceleration

1a Acceleration (m/s2) = Change in velocity (m/s) / time taken (s)

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Change in velocity = 50 m/s - 40 m/s = 10 m/s North West

so
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Acceleration = 10 / 10

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Acceleration = 1 m/s2 (in a North West direction)
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1b Acceleration (m/s2) = Change in velocity (m/s) / time taken (s)
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Change in velocity = 6 m/s - 4 m/s = 2 m/s North

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es

Acceleration = 2 / 8
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Acceleration = 0.25 m/s2 (in a North direction)

1c Acceleration (m/s2) = Change in velocity (m/s) / time taken (s)
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Change in velocity = 2 m/s - 1.5 m/s = 0.5 m/s South

Acceleration = 0.5 / 5

Acceleration = 0.1 m/s2 (in a South direction)

1d Acceleration (m/s2) = Change in velocity (m/s) / time taken (s)

Change in velocity = 0 m/s - 12m/s = -12 m/s South East

Acceleration = -12 / 6

Acceleration = -2 m/s2 (in a South East direction)

2 The car in question 1d was decelerating. We know this because it was decreasing in velocity. This is
shown by the negative sign.
3a

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3b The area of part A is (6 x 30) / 2 = 90 m

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The area of part B is 6 x 40 = 240 m

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The area of part C is (6 x 30) / 2 = 90 m

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The total area under the line is 90 + 240 + 90

= 420 m
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The total distance travelled by the cyclist was

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420 m

Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

24
 Acceleration

4a Acceleration (m/s2) = final velocity (m/s) - initial velocity (m/s) / time taken (s)

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Part A

so
Final velocity = 12 m/s

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Initial velocity = 0 m/s
time taken = 75 s
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Acceleration = (12-0) / 75 = 0.16 m/s2 East
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Part C
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Final velocity = 0 m/s

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Initial velocity = 12 m/s

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time taken = 125 s

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Acceleration = (0-12) / 125 = -0.096 m/s2 East

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Note that the negative sign tells us that the car is decelerating.
4b The area of part A is (12 x 75) / 2 = 450 m

The area of part B is 12 x 50 = 600 m

The area of part C is (12 x 125) / 2 = 750 m

The total area under the line is 450 + 600 +

750 = 1800 m

The total distance travelled by the car was

1800 m
5a Acceleration (m/s2) = final velocity (m/s) - initial velocity (m/s) / time taken (s)

Part A
Final velocity = 12 m/s
Initial velocity = 0 m/s
time taken = 25 s

Acceleration = (12-0) / 25 = 0.48 m/s2 South (to 2 significant figures)

Part B
Final velocity = 18 m/s
s
Initial velocity = 12 m/s
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time taken = 25 s
ss

Acceleration = (18-12) / 25 = 0.24 m/s2 South (to 2 significant figures)

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Part C
ce

The velocity of the train is not changing during this part of the graph so the acceleration is 0 m/s2
South
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Part D
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Final velocity = 0 m/s

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Initial velocity = 18 m/s

time taken = 50 s
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Acceleration = (0-18) / 50 = -0.36 m/s2 South (to 2 significant figures)

The minus sign indicates that the train is decelerating.
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

25
 Acceleration

5b The area of part A is (12 x 25) / 2 = 150 m

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The area of part B is 12 x 25 = 300 m (the

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green rectangle) + (6 x 25) / 2 = 75 m.

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Total = 375 m.

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The area of part C is 18 x 25 = 450 m
nc
The area of part D is (18 x 50) / 2 = 450 m
e

The total area under the line is 150 + 375 +

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450 + 450 = 1425 m

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The total distance travelled by the train was

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1425 m
6a During section A, we have an upward-sloping curve. An upward-sloping curve on a velocity-time
©

graphs tells us that acceleration is increasing.

During section B, we have a straight line. This tells us that the velocity of the toy is decreasing at a
constant rate ie a constant deceleration.
6b First we need to count the complete squares.
These are shown in blue. There are 17
complete squares.

We now need to try to sum the partial squares.

This does require a level of estimation. In the
exam, you might be asked to explain why it is
less accurate determining the total distance
travelled from a velocity-time graph like this
one compared to the ones in questions 3, 4
and 5.

Looking at the graph, the approximate sum of

partial squares is 10.

The total number of squares is approximately

27. Each square represents an area of 0.5 x
0.5 = 0.25. Therefore the total distance
travelled is 27 x 0.25 = 6.75 m
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

26
 Acceleration 2

1 To calculate this we need to rearrange the equation for acceleration.

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Acceleration = final velocity2 - initial velocity2 / 2 x distance

so
es
Acceleration = 122 - 82 / (2 x 25)

el
Acceleration = 144 - 64 / 50
nc
Acceleration = 1.6 m/s2 South
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2 To calculate this we need to rearrange the equation for final velocity.

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es

Final velocity2 = (2 x acceleration x distance) + initial velocity2

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Final velocity2 = (2 x 1 x 10) + 32

Final velocity2 = 20 + 9 = 29
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Final velocity = √29 = 5.39 m/s West (to 3 significant figures)

3 To calculate this we need to rearrange the equation for distance travelled.

Distance = final velocity2 - initial velocity2 / 2 x acceleration

Distance = 402 - 102 / 2 x 5

Distance = 1600 - 100 / 10

Distance = 1500 / 10 = 150 m

4a A skydiver is an example of an object falling through a fluid. Initially, only the force of gravity is acting.
This causes the skydiver to accelerate towards the ground at 9.8m/s2. However, as they fall, the
skydiver experiences an upward force due to friction with air particles. This is called air resistance.
When air resistance balances gravity, the skydiver stops accelerating and moves at a constant velocity.
This is called the terminal velocity.
4b Remember that when the skydiver has reached terminal velocity, the air resistance acting upwards
balances the force of gravity acting downwards. Now there is no resultant force and the skydiver stops
accelerating (ie reaches terminal velocity). Some students find this confusing and assume that because
there is no resultant force, the skydiver cannot continue moving towards the ground. However, you
need to remember that an object does not need a resultant force to continue moving. A resultant force
only changes the velocity of an object.
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

27
 Newton's First Law of Motion

1 A - No horizontal or vertical forces are acting. Object remains stationary. In this case, the object is

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already stationary. Because there are no forces acting at all, its velocity will not change and it will
remain stationary.

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B - Horizontal forces are balanced. No vertical forces are acting. Velocity remains constant. In
this case, the object is moving East with a velocity of 5 m/s. There are no vertical forces acting and the
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horizontal forces are balanced so it will continue moving East with a velocity of 5 m/s.
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C - Vertical forces are balanced. No horizontal forces are acting. Object remains stationary. In
this case, the object is already stationary. There are no horizontal forces acting and the vertical forces
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are balanced. This means that the object will remain stationary.
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es

D - Horizontal forces are balanced. No vertical forces are acting. Object remains stationary. In
this case, the object is already stationary. There are no vertical forces acting and the horizontal forces
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are balanced. This means that the object will remain stationary.
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E - Vertical forces are balanced. No horizontal forces are acting. Velocity remains constant. In
this case, the object is moving West with a velocity of 20 m/s. There are no horizontal forces acting
and the vertical forces are balanced. This means that the object will continue moving West with a
velocity of 20 m/s.

F - No horizontal or vertical forces are acting. Velocity remains constant. In this case, the object
has a velocity of 10 m/s South. There are no forces acting on the object so its velocity will remain at 10
m/s South.
2 If a resultant force of zero acts on a stationary object then the object will remain stationary.

If a resultant force of zero acts on a moving object then the object will continue moving in the same
direction with the same speed (ie the same velocity).
3a The car is moving in a straight line at a constant speed. Because it is not changing in direction and is
not changing in speed, the forces acting on the car must be balanced. In other words the resultant
force must be zero.

Remember that a resultant force which is not zero will change the direction and / or the speed of the
object.
3b The resistive forces acting on the car are friction with the road and friction with air particles (which is
also called air resistance).
4 In the case of object A, the object is initially stationary. Looking at the forces acting, we can see that
the force acting to the right is greater than the force acting to the left. This means that there is a
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resultant force acting to the right. This resultant force will cause the object to accelerate to the right.
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In the case of object B, the object is already moving to the right with a velocity of 20 m/s. A resultant
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force is acting to the right. This resultant force will cause the object to accelerate to the right.
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In the case of object C, the object is already moving to the right with a velocity of 500 m/s. There is a
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resultant force acting to the left. This resultant force will cause the object to decelerate until it is
stationary and then accelerate in a leftward direction. There is also a resultant force acting downwards.
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This will cause the object to accelerate in a downwards direction.

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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

28
 Newton's Second Law of Motion

1a The acceleration of an object is proportional to the resultant force and inversely proportional to the

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mass of the object.

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1b The symbol on the right means proportional to.

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1c The resultant force acting on object C is twice the force acting on object A (and both objects have the
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same mass). Newton's second law of motion tells us that acceleration is proportional to the force. This
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means that object C will have twice the acceleration of object A.

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1d The mass of object B is twice the mass of object C (and the resultant force acting on both objects is the
same). Newton's second law of motion tells us that acceleration is inversely proportional to mass. This
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means that object B will have half the acceleration of object C.

1e Object B has twice the mass of object A. However, the resultant force acting on object B is twice the
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resultant force acting on object A. This means that both objects will have the same acceleration.
1f Object D has the same acceleration as object C. However, the resultant force acting on object D is half
the resultant force acting on object C. This means that object D must have half the mass of object C. So
the mass of object D is 2.5 kg.
2a Force (N) = mass (kg) x acceleration (m/s2)

Force = 1000 x 3

Resultant force = 3000 N

2b To answer this question, we have to rearrange the equation for acceleration.

Acceleration (m/s2) = Force (N) / Mass (kg)

Acceleration = 200 / 100 = 2 m/s2

2c To answer this question, we have to rearrange the equation for mass.

Mass (kg) = Force (N) / Acceleration (m/s2)

Mass = 6000 / 2 = 3000 kg

3 In the UK, cars travel at speeds of approximately 13 m/s on main roads and approximately 30 m/s on
motorways.
s
To accelerate from a main road to a motorway the acceleration is typically approximately 2 m/s2.
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For a typical family car, this requires a force of approximately 2000 N.

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4a Inertia is the tendency of objects to either remain still or continue moving in the same speed and
direction unless a resultant force is applied.
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I would recommend that you learn this definition off by heart.

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4b If an object has a larger inertial mass, it will require a greater force to produce a given acceleration
compared to an object with a smaller inertial mass.
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Some students struggle with the idea of inertial mass. However, it's easier than it first appears. There are
two ways to work out the mass of an object. One way is to measure the volume of the object and
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multiply this by the object's density.

However, if we know the force needed to accelerate the object, we can use this to calculate the object's
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mass (using the equation Force = Mass x Acceleration). Scientists call this mass the inertial mass
because it was calculated from force and acceleration rather than from density. The mass of the object
will be the same no matter how we determine it.
Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.
29
 Newton's Third Law of Motion

1 Whenever two objects interact, the forces they exert on each other are equal in magnitude but

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opposite in direction.

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This is Newton's Third Law of motion. What this means is that every force acts as part of a pair. For

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example, if I push on a door with a force of 100 N, the door pushes back on me with a force of 100 N.
2 el
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©

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Note that in all of the force pairs above, the forces are equal in magnitude and opposite in direction.
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

30
 Forces Acting on a Skydiver

1 When the skydiver leaves the airplane, only the

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force of weight is acting. The size of this force will
not change. Because there is a resultant force, the

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velocity of the skydiver increases as they

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accelerate towards the ground.

el
As the skydiver falls, they collide with air particles.
nc
This causes the force of friction acting upwards.
Scientists call this air resistance. Because the air
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resistance is much smaller than weight, the

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skydiver continues to accelerate towards the

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ground.
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As the skydiver's velocity increases, the air

resistance increases. When air resistance balances
the force of weight there is no resultant force. Now
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the skydiver moves downwards at a constant

velocity. Scientists call this the terminal velocity.

The skydiver now opens their parachute. Air

resistance now massively increases. Air resistance
is now much greater than weight so there is a
resultant force acting upwards. This causes the
skydiver to decelerate (their velocity decreases).

As the velocity decreases, the air resistance

decreases. At some point, air resistance and
weight are balanced. Now the skydiver moves
downwards at a constant velocity. This is the new
(lower) terminal velocity.

2a During part A, the velocity of the skydiver is continuously increasing. This means that the skydiver is
accelerating.
2b Looking at part A, we can see that the slope of the line gets less steep with time (and eventually levels off
at part B). This means that the acceleration of the skydiver is gradually decreasing. This is because as
the skydiver's velocity increases, the air resistance also increases. Remember that air resistance acts
upwards in the opposite direction to weight. At the start of part A, the skydiver's velocity is relatively low
and so is air resistance. This means that there is a large resultant force acting downwards so the skydiver
s
accelerates. However, as air resistance increases, the resultant force acting downwards decreases. This
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means that the rate of acceleration slows. Eventually air resistance balances weight and there is no
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resultant force. At this point (part B) the velocity is constant.

2c During part B, the air resistance balances the weight of the skydiver so there is no resultant force acting.
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This means that the skydiver's velocity is constant. This is called terminal velocity. However, during part
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B the terminal velocity is extremely great and if the skydiver landed they would be killed.
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2d Opening the parachute causes air resistance to massively increase. Air resistance acts upwards so now
there is an upwards resultant force. This causes the skydiver's downward velocity to decrease (in other
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words they decelerate).

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2e During part D, the skydiver has reached terminal velocity again. As we saw above, during part C air
resistance causes the skydiver to decelerate. As the skydiver decelerates, air resistance falls. Eventually
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air resistance balances weight and there is no resultant force. The skydiver now travels at a constant
velocity (ie the terminal velocity).
©

2f The terminal velocity in part D is much lower than the terminal velocity in part B. This means that the
skydiver can now safely land.

Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

31
 Required Practical: Acceleration

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2a The independent variable is what we change in our experiment. We are investigating the effect of force
on the acceleration of an object. To do this, we decrease the weight (force) attached to the string. So in
this investigation, the independent variable is the weight.
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2b The interval is the quantity between readings. The readings are 1.0 N, 0.9 N, 0.8 N, 0.7 N and 0.6 N.
The interval is 0.1 N.

The range is the maximum and minimum values. In this case the range is from 0.6 N to 1.0 N.

Be careful with range. You have to state both the maximum and minimum values (ideally "from X to Y").
2c During this experiment, we are measuring the distance travelled by the toy car with time. However, the
toy car could move very rapidly. This would make it very difficult to measure the distance travelled
accurately. To overcome this, we can video the car moving and then analyse the recording to see the
distance travelled.
2d During the first part of this experiment, we are investigating the effect of changing the size of a force on
the acceleration of an object of constant mass. In this case, the words "object of constant mass" mean
the toy car, the string and the weight. We change the force by removing masses from the end of the
string. However, if we simply removed mass then we would be reducing the mass of the object (ie the
toy car, the string and the weight). So to prevent this, we have to take the mass that we remove from
the string and place it on the toy car. This way we have reduced the force but we have not changed the
total mass.
2e In the second part of the experiment we change the mass of the toy car but we keep the force
constant. To do this we keep the weight on the end of the string constant (eg 1 N) but we add
progressively greater masses onto the toy car.
2f Newton's Second Law of Motion states that the acceleration of an object is proportional to the force
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applied but inversely proportional to the mass of the object.
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If we decrease the force applied (while keeping the total mass the same) then we will find that a smaller
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force will produce a smaller acceleration.

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If we increase the mass (while keeping the force applied the same) then we will find that a greater mass
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leads to a smaller acceleration.

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32
 Vehicle Stopping Distance

1 The thinking distance is the distance travelled by the vehicle during the driver's reaction time (ie the

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time taken for the driver to spot an obstruction, make a decision and move their foot to the brake).
The braking distance is the distance travelled by the vehicle from when the driver first applies the

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brakes to when the vehicle stops.

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The stopping distance is the sum of the thinking distance and the braking distance. In other words, the
distance a vehicle moves from when the driver first spots an obstruction to when the vehicle comes to
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a complete stop.
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2a Ideal conditions mean that the driver is well rested, not distracted and not under the influence of any
drugs such as alcohol. The weather should also be dry with good visibility (for example no mist or fog).
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The car's brakes and tyres should also be in good condition (ie not worn).
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2b
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Residential streets are more likely to present a driving hazard compared to a main road (for example a
child stepping onto the road between parked cars). The stopping distance of a car increases at higher
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speeds. At 20 miles per hour, a driver will stop in a shorter distance than at 30 miles per hour.
Therefore it is safer to driver at 20 miles per hour (rather than 30 miles per hour) on a residential street.
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2c The speed limit on many roads in the UK is 30 miles per hour. At this speed, if a driver braked fully, it
would take six car lengths to stop. Driving too closely to the car in front is dangerous because if they
brake hard, it might not be possible for the driver behind to stop in time. This would cause a collision.
3a We can measure a person's reaction time using a ruler. Imagine that we want to measure the reaction
time of person A. Person B holds a ruler vertically. Person A places their thumb and forefinger at the
bottom of the ruler. Person B drops the ruler at a random time and person A has to catch it.

The distance that the ruler falls before being caught by person A can be used to work out person A's
reaction time. To do this we can look up the reaction time on a table.
3b The energy drink has reduced person A's reaction time, in other words it has made them react more
quickly.
3c Remember that we need to exclude any anomalous results before calculating a mean value. Looking at
person B's reaction times, we can see that repeat 3 is anomalous as it is much greater than repeats 1
or 2.

To calculate the mean we first add the numbers together. We then divide by the number of numbers (if
you are using a calculator, remember to always press the equals button after you have added the
numbers).

0.45 + 0.35 = 0.80

0.80 / 2 = 0.40
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3d Person B shows no change in their reaction times before and after drinking a caffeine energy drink.
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This is probably because person B had already consumed coffee before the experiment so their
reactions were already fast due to the caffeine in the coffee.
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33
 Force and Braking

1a Kinetic energy (J) = 0.5 x mass (kg) x velocity2 (m/s)

ns
Kinetic energy = 0.5 x 1000 x 152

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Kinetic energy = 0.5 x 1000 x 225

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Kinetic energy = 112 500 J
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1b Kinetic energy (J) = 0.5 x mass (kg) x velocity2 (m/s)
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Kinetic energy = 0.5 x 1000 x 302

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Kinetic energy = 0.5 x 1000 x 900

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Kinetic energy = 450 000 J

1c Looking at questions 1a and 1b, we can see that if we double the velocity of the object, the kinetic
©

energy increases by 4x. This is because the kinetic energy is proportional to the velocity squared. If we
increase the velocity by 3x then the kinetic energy will increase by 9x (ie 32).

This is one reason why high speed collisions are much more dangerous than low speed collisions.
2 When a car brakes, the brake presses against the wheel. This causes the force of friction to act. The
kinetic energy store is transferred to the thermal energy store and the temperature of brakes
increases as the car slows. If we increase the speed of the car then a greater braking force is needed
to stop the car in a given distance. Braking while at high speed can cause the brakes to overheat or
the driver to lose control of the vehicle.
3a To answer this question we first need to work out the acceleration of the vehicle.

Acceleration (m/s2) = change in velocity (m/s) / time taken for change (s)

Acceleration = 15 / 5 = 3 m/s2 East

Force (N) = mass (kg) x acceleration (m/s2)

Force = 1500 x 3

Force = 4500 N
3b To answer this question we first need to work out the acceleration of the vehicle.
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Acceleration (m/s2) = change in velocity (m/s) / time taken for change (s)
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Acceleration = (20-10) / 2 = 5 m/s2 North

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We then need to rearrange the equation for mass.

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Mass (kg) = Force (N) / Acceleration (m/s2)

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Mass = 5000 / 5
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Mass = 1000 kg
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34
 Momentum

1a Momentum (kg m/s) = Mass (kg) x Velocity (m/s)

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Momentum = 3000 x 20

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Momentum = 60 000 kg m/s
1b To answer this question, we need to rearrange the equation for velocity.
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Velocity (m/s) = Momentum (kg m/s) / Mass
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Velocity = 9600 / 1200

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Velocity = 8 m/s
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1c To answer this question, we need to rearrange the equation for mass.

Mass (kg) = Momentum (kg m/s) / Velocity (m/s)

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Mass = 300 / 6

Mass = 50 kg
2a The momentum of the stationary car is 0 kg m/s. Remember that any stationary object has a
momentum of 0 kg m/s. Only moving objects have momentum.
2b The total momentum of the cars after the collision must be the same as the momentum of the moving
car before the collision. This is because momentum is always conserved.

The total momentum after the collision is 10 000 kg m/s.

3 The total momentum of the cannon and cannonball before firing is 0 kg m/s. Remember that
momentum is always conserved so the total momentum of the cannon and cannonball must be 0 kg
m/s after firing.

The cannonball has momentum in the forward direction (to the right). This means that the cannon must
have momentum in the backward direction (to the left). The forward momentum of the cannonball is
cancelled by the backward momentum of the cannon. So the total momentum after firing is 0 kg m/s.

So in summary, if the cannonball moves forwards then the cannon must move backwards in order for
momentum to be conserved. s
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

35
 Conservation of Momentum

1a Momentum (kg m/s) = Mass (kg) x Velocity (m/s)

ns
Momentum = 40 x -0.5

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Momentum = -20 kg m/s

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In this calculation, we have given the velocity as a negative number. That is because the skateboarder
is moving backwards. Remember that like velocity, momentum is also a vector quantity. Because the
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momentum has a negative sign, we know that it is acting in the backwards direction.
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1b Remember that momentum is always conserved. Initially, the skateboard was stationary. This means
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that the momentum was zero.

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After the skateboarder jumps, their momentum is -20 kg m/s (acting backwards). This means that the
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momentum of the skateboard must be 20 kg m/s acting forwards. The backwards momentum of the
skateboarder is cancelled by the forwards momentum of the skateboard. So the total momentum after
the jump is also zero.
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1c Momentum (kg m/s) = Mass (kg) x Velocity (m/s)

To answer this question, we need to rearrange the equation for velocity.

Velocity (m/s) = momentum (kg m/s) / mass (kg)

Velocity (m/s) = 20 / 4

Velocity = 5 m/s in the forwards direction

2a Momentum (kg m/s) = Mass (kg) x Velocity (m/s)

Momentum = 3000 x 20

Momentum = 60 000 kg m/s

2b Momentum is always conserved. This means that the total momentum of the van + car after the
collision must be 60 000 kg m/s.
2c Momentum (kg m/s) = Mass (kg) x Velocity (m/s)

To answer this question, we need to rearrange the equation for velocity.

Velocity (m/s) = momentum (kg m/s) / mass (kg)

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Remember that the van and car are moving together. Their total mass is now 4000 kg.
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Velocity (m/s) = 60 000 / 4000

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Velocity = 15 m/s in the forwards direction

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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

36
 Change in Momentum

1a Force (N) = (mass (kg) x change in velocity (m/s)) / time

ns
Force = (80 x 15) / 0.2

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Force = 6000 N

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This force could prove fatal to the driver.
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1b Force (N) = (mass (kg) x change in velocity (m/s)) / time
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Force = (80 x 15) / 1

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Force = 1200 N
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While this is still a large force, it is less likely to prove fatal to the driver.
1c If a driver has a collision and they are not wearing a seatbelt, the driver's head is likely to smash into
©

the steering wheel. As we saw above, the force experienced by an object depend on how quickly
momentum changes. If a driver smashed into the steering wheel, the driver's momentum would fall to
zero in a fraction of a second. This would cause very large forces to act and these could prove fatal.

If the driver is wearing a seatbelt then the driver will come to a stop more gradually. Their momentum
will fall to zero but over a much longer time. This means that they will experience much lower forces
than if they were not wearing their seatbelt. These forces could cause an injury but are less likely to
prove fatal.

It is also true that if a driver is not wearing a seatbelt and they are involved in a collision, the driver
could smash through the car's windscreen. In this case, not only would they experience the huge
forces that we saw above, they would also be severely injured due to the shattered glass.
1d Seatbelts are designed to stretch slightly when they are engaged. This stretching causes the driver to
come to a stop more slowly than if the seatbelt was rigid. Because of this, the driver's momentum will
reduce more slowly, reducing the forces acting and reducing the risk of injury.
1e Airbags deploy during a collision. These inflate so that as the driver moves forward, the driver's
movement is cushioned by the airbag. Again, this slows down the change in momentum and reduces
the forces acting.

One interesting feature of airbags is that they are designed to inflate and then deflate. This means that
when a driver collides with the airbag, the bag loses some of its gas, again slowing momentum
change. If the bag remained fully inflated, the driver would come to a stop more rapidly and experience
greater forces.
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2a Force (N) = (mass (kg) x change in velocity (m/s)) / time

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Force = (5 x 6) / 0.5
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Force = 60 N
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2b Force (N) = (mass (kg) x change in velocity (m/s)) / time

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Force = (5 x 6) / 0.1
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Force = 300 N
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2c The purpose of a cycle helmet is to slow down the change in momentum of the cyclist's head during a
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collision (thereby reducing the forces acting). Helmets contain expanded polystyrene. During a
collision, the cyclist's head presses on the polystyrene. This crushes the polystyrene and slows down
the rate of momentum change. A rigid helmet would not slow down momentum change as effectively
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so the forces acting would be greater and would be more likely to cause injury.

Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

37
 Change in Momentum

3 To answer this question, we need to rearrange the equation for velocity.

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Change in velocity (m/s) = (Force (N) x Time (s)) / Mass (kg)

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Change in velocity = (700 x 0.5) / 70

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Change in velocity = 5 m/s
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This means that the high jumper hits the mat at 5 m/s.
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4 To answer this question, we need to rearrange the equation for mass.

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Mass (kg) = (Force (N) x Time (s)) / Change in velocity (m/s)

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Mass = (600 x 0.25) / 4

Mass = 37.5 kg
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

38
 ns
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Physics Paper 2
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Triple
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Waves

Answers to Questions
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

 Transverse and Longitudinal Waves

1 Water waves:
Type of wave = transverse

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Energy transferred = kinetic

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Sound waves in air:

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Type of wave = longitudinal
Energy transferred = sound
2a
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2b Incorrect statement = The movement of the transverse wave sideways is called an oscillation.
Correct statement = The movement of the transverse wave up and down is called an oscillation.
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Incorrect statement = In transverse waves, the oscillations are parallel to the direction of energy
transfer.
Correct statement = In transverse waves, the oscillations are perpendicular to the direction of
energy transfer.

Incorrect statement = In the transverse wave above, the direction of energy transfer is up and
down.
Correct statement = In the transverse wave above, the direction of energy transfer is from the left
hand side to the right hand side.

Incorrect statement = Water waves are a longitudinal wave.

Correct statement = Water waves are a transverse wave.
2c In transverse waves, the oscillations are perpendicular to the direction of energy transfer.
Perpendicular means at right angles.
3a

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3b
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3c In a compression, the particles are closer together.

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In a rarefaction, the particles are further apart.

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3d In a longitudinal wave, the direction of oscillation is parallel to the direction of energy transfer.
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3e All longitudinal waves always need a medium to travel through for example air, a liquid or a solid.
However, not all transverse waves require a medium to travel. For example light is a transverse
wave and this travels through a vacuum (in other words no medium).
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

40
 Properties of Waves

1a The amplitude of a wave is the maximum displacement of a point on a wave from its undisturbed

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position, in other words the furthest point the wave vibrates.

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1b Both of the waves shown are transverse waves.

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1c
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2a The correct definition of wavelength is "The distance from a point on one wave to the equivalent point on
the adjacent wave".
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2b Top left wave = 17 mm

Top right wave = 32 mm
Bottom left wave = 34 mm
Bottom right wave = 8 mm
3a To measure the wavelength of a longitudinal wave, measure from the centre of one compression to the
centre of the next compression. You will get the same number if you measure the wavelength between
adjacent rarefactions.

3b The correct symbol for wavelength is

4a The unit of frequency is the hertz (Hz). One hertz is one wave per second.

4b To calculate the frequency, count the number of complete waves. Divide the number of complete waves
s
by the time. This tells you the number of waves per second.
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The first wave shows 5 complete waves over five seconds. The frequency is 1 Hz.
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The second wave shows 6 complete waves over twelve seconds. The frequency is 0.5 Hz.
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4c All of the waves shown take place over 1 second. We can measure the number of waves (from the first
peak to the last peak) in one second.
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Lowest frequency = D (2 waves in 1 second).

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Next lowest frequency = A (3 waves in 1 second)

Next lowest frequency = C (7 waves in 1 second)
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Highest frequency = B (10 waves in 1 second)

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5a Time period = 1/ frequency. Time period = 1 / 20 = 0.05 seconds.

5b Time period = 1/ frequency. Time period = 1 / 0.5 = 2 seconds.

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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

41
 The Wave Equation

1a Wave speed (m/s) = frequency (Hz) x wavelength (m)

ns
Wave speed = 50 x 3

so
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Wave speed = 150 m/s
1b In this question, the frequency is given as 600 megahertz (MHz). "Mega" means one million so this
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frequency is 600 000 000 Hz. In the exam, you are meant to be able to use prefixes such as mega.
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Wave speed (m/s) = frequency (Hz) x wavelength (m)
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Wave speed = 600 000 000 x 0.5

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Wave speed = 300 000 000 m/s

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This value is the speed of light. Microwaves (and light) are both part of the electromagnetic spectrum.
We will be looking at these in a later section.
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1c In this question, the wavelength has been given in centimetres. We need to convert this to metres.
Remember that one metre equals one hundred centimetres. To convert centimetres to metres, we need
to divide by 100.

5 cm = 0.05 m

Wave speed (m/s) = frequency (Hz) x wavelength (m)

Wave speed = 20 x 0.05

Wave speed = 1 m/s

2a In this question, we are calculating the wavelength of the sound wave. To do this, we need to rearrange
the wave equation for wavelength.

Wave speed (m/s) = frequency (Hz) x wavelength (m)

Wavelength (m) = wave speed (m/s) / frequency (Hz)

Wavelength = 330 / 400

Wavelength = 0.825 m
2b In this question, we are calculating the frequency of the seismic wave. To do this, we need to rearrange
s
the wave equation for frequency.
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Wave speed (m/s) = frequency (Hz) x wavelength (m)

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Frequency (Hz) = wave speed (m/s) / wavelength (m)

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The wave speed is given in km / s and the wavelength is given in km. Remember that a kilometre is 1000
metres. To convert kilometres to metres, we need to multiply by 1000.
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Frequency = 6000 / 2000

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Frequency = 3 Hz
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

42
 The Wave Equation

3a Every person has a different reaction time.

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Effect of the problem. If one person recorded the time between seeing the cymbals clash and hearing

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the sound, the result would depend on that one person's reaction time. This means that the result would

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be unlikely to be accurate. A person with a longer reaction time would produce a less accurate result
than a person with a shorter reaction time.
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How to reduce the problem: A large number of people should be used, each with their own timer. Then a
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mean value should be taken of their results. This would reduce the effect of different reaction times.
e

The time interval between seeing the cymbals clash and hearing the sound is very short.
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Effect of the problem. If the time interval is very short, this makes it very difficult to press the timer at the
correct times. For example, a person may see the cymbals clash and start timing. They then might hear
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the cymbals clash less than a second later and have to stop timing. This is extremely difficult to do.
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How to reduce the problem: This problem can be reduced by increasing the distance between the
person holding the cymbals and the observers. This would increase the time interval between seeing the
cymbals clash and hearing the sound, making it easier to press the timer at the correct times.
3b The anomalous result is person I with a value of 2.78 seconds. This value is much greater than the other
times and is likely to be anomalous. This could have happened because person I started timing too early
or because they stopped timing too late (or even both).
3c To calculate the mean value we first remove the anomalous result. We then add up all of the other results
and press "equals" on the calculator. Finally, we divide the answer by the total number of values.

1.32 + 1.74 + 1.69 + 1.47 + 1.53 + 1.41 + 1.37 + 1.65 + 1.56 + 1.43 = 15.17

There are ten values.

15.17 / 10 = 1.517

The question requires the answer to 3 significant figures. This brings the answer to 1.52 s
3d Wave speed (m/s) = distance (m) / time taken (s)

Wave speed = 500 / 1.52 = 329 m/s

The actual value depends on the temperature.

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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

43
 Required Practical: Ripple Tank

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2 To find the wavelength, measure the
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distance from one wave to the wave ten

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further along. This represents ten

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wavelengths.To find one wavelength, divide

this distance by 10.
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In this example, the distance from the first

wave to ten waves further is 4.6 cm.
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Wavelength = 4.6 / 10 = 0.46 cm

In this example, the distance from the first
wave to ten waves further is 8.7 cm.

Wavelength = 8.7 / 10 = 0.87 cm

3a The frequency is the number of waves passing a point each second. The unit of frequency is the hertz
(Hz).
3b To calculate the frequency, we count the
number of waves in ten seconds and then
divide this number by ten. This gives us the
number of waves in one second.

In the example, there are 23 waves in ten

seconds.
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Frequency = 23 / 10 = 2.3 Hz
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4a Wave speed (m/s) = frequency (Hz) x wavelength (m).

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Wave speed (m/s) = 5 x 0.06 = 0.3 m/s

4b
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Another way to measure the speed of a wave on a ripple tank is to select a wave and measure the time
it takes to move the length of the tank. The most accurate way to do this is to record the ripple tank
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with a mobile phone and then play it back at a slower speed. We then measure the length of the tank.
To calculate the wave speed, we divide the length of the tank by the time taken.
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

44
 Required Practical: Waves in a Solid

1a

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1b The purpose of the mass is to keep the string taut.

The purpose of the signal generator is to set the frequency of the vibration generator.
1c Standing waves are found in stringed instruments such as guitars.

1d One complete wavelength is shown on the right.

The wavelength is 11.1 cm, which is 0.111 m.

1e Wave speed (m/s) = frequency (Hz) x wavelength (m)

Wave speed (m/s) = 20 x 0.111 m = 2.22 m/s

2a The standing wave shown has three half
wavelengths.

2b To work out the wavelength, we divide the length of the entire standing wave by the number of half-
wavelengths and then multiply by two (since one wavelength has two half-wavelengths).

Each half-wavelength = 0.111 / 3 = 0.037

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Each full wavelength = 0.037 x 2 = 0.074 m

2c Wave speed (m/s) = frequency (Hz) x wavelength (m)
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Wave speed = 30 x 0.074 m = 2.22 m/s

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As you can see, the wave speed is exactly the same as the string in question 1. That is because the
speed of the wave in a piece of string does not depend on the frequency of the wave.
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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

45
 Required Practical: Waves in a Solid

2d Each half-wavelength = 0.111

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Each full wavelength = 0.111 x 2 = 0.222 m

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Wave speed (m/s) = frequency (Hz) x wavelength (m)

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Wave speed = 10 x 0.222 m = 2.22 m/s
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Each half-wavelength = 0.111 / 4 = 0.02775 m
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Each full wavelength = 0.02775 x 2 = 0.0555 m

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Wave speed (m/s) = frequency (Hz) x wavelength (m)

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Wave speed = 40 x 0.0555 m = 2.22 m/s

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Each half-wavelength = 0.111 / 5 = 0.0222 m

Each full wavelength = 0.0222 x 2 = 0.0444 m

Wave speed (m/s) = frequency (Hz) x wavelength (m)

Wave speed = 50 x 0.0444 m = 2.22 m/s

2e The speed of a wave on a piece of string is only affected by the tautness of the string and by the mass /
cm of the string (ie the mass of the string per cm of string).
2f A student could change the tautness of the string by changing the mass hanging from the pulley. A
greater mass would increase the tautness of the string.
2g As well as changing the frequency, we can also adjust the standing wave on the string by adjusting the
position of the wooden bridge. As we move the wooden bridge closer to or further from the vibration
generator, the standing wave will change.

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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

46
 Reflection of Waves

1a

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1b When a wave hits a boundary with a different material, three things can happen to the wave. The wave can
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be transmitted through the material. In this case, neither the wavelength nor the direction of the wave
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have changed (however, in certain cases the wave can change direction - this is called refraction). In some
cases, the energy of the wave can be absorbed. If this happens then the wave may not pass through the
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material at all. The wave could simply be reflected off the surface of the material. Which of these happens
depends on the wavelength of the wave.
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3a The angle of reflection is equal to the angle of incidence.

3b

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Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

47
 Required Practical: Reflection and Refraction

1a Using a raybox, a lens and a slit produces a narrow ray of light. Using a bulb on its own would not do

ns
this.

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1b A raybox gets hot when it is used for a long time. To prevent this, we need to turn the raybox off when it
is not being used.

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1c To draw the line at right angles, we should use a protractor to make certain that the angle is 90o.

1d
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The right angle line is called the normal.
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1e In this experiment, we are using a narrow ray of light and observing how this is reflected or refracted by
a glass block. The ray of light produced by most rayboxes can be quite faint. We turn the lights off
because the ray is easier to see in a darkened room.
1f The ray hitting the glass block is called the
incident ray.

1g The angle between the incident ray and the

normal is called the angle of incidence.

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48
 Required Practical: Reflection and Refraction

2a This is called the reflected ray.

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2b
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2c

2d

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2f The angle of reflection equals the angle of incidence.

2g The angle of incidence and angle of reflection do not depend on the material. We set the angle of
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incidence using the ray box. The angle of reflection will always be the same as the angle of incidence.
However, the angle of refraction does depend on the material. We will find that the angle of refraction
will not necessarily be the same for different materials.

Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

49
 Sound Waves

1a The correct statement is: Sound waves in air are always longitudinal waves.

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1b When sound waves travel through air, the air particles vibrate from side to side (remember that with a

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longitudinal wave, the direction of oscillation is parallel to the direction of energy transfer).

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1c The microphone contains a thin paper cone. When sound waves hit the cone, this causes the cone to
vibrate from side to side. This vibration is then converted into an electrical signal by the electrical circuit
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of the microphone (you will see more on how microphones work in the Magnetism topic).
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The ear contains a thin membrane called the ear drum. Sound waves are funnelled into the ear where
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they hit the eardrum, causing it to vibrate from side to side. This then causes other parts of the inner ear
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to vibrate and this is interpreted by the brain as sound.

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1d The frequency range of human hearing is between 20 Hz and 20 000 Hz. One of the reasons for this is
that any frequencies outside of that range may not cause the eardrum to vibrate. Sound waves can only
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cause solids to vibrate over a limited range of frequencies.

2a
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In solids, the particles are closer together than the particles in air. This means that when sound waves
pass through solids, the vibrations can pass more easily between the particles than when sound waves
pass through air. This means that the speed of sound in a solid is greater than the speed of sound in air.
2b When sound waves pass from air into a solid, the frequency of the wave cannot change. Remember that
the frequency is the number of waves passing a point in one second. For the frequency to increase, we
would have to create waves at the boundary between the air and the solid. Waves cannot be created at
the boundary between two different materials.
2c Looking at the wave equation, we can see that the speed of a wave depends on both its frequency and
its wavelength. When we increase the speed of a sound wave (for example when a sound wave passes
from air into a solid), the frequency cannot change (see question 2b). This means that the wavelength
must increase.
3a Sound waves in air are longitudinal. However, when we use a cathode ray oscilloscope to represent
sound waves, the waves are shown as transverse. This is incorrect. However, it does allow us to
measure features of the sound wave eg wavelength and amplitude. But we must always bear in mind
that sound waves in air are longitudinal not transverse.
3b Trace A: This is a relatively loud sound with a high pitch. We can tell that the sound is loud as the
amplitude is large. We can tell that the sound has a high pitch as the wave shows a high frequency (ie
there are a large number of waves shown within the time interval shown on the screen). Remember that
each screen represents the same time interval.

Trace B: This is a relatively loud sound with a low pitch. We can see that the amplitude of this wave is
the same as in trace A. This means that these two sounds have the same volume. We can tell that the
s
sound has a low pitch as the waves show a low frequency (ie there are a smaller number of waves
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shown within the time interval on the screen compared to trace A).
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Trace C: This is a relatively quiet sound with a low pitch. Both the amplitude and frequency of this wave
are low. The pitch of this sound will be the same as the wave shown in trace B (as both traces B and C
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show waves of the same frequency).

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Trace D: This is a relatively quiet sound with a high pitch. The amplitude is low which means that the
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sound is quiet (in fact the volume of this sound will be the same as trace C, which has the same
amplitude). We can tell that the sound has a high pitch as the wave shows a high frequency (infact the
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pitch of this sound will be the same as trace A as both traces D and A show the same frequency).
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3c Louder sounds have a greater amplitude than quieter sounds. Higher pitched sounds have a greater
frequency than lower pitched sounds.
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4a Sound moves move by particles vibrating. This means that sound waves require a medium to travel
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through and cannot travel through a vacuum (a vacuum contains no particles).

4b A reflected sound wave is called an echo.

Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.

50
 Ultrasound

1a The frequency of ultrasound is greater than 20 000 Hz.

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1b The range of human hearing is 20 Hz to 20 000 Hz. Because ultrasound has a frequency greater than

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20 000 Hz, it cannot be heard by humans. However, many animals can detect ultrasound for example
dogs.

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1c Ultrasound waves partially reflect off the boundary between two different densities. Ultrasound waves
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reflect off a kidney, telling us that kidneys have a different density to the surrounding tissue.
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1d Unlike X rays, ultrasound does not cause mutations and does not increase the chance of developing
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cancer. This makes ultrasound safer for visualising internal organs.

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1e Ultrasound can only be used to visualise tissues that are not surrounded by bone. This means that it
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cannot be used to view the brain, since the brain is surrounded by the skull.
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1f Ultrasound can be used to detect imperfections in welds between pieces of metal.

2a Distance (m) = Speed (m/s) x Time (s)

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Distance = 1600 x 0.1

Distance = 160 m

This is the total distance the ultrasound travelled from the ship to the fish and then back to the ship. So
we need to halve this value. This means that the depth of the fish is 80 m.
2b Distance (m) = Speed (m/s) x Time (s)

Distance = 5800 x 1 x 10-5

Distance = 0.058 m

This is the total distance the ultrasound travelled from the probe to the defect in the weld and then back
to the probe. So we need to halve this value. This means that the distance of the defect from the probe
is 0.029 m.

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51
 Seismic Waves

1a

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1b Scientists cannot directly observe the Earth's interior. This is because the Earth's crust has a maximum
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depth of 50 km but the deepest mines only go to a depth of a few kilometres into the crust.
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1c Scientists have worked out the internal structure of the Earth using earthquakes. When an earthquake
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takes place, there is a sudden movement between the Earth's tectonic plates. Seismic waves now
carry energy away from the earthquake. These waves pass through the Earth and are then detected by
seismometers in different countries. The pattern of the seismic waves gives us information about the
©

Earth's interior. There are two types of seismic waves. P waves are longitudinal and can pass through
both solids and liquids. S waves are transverse and can only pass through solids. S waves travel more
slowly than P waves.
2a Seismic waves follow curved patterns through the Earth. This is due to density changes in the Earth's
interior.
2b

2c S waves are transverse waves and cannot travel through liquids. This means that S waves cannot pass
through the outer core (which is a liquid). As we can see from the answer to 2b, because of this S waves
do not pass into the S wave shadow zone.
2d
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2e P waves travel faster in solids than in liquids. This means that when P waves enter the liquid outer core,
they slow down. This causes them to change direction (refract). They also refract when they pass out of
the outer core. This means that P waves do not pass into the P wave shadow zones.
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2f Very faint P waves can sometimes be detected in the P wave shadow zone. This told scientists that the
Earth must contain a solid inner core.
Copyright Shaun Donnelly. Copying of this workbook is strictly prohibited.
52
 Electromagnetic (EM) Waves

1a Electromagnetic waves are transverse waves. Like all waves, electromagnetic waves transfer energy

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from one place to another. The place which generates the electromagnetic wave is called the source.
The electromagnetic waves transfer energy to the absorber.

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1b Microwaves transfer energy from the microwave oven to the food (food molecules contain water which

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can absorb the energy carried by microwaves).
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Light waves transfer energy from the sun to solar panels on satellites. The solar panels transfer this
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energy to generate electrical power.
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2a The red end of the visible spectrum has lower frequency and longer wavelength.
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The violet end of the visible spectrum has higher frequency and shorter wavelength.
2b
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2c Correct statements:

EM waves form a continuous spectrum - CORRECT. The cut off point between one type of EM wave
and another is not always clear.

The speed of EM waves is 300 000 000 m/s in a vacuum - CORRECT. This is called the speed of light
and is often shown as 3 x 108 m/s in standard form.

EM waves travel at the same speed in a vacuum - CORRECT. They travel at 300 000 000 m/s in a
vacuum.

Wavelength decreases from radio waves to gamma rays - CORRECT. Radio waves have a long
wavelength and gamma rays have a very short wavelength.

Incorrect statements:

EM waves require a medium to travel through - INCORRECT. EM waves do not require a medium to
travel through (the word "medium" means a substance containing particles for example air or a liquid).
Infact EM waves travel through a vacuum (which does not have any particles at all).

Visible light is reflected by black surfaces - INCORRECT. Visible light is absorbed by black surfaces. It is
reflected by shiny metallic surfaces (eg aluminium foil).
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Radio waves are the highest frequency EM waves - INCORRECT. Radio waves are the lowest frequency
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EM waves. The EM waves with the highest frequency are gamma rays.
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Water molecules cannot absorb the energy of microwaves - INCORRECT. The energy of microwaves is
strongly absorbed by water molecules. This is how microwave ovens heat food.
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53
 Refraction of Waves

1a-c

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1d The process shown in the diagram is refraction. Refraction is when waves change direction due to
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changes in speed (going from one medium to another).

1e When the ray passes from air to glass, the speed of the wave decreases. This causes the ray to bend
©

towards the normal.

When the ray passes from glass to air, the speed of the wave increases. This causes the ray to bend
away from the normal.
2 In this example, the image will appear to the
right of the object.

The speed of light in medium A is greater than

in medium B. This means that the light waves
speed up when they pass into the block.
When waves speed up, they bend away from
the normal. When the waves move out of the
block back into medium B, they slow down
and bend towards the normal.

In this example, the image will appear to the

left of the object.

The speed of light is greater in medium A than

medium B. This means that the light waves
slow down when they pass into the block.
When waves slow down, the bend towards
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the normal. When the waves move out of the
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block back into medium A, they speed up and

bend away from the normal.
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In this example, the image will appear in

exactly the same place as the object.
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When waves move along the normal, the

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direction of the wave does not change when

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the speed changes. So the direction does not

change moving from medium B to A and then
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back to medium B.
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54
 Refraction of Waves

3a

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3b When the first wavefront starts to move into

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the glass, those parts of the wavefront slow

down.
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Those parts of the wavefront now get closer

together.

The wavelength of the waves decreases.

The wave changes direction towards the

normal.

When the first wavefront starts to move out of

the glass, those parts of the wavefront speed
up.

Those parts of the wavefront now get further

apart.

The wavelength of the waves increases.

The wave changes direction away from the

normal. s
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3c When wavefronts travel along the normal, the whole wavefront enters the glass at the same time. This
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means that each part of the wavefront slows down together and the wave does not change direction.
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55
 Required Practical: Infrared

1a If we use water which is hot but not boiling, the Leslie's can will be less like to cause a burn if we touch

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it. Also it will be less dangerous if we accidentally spill some of the water if it is hot rather than boiling.

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Doing the experiment standing up is a good idea when working with hot water. If someone accidentally

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knocked over the Leslie's can, hot water would spill over the bench and onto the floor. If the person was
sitting down, the hot water would spill into their lap. However, if they are standing up, the hot water
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would spill onto the floor.
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1b The colour of the surface pointed at the infrared detector - Independent Variable. This is what we are
changing in the experiment.
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Distance between Leslie's cube and infrared detector - Control Variable. We must keep this the same
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between each experiment. If we allow this to vary, then we cannot be certain that any changes to the
dependent variable are caused only by the changes to the independent variable.
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The temperature measured by the infrared detector - Dependent Variable. This is what we measure for
every change in the Independent Variable.
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Temperature of the water - Control Variable. This will very gradually decrease during the course of the
investigation. This means that we need to take all of our readings quickly before the temperature of the
water can change significantly.
1c The resolution of the infrared detector shown in the diagram is 0.1oC.

1d In this experiment, ideally we would use an infrared detector. However, if this is not available then we
could also use a thermometer with the bulb painted black. There is a problem with this. The difference in
the amount of infrared emitted by the different surfaces may be very small. While this difference may be
detectable with an infrared detector, it might not be detectable using a thermometer.
1e Least emission - Shiny silver - Matt white - Shiny black - Matt black - Greatest emission.

2a Control variables in this experiment include:

• The mass of the drawing pins. A heavier pin may detach from the metal more rapidly than a lighter
pin.
• Same infrared heater. Different heaters may emit a different amount of infrared in a given time.
• The mass of vaseline applied to the pins. If we applied a large amount of vaseline to one pin, it would
take longer for that amount of vaseline to melt and that pin to fall off.
• The distance between the infrared heater and the metal plates. A greater distance would reduce the
absorption of infrared compared to a shorter distance.
• The mass of the metal plates. If a metal plate had a greater mass, the temperature of the plate would
increase more slowly than a plate with a smaller mass.
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• The type of metal used to make the plates. Different metals have a different specific heat capacity. If
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we used a metal with a large specific heat capacity, it would show a smaller temperature increase
compared to a metal with a lower specific heat capacity for the same amount of infrared radiation
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absorbed.
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2b Shiny black mean = 61oC

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Shiny silver mean = 79oC

Matt white mean = 62oC
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56
 Required Practical: Infrared

2c

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2d An experiment is repeatable when it is done by the same investigator using the same method and
equipment and produces the same result.
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Looking at the repeats for the experiment, we can see that for each colour of surface the repeat values
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are very close together. This tells us that the experiment is repeatable.
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Another idea that you need to be aware of is the idea of reproducibility. An experiment is reproducible if
it is done by a different investigator or using different equipment or technique and produces the same
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results. In this question, we are not looking at reproducibility.

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2e The student's results tell us that matt black is the best colour for absorbing infrared radiation. This takes
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the least amount of time for the drawing pin to fall off.
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This is followed by shiny black, then matt white and finally shiny silver which absorbs the least amount
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of infrared radiation and takes the longest amount of time for the drawing pin to fall off.
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57
 Properties of EM Waves 2

1 When we heat an atom, energy is absorbed. This causes an electron to move to a higher energy level.

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When the electron returns back to its original energy level, an electromagnetic wave is emitted. This is
often in the form of visible light. Electrons can also change energy levels when atoms absorb

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electromagnetic radiation.

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2a Ultraviolet radiation causes the skin to age prematurely and increases the risk of developing skin cancer.

2b
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A gamma ray is emitted when there is a change to the nucleus of an atom. Sometimes a nucleus
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contains too much energy to be stable. This energy is released by emitting a gamma ray. Afterwards, the
nucleus has less energy than it had at the start.
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2c Ionising radiation knocks electrons off atoms.

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2d Ionising radiation causes mutations (ie changes) to genes. This increases the risk of developing cancer.
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2e (0.005 / 0.1) x 100 = 5%

As you can see, the radiation dose from a dental X ray is much less than from a chest X ray. This is
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partly because the chest X ray covers a much greater area of the body than a dental X ray so a greater
radiation dose is absorbed.
3a Radio waves are emitted when electrons oscillate in an electrical circuit. The word oscillate means move
backwards and forwards (or up and down).
3b Radio waves can be absorbed by an electrical circuit (for example a TV aerial). When the radio waves
are absorbed, they cause electrons in the circuit to oscillate. This produces an alternating current (AC)
with the same frequency as the radio waves.

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58
 Uses of EM waves

1a Radio waves are useful for transmitting radio and TV signals because they can travel long distances

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without being absorbed eg by trees and buildings.

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1b

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Remember that the angle of reflection must be equal to the angle of incidence.
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2a Microwaves are used to communicate with satellites in space. This is because, unlike radio waves,
microwaves are not reflected off the ionosphere. This means that they can pass straight through the
ionosphere to satellites out in space.
2b The energy carried by microwaves is absorbed by water molecules in food. Because food contains a
large amount of water molecules, it can absorb a large amount of energy from microwaves. The energy
absorbed increases the temperature of the food.
3a The energy of infrared radiation is absorbed best by dark surfaces (the best absorbers of infrared are
matt black surfaces).
3b If we wrap food in aluminium foil, we can prevent it from burning in the oven. That is because infrared
radiation is not absorbed by shiny metallic surfaces (instead the infrared radiation is reflected from these
surfaces).
3c Infrared detectors can be used to spot where heat is escaping from buildings, for example through
poorly insulated walls and windows. These can then be upgraded with better insulation to reduce
energy loss and improve the energy efficiency of the building.
4 Rapid pulses of light can be sent down optical fibres. These are very thin strands of glass. Visible light
has a short wavelength so it can carry a lot of information eg telephone or cable TV signals.
5a Lightbulbs which use ultraviolet to generate visible light are very energy efficient compared to normal
(incandescent) light bulbs. These energy efficient bulbs stay relatively cool. Incandescent bulbs get very
hot so a large amount of the energy required by these bulbs is transferred to thermal energy. This makes
them inefficient.
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5b Ultraviolet radiation causes skin to age prematurely. It also increases the risk of developing skin cancer.
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6a X rays and gamma rays are very penetrative. This means that they can easily penetrate (pass through)
body tissue. This makes them ideal for imaging internal parts of the body. Other parts of the
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electromagnetic spectrum are not penetrative and cannot be used for medical imaging.
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6b X rays are absorbed by bones. This means that we can use X rays to visualise bones in the human body.
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When we take an X ray, the X rays pass straight through normal tissue but not bones. The X rays can
then be detected on an X ray detector, allowing us to visualise the bones.
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Gamma rays are used to treat cancer. As we have seen, gamma rays are strongly ionising. Cancer cells
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are very easily damaged by ionising radiation. During radiotherapy, a beam of gamma rays is pointed at
the tumour. The gamma rays destroy the cancer cells (they can also damage healthy cells, but to a
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lesser extent). X rays can also be used to treat cancer in certain cases.
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59
 Uses of EM waves

6c Gamma rays have a longer wavelength than X rays - False. Gamma rays have a shorter wavelength than

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X rays.

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Both gamma rays and X rays are examples of ionising radiation - True.

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X rays and gamma rays both increase the risk of developing cancer - True.
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Gamma rays cannot pass through the human body - False. Gamma rays are very penetrative and can
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easily pass through the human body.
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Gamma rays have a higher frequency than X rays - True.

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X rays cannot pass through bones - True.

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60
 Convex Lenses

1a Convex lenses are thicker at the centre than at the edges.

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1b

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1c The light ray passing through the centre of the lens does not change direction. This is because it is
travelling along the normal. As we saw in the chapter on refraction, light rays which travel along the
normal do not change direction when they change medium.
2a

2b When the object is at least two focal lengths from the convex lens, the image is diminished, inverted and
real.
3a

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3b When the object is between one and two focal lengths from the convex lens, the image is magnified,
inverted and real.
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4 The images above are both real images. If we placed a screen there, we would see the image of the
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object on the screen. That is because the rays of light meet at this point.
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It is really important that you learn the definition of a real image.

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61
 Magnifying Glasses

1a In order for a convex lens to function as a magnifying glass, the object must be less than one focal

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length from the lens.

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1c With a virtual image, the rays of light do not actually meet at a point (they only appear to). If we placed a
screen where the image appears to be, we would not see an image on the screen.
2a Magnification = image height / object height

Magnification = 3.2 cm / 0.4 cm = 8x

2b To answer this question, we need to use a ruler to measure the heights of the image and the object.

Magnification = image height / object height

Magnification = 24 mm / 10 mm = 2.4x
2c To answer this question, we need to rearrange the equation for magnification.

Image height = magnification x object height

Image height = 5 x 0.5 = 2.5 cm

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62
 Concave Lenses

1a

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1b The word "diverge" means to spread out. As you can see, when light rays pass through a concave lens,
the rays spread out.
1c Concave lenses produce a virtual image because the light rays are not focussed at the principal focus.
Infact the light rays only appear to be focussed at the principal focus. If we placed a screen at the
principal focus, we would not see an image on the screen.
2a

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2b The image produced by a concave lens is always diminished, upright and virtual.
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63
 Visible Light

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2a When light is split by a prism into different colours, scientists call this a spectrum.
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2b Each colour of light has a narrow band of wavelengths and frequencies.
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2c The colour of this filter is yellow. That is because

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the filter is absorbing all of the colours of the

spectrum apart from yellow. This means that only
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yellow light can pass through the filter.

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The colour of this filter is blue. That is because the

©

filter is absorbing all of the colours of the spectrum

apart from blue. This means that only blue light can
pass through the filter.

The colour of this filter is black. That is because

the filter is absorbing all of the colours of the
spectrum. This means that no light can pass
through the filter.

2d Transparent objects transmit light through them without scattering the light rays. This means that we can
see clearly through transparent objects.

Translucent objects transmit light through them but the light rays are scattered. This means that we cannot
see clearly through the object. Frosted glass used in bathrooms is translucent.

Opaque objects completely block the transmission of light so we cannot see any light passing through an
opaque object.
3a The white object reflects all of the colours in white light equally. This means that the object appears white to
an observer.
3b This object will appear yellow. That is because the
object is reflecting yellow light but is absorbing
every other colour.
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This object will appear blue. That is because the

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object is reflecting blue light but is absorbing every

other colour.
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This object will appear black. That is because the

object is absorbing every colour in white light. It is
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not reflecting any colour.

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64
 Visible Light

4a This object will appear orange. That is because the

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filter is allowing only orange light through. The
orange light is then reflected off the surface of the

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object.

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This object will appear blue. That is because the
filter is allowing only blue light through. The blue
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light is then reflected off the surface of the object.

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4b This object will appear black. Although the filter is

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allowing yellow light to pass through, the yellow

light is then absorbed by the object and is not
reflected.

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65
 Black Body Radiation

1a All objects, no matter what their temperature, both absorb and emit infrared radiation. Matt black

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surfaces are the best absorbers and emitters of infrared.

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1b

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1c The word intensity describes the amount of radiation emitted within a given time period. High intensity
means that a lot of radiation is emitted within a given time compared to low intensity.
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1d Infrared radiation has a longer wavelength than visible light (we saw this in the chapter on EM waves).
The graph shows that as the temperature of an object increases, it emits radiation with a shorter
wavelength compared to cooler objects. The radiation emitted by very hot objects has a wavelength in
the range of visible light. This means that very hot objects emit visible light.
2a Object A is a black body. That is because it is emitting the same amount of radiation as it is absorbing.
Remember that a black body is a perfect absorber of radiation (in other words it will absorb all
wavelengths of radiation equally) and a perfect emitter of radiation.
2b The temperature of object A will stay constant. That is because it is emitting all of the radiation that it is
absorbing so there is no overall gain of energy. The temperature of object B will increase as it is emitting
less radiation than it is absorbing.
3a The Sun emits short wavelength radiation eg visible light and ultraviolet. This radiation travels through
space to the Earth. Some of the radiation is reflected back into space from the atmosphere, for
example by clouds. The remaining radiation passes through the atmosphere and can be absorbed by
the surface of the Earth, causing the temperature of the Earth to increase. The surface of the Earth no
emits infrared radiation. However, some of the infrared is absorbed by greenhouse gases such as
carbon dioxide. As human activity increases the levels of greenhouse gases, more heat energy is
trapped in the atmosphere and less is radiated into space. This increases the temperature of the
atmosphere.
3b At night time, the surface of the Earth which is in darkness now emits more infrared radiation than it
absorbs. On cloudless nights, most of this infrared radiation passes through the atmosphere into space
(apart from the infrared which is absorbed by greenhouse gases).
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However, on cloudy nights, the infrared radiation emitted from the surface of the Earth reflects off the
clouds back to Earth. This means that cloudy nights are usually warmer than clear nights.
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66
 ns
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Physics Paper 2
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Triple
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Magnetism

Answers to Questions
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 Permanent and Induced Magnets

1a+b

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1c
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The * shown above shows where the magnetic forces are strongest. Remember that magnetic forces
are strongest at the poles of a magnet.
1d Magnetic forces are non-contact forces because the magnets do not have to touch for the magnetic
force to act.
2a A permanent magnet has its own magnetic field. An induced magnet only becomes magnetic when
placed in a magnetic field. If we take away the magnetic field, an induced magnet loses some or all of
its magnetism. Induced magnetism always causes a force of attraction.
2b We know that object A is a permanent magnet. If we look at object B, we can see that it is attracted to
object A. Induced magnetism is always a force of attraction so this means that object B could be an
induced magnet. However, object B could also be a permanent magnet since opposite poles of two
permanent magnets will experience a force of attraction.

In the case of object C, we can see that there is a force of repulsion between object C and object A.
This means that object C must be a permanent magnet. If object C was an induced magnet then it
would have to experience a force of attraction towards object A. Remember that an induced magnet
always experiences a force of attraction towards a permanent magnet. However, two permanent
magnets can experience either a force of attraction or a force of repulsion depending on which
direction the poles are pointing.
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68
 Magnetic Fields

1a The magnetic materials are iron, nickel, cobalt and steel (steel is an alloy of iron).

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1b

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Looking at the diagram, we can see that all of the induced magnets experience a force of attraction
towards the permanent magnet. That is because induced magnetism always leads to a force of
attraction.

Remember that the magnetic field is strongest at the poles of a magnet. Magnets A and B are both at
the same distance from the permanent magnet. However, magnet A experiences a stronger force of
attraction than magnet B. That is because magnet A is pointed directly at the South pole of the
permanent magnet.

The magnetic field is stronger closer to the magnet. Magnet C is further from the permanent magnet
than magnet B. Because of this, magnet C experiences a smaller force of attraction than magnet B.

One point that is worth noting is that the permanent magnet will also experience a force of attraction
towards the three induced magnets. These forces will be equal in magnitude but opposite in direction
to the forces shown above. This is explained by Newton's Third Law of Motion, which we saw in the
chapter on Forces.
1c A magnetic field is a region around a magnet where a force acts on another magnet or on a magnetic
material.
1d If a magnet experiences a force of repulsion then this tells us that the magnet is a permanent magnet.
An induced magnet only experiences a force of attraction, never a force of repulsion.
2a 1. Place the compass near the North pole of the bar magnet.
2. Draw a cross at the North pole of the compass.
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3. Move the compass so the South pole is on the cross.
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4. Draw another cross at the North pole of the compass.

5. Continue moving the compass until we reach the South pole of the magnet.
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6. Connect all of the crosses with a line.

7. Draw an arrow pointing from the North pole to the South pole.
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8. Repeat with different starting points around the North pole of the magnet.
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2b If we place a compass away from any magnets, the compass always points in the North-South
en

direction. This tells us that the compass is experiencing a magnetic field. This magnetic field is due to
the Earth's core.
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69
 Electromagnets

1a A compass placed near circuit A would not be deflected (ie change direction) by the circuit. This is

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because there is no current flowing through circuit A, so there will be no magnetic field around circuit A.

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A compass placed near circuit B will be deflected. That is because circuit B has a current flowing

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through it so there will be a magnetic field around the wire.

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A compass placed near circuit C will also be deflected. This is because circuit C has a current flowing
through it so there will be a magnetic field around the wire. However, the compass will deflect in the
nc
opposite direction to circuit B. This is because the current in circuit C is flowing in the opposite
direction to circuit B. This means that the magnetic field in circuit C will be in the opposite direction to
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circuit B.
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1b
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To determine the direction of a magnetic field in a wire, we use the right hand grip rule. Make your right
hand into a fist and place the thumb of your right hand in the direction of the conventional current. The
fingers curl in the direction of the magnetic field. You can see that the magnetic field in the circuit on
the right points in the opposite direction to the circuit on the left. That is because the conventional
current is running in opposite directions in the two circuits. Also, bear in mind that I have only shown
the magnetic field around part of the wire. However, in reality the magnetic field will exist all around
both circuits.
1c To find the direction of a magnetic field produced by a straight wire, place your right fist so the thumb
is pointing in the direction of the conventional current. The direction of the magnetic field is shown by
the direction that your fingers are pointing in.
2a Circuit B would produce the greatest deflection in the compass. This is because the strength of the
magnetic field depends on the size of the electric current. The current in circuit B is twice as great as
the current in circuit A. This means that the magnetic field in circuit B will be twice as strong as the
magnetic field in circuit A.
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2b If we increase the distance between the compass and the circuit, then the deflection of the compass
will decrease. This is because the strength of the magnetic field decreases with distance from the wire
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carrying the electric current.

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3a Scientists call the coiled wire a solenoid.

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3b
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70
 Electromagnets

3c The magnetic field produced in the coil is strong and uniform, just like the magnetic field produced by a

ns
bar magnet.

so
3d Grip the fingers of your right hand so they point in the direction of the conventional current. Your
thumb points in the direction of the North pole.

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4a The strength of the magnetic field depends on the strength of the electric current. The current in circuit
B is twice as strong as the current in circuit A. This means that the magnetic field in circuit B will be
twice as strong as the magnetic field in circuit A.
4b The strength of the magnetic field depends on the number of turns in the coil of wire. Circuit C has
eight turns whereas circuit B only has four turns. The current is the same in both circuits B and C.
Because circuit C has twice the number of turns as circuit B, the magnetic field in circuit C will be twice
as strong as the magnetic field in circuit B.

Compared to circuit A, circuit C has twice the number of turns AND twice the current. This means that
the magnetic field in circuit C will be four times stronger than the magnetic field in circuit A.
4c Circuit D has the same number of turns and the same size current as in circuit C. However, circuit D
also has an iron core in the solenoid. An iron core increases the strength of the magnetic field. Because
of this, the magnetic field in circuit D will be the strongest of the four circuits.
4d Compared to permanent magnets, electromagnets have two advantages:

1. We can increase the strength of the magnetic field by increasing the size of the electric current.
2. An electromagnet can be turned off when it is no longer needed. This allows us to pick up magnetic
objects (for example in a scrapyard), move them and then drop them in a different location.
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71
 Electromagnetic Devices

1a Turning a high voltage electrical supply on and off using a normal switch could be dangerous. Due to

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the high voltage, we could get sparking from the switch to the user. The user could be electrocuted and
that could be fatal.

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1b

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1c In the diagram above, the low voltage circuit is turned off so there is no magnetic field in the
electromagnet. This means that the contacts in the high voltage circuit are not connected, so the high
voltage circuit is also turned off.
2a When the low voltage circuit is turned on, an electric current flows through the coil of wire in the
electromagnet. This means that there is now a magnetic field in the electromagnet.
2b + c

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2d Iron is a magnetic material. When the electromagnet is switched on, the magnetic field causes the iron
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block to become an induced magnet. Now there is a force of attraction between the iron block and the
electromagnet (remember that induced magnets always experience a force of attraction towards a
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magnetic field).
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2e The purpose of the spring is to ensure that the contacts move apart when the electromagnet is turned
off. Without the spring, the contacts would simply stay together so we would not be able to turn off the
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high voltage circuit.

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72
 Electromagnetic Devices

3a

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3b In the diagram above, the switch is open. This means that no electric current is flowing around the
circuit. Because of this, the electromagnet is not turned on and there is no magnetic field. The iron
contact is not attracted to the electromagnet so the clapper is not in contact with the bell.
3c When the circuit is complete, an electric current flows through the electromagnet. The electromagnet
now has a magnetic field.
3d

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3e When the circuit is closed, an electric current flows and there is a magnetic field in the electromagnet.
on

The iron contact now becomes an induced magnet and is attracted towards the electromagnet.
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3f When the iron contact becomes an induced magnet, it is attracted towards the electromagnet. This
causes it to move towards the electromagnet and the clapper to ring the bell. However, when the iron
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contact moves, it breaks the circuit. This means that the electric current stops flowing. Now the
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electromagnet is switched off so there is no magnetic field. The iron contact is no longer an induced
magnet so it now springs back to its original position. This closes the circuit again and repeats the
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process.
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73
 The Motor Effect

1a Force (N) = Magnetic Flux Density (T) x Current (A) x Length (m)

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Force = 0.2 x 0.5 x 0.5

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Force = 0.05 N
1b To answer this question, we need to rearrange the equation for magnetic flux density.
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Magnetic flux density = Force / (Current x Length)
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Magnetic flux density = 0.03 (0.2 x 1.5)

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Magnetic flux density = 0.1 T

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1c To answer this question, we need to rearrange the equation for length.

Length = Force / (Magnetic flux density x Current)

©

Length = 0.1 / (0.05 x 0.4)

Length = 5 m
2a

2b Conductor A: force points downwards

Conductor B: force points upwards
Conductor C: force points downwards
Conductor D: force points upwards

Notice that the direction of the magnetic field for conductors C and D is opposite that for conductors A
and B.
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2c Conductor E is parallel to the direction of the magnetic field. This means that there is no force acting on
on

conductor E.
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74
 The Electric Motor

1a + b

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1c The direction of rotation will be clockwise.

2a
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2b As we can see from the diagrams above, once the coil reaches 90o, the forces act directly up and
down.
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When the coil swings slightly beyond 90o, the forces still act directly up and down. This forces the coil
to swing back to the 90o position.
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What this means, is that if we want the coil to move past the 90o position, we will have to make the
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forces switch direction. In other words, the force on the bottom of the coil will now have to act upwards
and the force on the top of the coil will have to act downwards. To do this, we have to switch the
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direction of the conventional current. We will be looking at how to do this in the next question.
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75
 The Electric Motor

3a

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3b

3c The split-ring commutator ensures that the current always points in the same direction on either side
of the coil. This means that the force on the left hand side always points upwards and the force on the
right hand side always points downwards. This ensures that the rotation of the coil is always in the
clockwise direction.

I should point out that many students find the electric motor to be a very difficult idea.
s
The key idea that you need to get is that we always want the force on the left hand side of the coil to
on

act upwards and on the right hand side to act downwards. That allows the coil to rotate continuously in
a clockwise direction.
ss

For that to happen, the current on the left hand side always has to point from back to front (out of the
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page) and the current on the right hand side always has to point from front to back (into the page).
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Once the coil rotates beyond 90o, the current now points in the wrong direction. To solve this, we use
en

the split-ring commutator. This ensures that the current on the left hand side always points from back
to front and the current on the right hand side always points from front to back.
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76
 Loudspeakers and Headphones

1a

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1b The current passing through the coil generates a magnetic field. This magnetic field now interacts with
the magnetic field of the permanent magnet producing either a force of attraction or a force of
repulsion. Because the AC supply is constantly changing the direction of the current through the coil,
©

the direction of the coil's magnetic field is also constantly changing direction. This causes the cone
(which is attached to the coil) to constantly move backwards and forwards.
1c The coil is repelled by the permanent magnet.

The cone moves outwards.

The coil is attracted by the permanent magnet.

The cone moves inwards.

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77
 The Generator Effect

1a

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In diagram A, we can see that the wire is moving upwards and producing a potential difference.
e

In diagram B, the direction of the potential difference is opposite to the direction in diagram A. This
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must mean that the wire is moving downwards in diagram B.

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1b In diagram C, there is no potential difference across the wire. This tells us the wire is either not moving
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at all or that the wire is moving parallel to the magnetic field. In both of these cases, no potential
difference would be produced.
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1c In diagram D, the wire is moving parallel to the magnetic field. This means that there would be no
potential difference induced across the wire. To induce a potential difference, the wire must cut through
the magnetic field.
1d If we move a loop of wire through a magnetic field then we induce a current in the loop of wire. This is
called the generator effect.
2 Change the loop of wire into a coil with 4 turns:
Coiling a wire increases the size of the induced potential difference and current compared to having a
single loop of wire.

Move the wire less rapidly:

Moving a wire less rapidly decreases the size of the induced potential difference and current.

Increase the strength of the magnetic field:

Increasing the strength of the magnetic field increases the size of the induced potential difference and
current.

Move the wire more rapidly:

Moving a wire more rapidly increases the size of the induced potential difference and current.

Decrease the strength of the magnetic field:

Decreasing the strength of the magnetic field decreases the size of the induced potential difference
and current.
s
Change a coil with 4 turns into a single loop:
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A loop of wire will have a smaller induced potential difference and induced current compared to a coil
of wire.
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3a The current in circuit B will be 0.1 A. Circuits A and B both have a coil with seven turns and in both
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cases, the magnet is moving at the same speed. This means that the size of the current will be the
same in both circuits. However, the direction of the current in circuit B will be the opposite of the
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direction of the current in circuit A. This is because the magnet in circuit B is moving in the opposite
direction to the magnet in circuit A.
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3b Circuits A and C both have a coil with seven turns. The magnet in circuit C is moving at twice the
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speed of the magnet in circuit A. This means that the current in circuit C will be twice the size of the
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current in circuit A (ie 0.2 A). Because the magnet in circuit C is moving in the same direction as the
magnet in circuit A, the direction of the current will be the same in both circuit C and in circuit A.
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3c We can also induce a potential difference and current if we switch the poles of magnet. One way of
doing this is to rotate the magnet so the North and South poles constantly switch places. Another way
©

is to use an electromagnet connected to an AC supply so that the North and South poles are
constantly alternating.

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78
 The Generator Effect

4a

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4b When we push the bar magnet into the coil a current is induced in the coil. The induced current causes
the coil to develop a magnetic field which repels the bar magnet, making it harder for the magnet to
move in.
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4c Moving the magnet into the coil causes a magnetic field which repels the bar magnet, opposing the
movement. Moving the magnet out of the coil causes a magnetic field which attracts the bar magnet,
again opposing the movement. We are transferring energy from the movement of the magnet into the
movement of the current. This means that we are doing work (ie energy transfer).

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79
 The Alternator and Dynamo

1 In stage 1, the p.d. is maximum as the coil is sweeping through the magnetic field at the fastest

ns
possible rate. The side sweeping down connects to ring A, making this positive. The side sweeping up
connects to ring B, making this negative. In stage 2, the p.d. falls to zero as the coil is moving

so
horizontally and is not sweeping through the magnetic field. In stage 3, the p.d. is maximum again.

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However, the side sweeping down is now connected to ring B, which is now positive. The side
sweeping up is now connected to ring A so this is now negative. In stage 4, the p.d. falls to zero again.
el
This produces an alternating current (AC).
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2a There are several ways that we can increase the potential difference of an alternator. These are:
e

a. Increase the strength of the magnetic field.

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b. Increase the area of the coil.

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c. Increase the number of turns of the coil.

d. Increase the speed of rotation. This also increases the frequency of AC current.
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Alternator B produces a greater potential difference than alternator A but has the same frequency as
alternator A. This means that alternator B must have more coils of wire than alternator A.
©

If alternator B had a smaller area of coil then it would have a smaller potential difference than alternator
A. If alternator B had a faster rate of turning, then it would have a greater potential difference than
alternator A but it would also have a greater frequency than alternator A. This is not the case.
Alternators A and B have the same frequency.
2b Alternator C has a higher potential difference and a higher frequency than alternator A. This means that
alternator C must have a faster rate of turning than alternator A.
3a Looking at the graph of potential difference, we can see that the potential difference does not switch
direction when the coil turns. This means that the current only flows in one direction and is therefore a
direct current (DC).
3b

s
3c Side A of the split-ring commutator is always connected to the side of the coil moving downwards. This
on

means that side A is always positive and side B is always negative. Because of this, the current aways
flows in the same direction.
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If we contrast that with the alternator. In this case, both ring A and ring B will be positive or negative at
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different stages. This means that the current flows backwards and forwards ie an alternating current
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(AC).
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80
 The Microphone

1 The true statements are:

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The generator effect is used in alternators and dynamos.

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The faster the coil of wire moves through a magnetic field, the greater the induced potential difference.

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The false statements are:
nc
A potential difference is always induced when a coil of wire moves in a magnetic field. This is incorrect
because a potential difference will not be induced if the coil moves parallel to the magnetic field. For a
e

potential difference to be induced, the coil must cut through the magnetic field not run along it.
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es

A stronger magnetic field means that a smaller potential difference is induced in the coil of wire than
with a weaker magnetic field. This is incorrect because a stronger magnetic field will induce a greater
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potential difference than a weaker magnetic field.

2a
©

2b The diaphragm is a very thin, light sheet of plastic.

2c Sound waves in the air are tiny changes in air pressure. When these changes hit the diaphragm, they
cause it to move backwards and forwards. Because the coil of wire is attached to the diaphragm, the
coil moves backwards and forwards over the permanent magnet. Now we have a coil moving through
a magnetic field. This induces a changing potential difference across the ends of the wire.
2d The potential difference produced by a moving-coil microphone is very small. The amplifier massively
increases the potential difference. The loudspeaker then converts the changing potential difference
back into sound waves.
2e This shows a sound with the same amplitude
s
as sound A. However, the frequency is twice
on

the frequency of sound A. Remember that the

frequency is the number of waves in one
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second. Sound A has three complete waves

on the screen. The sound on the right has six
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complete waves on the screen so it has twice

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the frequency of sound A. The sound shown

will have a higher pitch than sound A.
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This shows a sound with the same frequency

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as sound A. However, the amplitude is twice

the amplitude of sound A. The amplitude is the
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maximum displacement from the undisturbed

position. The sound shown will be louder than
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sound A.
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81
 Transformers

1a

ns
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1b An alternating current in the primary coil causes a changing magnetic field. The iron core transmits
the changing magnetic field to the secondary coil. The changing magnetic field induces a changing
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potential difference in the secondary coil.

1c Transformers have a core made of iron.
©

The core is made of iron because iron can easily be magnetised. The iron core increases the strength
of the magnetic field.

Transformers only work with an AC supply.

An alternating current (AC supply) produces a changing magnetic field in the primary coil. A changing
magnetic field can induce a potential difference in the secondary coil. If a direct current (DC) was used,
then this would not produce a changing magnetic field and no potential difference would be induced in
the secondary coil.
2 This is a step-up transformer as there are twice
as many turns in the secondary coil as the
primary coil. This will step-up the input p.d. by
x2. The input p.d. is 50 V so the output p.d. will
be 100 V.

This is a step-down transformer as there are

twice as many turns in the primary coil as the
secondary coil. This will step-down the input
p.d. by x2. The output p.d. is 100 V so the input
p.d. must be 200 V. s
This is a step-down transformer as there are
on

three times as many turns in the primary coil as

the secondary coil. This will step-down the
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input p.d. by x3. The input p.d. is 150 V so the

output p.d. will by 50 V.
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ce

This is a step-up transformer as there are twice

en

as many turns in the secondary coil as the

primary coil. This will step-up the input p.d. by
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x2. The output p.d. is 200 V so the input p.d.

must be 100 V.
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82
 Transformer Calculations

1a

ns
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To answer this question, we need to rearrange the transformer equation. This is shown above.
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Potential difference in secondary coil = 600 x (100 / 300)
nc
Potential difference in secondary coil = 200 V
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Because the transformer has more turns in the primary coil than in the secondary coil, this must be a
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step-down transformer. There are 3x more turns in the primary coil than in the secondary coil, so it
must reduce the potential difference by 3x. The potential difference across the primary coil is 600 V.
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Dividing 600 by 3 gives us 200 V which confirms our answer is correct.

1b
©

To answer this question, we need to rearrange the transformer equation. This is shown above.

Potential difference in primary coil = (40 / 120) x 300

Potential difference in primary coil = 100 V

There are 3x more turns in the secondary coil than in the primary coil. That means that this transformer
steps up the potential difference by 3x. The potential difference across the secondary coil is 300 V. This
is 3x the potential difference of the primary coil. Therefore the potential difference in the primary coil
must be 100 V.
1c

To answer this question, we need to rearrange the transformer equation. This is shown above.

Number of turns in secondary coil = (20 / 100) x 500 = 100 turns

In this question, the potential difference has been stepped down by 5x. This means that the number of
s
turns in the secondary coil must be 1/5th the number of turns in the primary coil. The primary coil has
on

500 turns. 1/5th of 500 is 100 turns.

1d
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To answer this question, we need to rearrange the transformer equation. This is shown above.
en

Number of turns in primary coil = (1000 / 100 000) x 500 = 5 turns.

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es

In this question, the potential difference has been stepped up by 100x. This means that the secondary
coil must have 100x more turns than the primary coil. The secondary coil has 500 turns, so the primary
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coil must have 5 turns.

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83
 Transformer Calculations

2a

ns
so
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To answer this question, we need to rearrange the equation. This is shown above.
el
Current in primary coil = (50 x 0.2) / 25
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Current in primary coil = 0.4 A
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2b In this question, we have been given the total power output of the secondary coil.
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We need to rearrange the equation to calculate the current in the primary coil. This is shown below.
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©

Current in primary coil = 200 / 40 = 5 A

3a

Remember that step-up transformers step up the potential difference before the electricity is
transmitted along the high-voltage power cables. Step-down transformers step down the potential
difference before the electricity is passed on to homes, shops and businesses.
3b Electricity transmits power from the power stations to homes, shops and businesses. These require a
very large amount of power. The power transmitted is determined by the formula

Power (W) = Current (A) x Potential Difference (V)

So to transmit a large amount of power, we can use a high current, a high potential difference or both.

The problem is that when the electricity passes through power cables, some of the electrical power is
s
transferred to thermal (heat) energy. This is essentially wasted power. The amount of power transferred
on

to thermal energy is determined by the current squared. In other words, if we use a large current then
we waste a HUGE amount of power (ie the current squared).
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To avoid this, rather than using a large current to transmit a large amount of power, we use a large
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potential difference instead (which allows us to keep the current relatively small). To do this, we step-up
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the potential difference from the power station to around 400 000 V.
en

3c Step-up transformers: "The secondary coil has more turns than the primary coil" and "Output p.d. is
greater than input p.d".
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Step-down transformers: "Input p.d. is greater than output p.d." and "The primary coil has more turns
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than the secondary coil".

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 ns
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Physics Paper 2
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Triple
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Space Physics

Answers to Questions
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 The Solar System

1a+b

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1c The diagram is not to scale because the distances between the planets is enormous. For example,
e

Jupiter is 5x further from the Sun than the Earth and Neptune is 30x further than the Earth.
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1d The dwarf planets are found beyond the orbit of Neptune.

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1e Pluto is an example of a dwarf planet.

1f A moon is a natural satellite in orbit around a planet.

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1g A galaxy is a massive group of stars. For example, the Milky Way (our galaxy) contains hundreds of
billions of stars, grouped together in a spiral shape. There are hundreds of billions of different
galaxies in the Universe.
1h True Statements:

The Earth is part of the Milky Way galaxy.

Pluto is a dwarf planet.
The Sun is a star.
Moons orbit planets.

False statements:
Mercury is a large planet. This is false as Mercury is a small planet.
A galaxy is bigger than the Universe. In reality, the Universe contains hundreds of billions of
galaxies.
A galaxy is a group of planets. This is incorrect as a galaxy is a group of stars.
Only the Earth has a moon. Actually, lots of planets in the Solar System have moons. For example,
79 moons have been discovered orbiting Jupiter.
2a A nebula is a cloud of dust and gas.

2b The main gas found in nebulas is hydrogen.

2c As the dust particles move rapidly inwards, the temperature of the particles increases to millions of
degrees celcius.
s
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2d The collapsing cloud of hot gas and dust is called a protostar.

2e In nuclear fusion, hydrogen nuclei join (fuse) together to form a helium nucleus. A huge amount of
ss

energy is released during this process. Nuclear fusion can only take place at extremely high
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temperatures. Once the protostar is hot enough to trigger nuclear fusion, it is now called a star.
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3a
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3b When the force of gravity is balanced by the expansion forces due to fusion energy, scientists say
©

that the star has reached equilibrium.

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86
 Lifecycle of Stars

1 In the main sequence, a star carries out nuclear fusion, joining hydrogen nuclei to make heavier

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elements such as helium. The inward force of gravity is balanced by the outward forces due to
fusion energy. The star is in equilibrium.

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At some point, the hydrogen starts to run out. Now the outward forces due to fusion energy are
less than the inward force of gravity. The star collapses inwards.
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As the star collapses, the temperature of the star increases. Now the star fuses together helium
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nuclei to form heavier elements.
e

The star now expands to form a red giant. At some point, the star cannot fuse helium and starts to
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shrink.
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The star now forms a small body called a white dwarf. Because nuclear fusion has stopped, this
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gradually cools down. Eventually, the star cools completely to form a black dwarf.
2a A main sequence star which is much larger than the Sun will expand into a red supergiant when the
©

hydrogen starts to run out.

2b The heaviest element that can be produced by nuclear fusion in a star is iron.

2c When the red supergiant stops carrying out nuclear fusion, it explodes into a supernova.

2d As we saw in question 2b, nuclear fusion in a star cannot produce any element heavier than iron.
However, in a supernova the temperatures are so high that elements heavier than iron can be
produced.
2e The heavy elements produced in a supernova are distributed throughout the universe as a result of
the supernova explosion.
2f A neutron star consists of neutrons densely packed together.

A black hole has such a large force of gravity that not even light can escape.

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87
 Orbital Motion

1a Planets such as the Earth; Moons and artificial satellites are all held in orbit by the force of gravity.

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1b

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There are a couple of points to note about the above diagrams.

es

Firstly, remember that the force of gravity always points to the centre of the Earth (or the Sun in the first
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diagram).

Secondly, the diagrams above only show the force of gravity acting on the orbiting object. However,
©

remember that the orbiting object will also exert a gravitational force on the object it orbits (as we
explored with Newton's Third Law of Motion in the topic on Forces). I have not shown that in the
diagrams above.

Lastly, the arrows in the diagrams above only show the direction of the force of gravity. They do not
represent the magnitude (size).
1c Artificial satellites (for example those for satellite TV) are man-made and are placed in orbit by humans.
This is not the case for natural satellites such as moons.
2a Satellites which orbit the Earth once every 24 hours are called geostationary satellites. These always
point to the same part of the Earth. For example, a geostationary satellite pointed at the UK will always
point at the UK.
2b Looking at the diagram, we can see that in six hours, the satellite has completed 1/4 of its orbit around
the Earth. This means that its total orbit will take twenty four hours.
2c Remember that the velocity of an object is its speed in a given direction.

Looking at the diagram, we can see that the direction that the satellite points is constantly changing,
even though its speed remains the same. Because the direction is changing, the velocity of the satellite
is also changing. We looked at examples such as this in the Forces topic (Velocity on page 33).
2d When a satellite increases in speed, it requires a greater force of gravity to prevent the satellite flying
off into space. By moving closer to the Earth, this increases the force of gravity and keeps the satellite
in a stable orbit.
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88
 Red-Shift

1a The Sun contains a large number of different elements (which are formed in the Sun due to nuclear

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fusion).

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These elements absorb light of specific wavelengths, causing the dark lines in the Sun's spectrum.

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The lines represent wavelengths that have been absorbed.

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When light is absorbed, it causes electrons to move from one energy level to an energy level with a
higher energy. We looked at this idea in Physics 2 (Waves page 28).
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1b The light from galaxy A is shifted towards the red end of the spectrum (ie a longer wavelength).
e
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1c Red-shift is explained as follows:

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Galaxy A is moving away from us. The wavelength of light appears to have increased.
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1d As we saw in question 1c, because the light from galaxy A appears to have a longer wavelength (ie
red-shift), this tells us that galaxy A is moving away from us.
©

If we look at the spectrum from galaxy B, we can see that the light appears to have an even longer
wavelength than with galaxy A (in other words the light from galaxy B shows an even greater red-
shift). This tells us that galaxy B is moving away from us at a faster rate than galaxy A.
1e As we saw above, galaxy B is further from us than galaxy A. Galaxy B is also moving away at a
faster rate than galaxy A (it has a greater red-shift). Because distant galaxies are moving away at a
greater speed than nearby galaxies, this tells us that the Universe is expanding.
1f The Big Bang theory states that the Universe began from a very small region that was extremely
hot and dense. This then expanded into the Universe that we see today.
1g Scientists have observed that the expansion of the Universe is speeding up. They think that this
may be due to matter and energy that we cannot detect (for example using telescopes). These are
called dark matter and dark energy.

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89
 ns
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Physics Paper 2
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Specimen Exam Paper

Answers to Questions
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 Question Answers Mark Extra information Workbook
page

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1.1 Please note that long answer 6 This is a relatively straightforward recall Forces

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questions such as this are often question based on required practical 6. page 26-27
marked on a "best fit" basis

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rather than a tick list of correct To achieve six marks, the method should
answers.el be a logical sequence of steps similar to
that shown on the left. The method must
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However, marking on a "best allow valid results to be collected.
fit" basis is a skill that requires
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a lot of practise and guidance.

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So rather than this, this mark

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scheme uses a tick list

approach
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• Measure position of pointer

©

on metre rule when no

weight is added to the spring
(unextended length)
• Add weight to spring
• Measure position of pointer
on metre rule
• Find extension by
subtracting unextended
length
• Repeat for different weights
• Possible weights suggested At least three weights suggested
(eg 0.1N, 0.2N, 0.3N etc)
• Ensure that metre rule is
vertical
• Ensure that pointer is
horizontal
• One mark for safety eg wear
safety goggles incase spring
breaks, keep feet away from
under the spring incase
weights fall
1.2 Select appropriate weight up to 1 These marks can be awarded for any Forces
4 N and read extension (eg 3N value up to 4 N weight. page 26-27
produces an extension of 0.6
s
m) If a weight of greater than 4 N has been
on

selected then no marks can be awarded

Spring constant = 3 / 0.6 = 5 1 as the graph is non-linear.
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N/m
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1.3 Limit 1 Forces

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page 26-27
Total
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91
 Question Answers Mark Extra information Workbook
page

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2.1 Microwaves 1 This is a simple recall question. Waves

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page 82

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2.2 Accept either radio waves or 1 Radio waves have the longest Waves
microwaves. wavelength of the EM waves. Wavelength page 82
el decreases from radio waves to gamma
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rays.
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2.3 Accept any from ultraviolet, X 1 Remember that frequency increases from Waves
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rays or gamma rays radio waves to gamma rays. page 82

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2.4 Ultraviolet 1 This is a simple recall question. Waves

page 82
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2.5 Accept either X rays or gamma 1 Ionising radiation cause mutations and Waves
rays. increase the risk of cancer. page 82
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2.6 Absorbed 1 Remember that electromagnetic radiation Waves

is emitted when an electron moves from a page 87
Nucleus 1 higher energy level to a lower energy
level.
2.7 Type of surface 1 The independent variable is what is Waves
changed in the experiment. page 85-86

2.8 If we carried out the experiment 1 The resolution is the smallest value that Waves
using an infrared detector with can be recorded by a measuring page 85-86
a resolution of 1oC, we might instrument. We always have to be certain
not be able to detect any that we are using equipment with the
difference in the quantity of correct resolution. For example, in this
infrared radiation emitted by experiment, if the difference between two
different surfaces. surfaces was 0.3oC, we could detect this
difference if we were using a detector
with a resolution of 0.1oC. However, we
could not detect this difference if the
resolution was 1oC. In this cases, both
surfaces would appear to be emitting the
same amount of infrared radiation.
2.9 Carry out the experiment using You need to learn the definition of Waves
a different investigator or reproducibility. page 85-86
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different equipment / technique
on

1 Remember that with repeatability, the

If we get the same results then experiment is carried out by the same
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the finding is reproducible investigator and gets the same result.

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1
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 Question Answers Mark Extra information Workbook
page

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3.1 Transverse 1 You are meant to recall examples of Waves

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transverse and longitudinal waves and be page 65
Amplitude 1 able to describe the features of waves.

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Frequency 1
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Longitudinal 1
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3.2 1 Remember that the wavelength is the Waves

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distance from a point on one wave to the page 65

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equivalent point on the adjacent wave.

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3.3 Period = 1 / frequency This equation is provided in the exam. Waves

page 66
©

Frequency = 1 / period 1 The first mark is for correctly rearranging

the equation.
Frequency = 1/0.2 = 5 Hz 1
3.4 Two people are separated by a 1 You are meant to be able to describe a Waves
known distance method for measuring the speed of page 68
sound in air. However, this is not a
Person A clashes a pair of 1 required practical.
cymbals

Person B starts timing when

they see person A clash the 1
symbols and stops timing when
they hear the sound

Speed = distance / time 1

3.5 Wave speed = frequency x 1 You are meant to recall this equation. It is Waves
wavelength not given in the exam. page 67

3.6 Wave speed = 1700 x 0.2 1 This is a relatively straightforward Waves

calculation and does not involve page 67
Wave speed = 340 m/s rearranging the equation.
3.7 The sound would be quieter 1 The amplitude of a sound wave Waves
determines the volume of the sound. page 78
s
Total
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= 14
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93
 Question Answers Mark Extra information Workbook
page

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4.1 Velocity has both magnitude 1 Remember that all vector quantities have Forces

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(size) and direction both magnitude and direction. page 39

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Scalar quantities such as speed have
el magnitude only.
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4.2 Acceleration = change in Remember that an upward sloping line on Forces
velocity / time taken a velocity-time graphs shows that the page 42-44
e

object is accelerating. A downward

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Correctly reads values from 1 sloping line shows that the object is
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velocity-time graph decelerating.

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Acceleration = 7 / 20 = 0.35 1
4.3 Area under first triangle = (7 x 1 When a velocity-time graph consists only Forces
©

20) / 2 = 70 of straight lines, then we can calculate page 42-44

the area under the curve by using
Area under second triangle = (7 triangles (or rectangles if the velocity is
x 30) / 2 = 105 constant).

70 + 105 = 175 m 1
4.4 Work done = force x distance 1 You are not given this equation in the Forces
exam. page 22-23
Work done = 280 x 105

Work done = 29 400 J 1

4.5 Energy is transferred from the 1 Kinetic energy is always transferred to Forces
kinetic energy store of the car thermal energy when work is done page 22-23
against the force of friction.
To the thermal energy store of 1
the brakes
4.6 Any two from 2 The question specifically refers to braking Forces
distance (not thinking distance) so reject page 55
Worn brakes, worn tyres, wet or any reference to tiredness, alcohol etc.
icy road
Weather conditions is not specific
enough. Any reference to the road must
s
result in a lower force of friction (eg ice,
on

wet road).
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Total
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 Question Answers Mark Extra information Workbook
page

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5.1 A permanent magnet produces 1 This is an important definition and it is Magnetism

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its own magnetic field worth learning. Page 98

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An induced magnet is a 1
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material that becomes
magnetic when placed in a
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magnetic field
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5.2 Any one from iron, nickel, 1 These four materials can all form both Magnetism
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cobalt or steel permanent and induced magnets. Page 99

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5.3 The magnetic force acts even 1 Other examples of non-contact forces are Forces
Page 12
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when the objects are separated gravitational force and electrostatic force.
5.4 Magnitude 1 Accept "size" for "magnitude". Forces
©

Page 50
Direction 1
5.5 Turn the poles of the magnetic 1 Remember that induced magnets will Magnetism
material around always experience a force of attraction Page 98
towards a permanent magnet.
If the material is a permanent 1
magnet, there will be a force of Two permanent magnets will experience
repulsion between the a force of attraction or a force of
magnetic material and the repulsion depending on the direction of
permanent magnet the poles.

Or

Remove magnetic material from 1

permanent magnet

If the magnetic material is a 1

permanent magnet, it will still
have magnetic field.
5.6 Force = magnetic flux density x This equation is given in the exam on the Magnetism
current x length Physics Equation Sheet. Page 104

Magnetic flux density = Force / 1 This mark comes from correctly

s
(current x length) rearranging the equation.
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Magnetic flux density = 0.05 (4

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x 0.5)
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Magnetic flux density = 0.025 1

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Unit = tesla 1 Accept T

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5.7 Arrow pointing downwards 1 This is determined using Fleming's Left Magnetism
Hand Rule. Page 104
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Total
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= 12
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 Question Answers Mark Extra information Workbook
page

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6.1 Arrow must point in opposite 1 Remember that resistive forces act in the Forces

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direction to driving force opposite direction to driving force. Page 16

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Arrow must have same length 1 Because the van is moving at a constant
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as driving force velocity, there is no resultant force acting
on the van. This means that the driving
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force and resistive forces must have an
equal magnitude but opposite direction.
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6.2 Friction 1 Air resistance is actually friction with air Forces

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particles. Page 47
or air resistance
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6.3 Proportional 1 You need to make sure that you learn all Forces
three of Newton's laws of motion. You Page 48
©

Mass 1 could be asked about any of them.

Second 1
6.4 Momentum of van = mass x 1 You are not given this equation and are Forces
velocity meant to recall it. Page 57 +
58
Momentum of van = 2000 x 12

Momentum of van = 24 000 kg 1

m/s

The momentum after the 1 Remember that momentum is always

collision = 24 000 kg m/s conserved. Because the car was
stationary before the collision, its
Velocity = momentum / mass 1 momentum was zero.

Velocity = 24 000 / 3000 Remember that the combined mass of

the van and car is 2000 + 1000 = 3000
Velocity = 8 m / s 1 kg.

Total
= 11
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 Question Answers Mark Extra information Workbook
page

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7.1 1 With a concave lens, the principal focus Waves

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is the point where the light rays appear to page 90
be focussed.

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7.2 Diminished 1 Accept smaller than object. Waves

page 92
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Upright 1 Accept pointing in same direction as

object.
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Virtual 1 Accept cannot be projected onto a

screen.
7.3 3 First mark for drawing line from top of Waves
object through centre of lens. page 91

Second mark for extending lines

backwards.

Third mark for identifying top of image

where lines meet.

7.4 Magnification = image height / This equation is given in the exam on the Waves
object height Physics Equation Sheet. page 91

Object height = image height / 1 This mark comes from correctly

magnification rearranging the equation.

Object height = 14 / 2.5

Object height = 5.6 mm 1

Total
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 Question Answers Mark Extra information Workbook
page

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8.1 Iron is easily magnetised 1 Iron is a magnetic material. Magnetism

so
page 113

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8.2 AC produces a changing 1 Remember that transformers cannot work Magnetism
magnetic field in the primary with direct current. A direct current would page 113
coil
el produce a magnetic field in the primary
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coil. This magnetic field would extend
The changing magnetic field 1 through the iron core to the secondary
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induces a current in the coil. However, it would not induce a

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secondary coil current in the secondary coil as a current

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will only be induced by a changing

magnetic field not by a constant one.
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8.3 potential difference in primary This equation is given in the exam on the Magnetism
coil / potential difference in Physics Equation Sheet. page 114
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secondary coil =
number of turns in primary
coil / number of turns in
secondary coil

potential difference in 1 This mark comes from correctly

secondary coil = (number of rearranging the equation.
turns in secondary coil /
number of turns in primary coil)
x potential difference in primary
coil

potential difference in 1 The number of coils is shown in figure 13.

secondary coil = (1000 / 200) x
24

potential difference in 1 We can see that the potential difference

secondary coil = 120 V has been stepped up by a factor of 5x.
This is the ratio between the number of
turns in the secondary coil and the
number of turns in the primary coil.
8.4 Vs x Is = Vp x Ip This equation shows that the power Magnetism
output of the secondary coil equals the page 115
power input of the primary coil. This
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equation is given in the exam on the
on

Physics Equation Sheet.

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240 = 24 x Ip 1 This mark comes from correctly

rearranging the equation.
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Ip = 240 / 24
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Ip = 10 A 1
en

8.5 The transformer is not 100% 1 The output power is only equal to the Magnetism
ci

efficient input power if the efficiency of the page 115

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transformer is 100%. In practice, a

transformer will never be 100% efficient.
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 Question Answers Mark Extra information Workbook
page

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8.6 A step-up transformer 1 Remember that the power transmitted is Magnetism

so
increases the potential calculated by multiplying the current by page 115
difference of the supply from the potential difference.

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the power station for
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transmission across high-
voltage cables.
If we transmitted electricity using a high
current, a large amount of electrical
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power would be transferred to thermal
High potential difference 1 energy in the power cables. This energy is
e

reduces power transfer to wasted.

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thermal energy in the cables.

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To reduce this, we transmit electricity

Step-down transformers 1 using a high potential difference.
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reduce the potential difference

once the electricity has passed
©

through the power cables.

So that the potential difference 1

is low enough to be used in
homes etc.
Total
= 13

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99
 Question Answers Mark Extra information Workbook
page

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9.1 Gravity causes nebula to 1 Accept cloud of dust and gas for nebula. Space

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collapse Physics
page 118

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Temperature increases 1
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This is a protostar 1
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A star is formed when 1
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temperature is high enough for

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nuclear fusion to start. Accept description of nuclear fusion

es

(hydrogen nuclei join to form helium

nuclei).
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9.2 Gravity acting inwards 1 Stars can stay in the main sequence for Space
billions of years (depending on the star). Physics
©

Expansion force due to fusion 1 page 118

energy acting outwards

When these are balanced the 1

star is in equilibrium
9.3 Black dwarf 1 Remember that once a star can no longer Space
carry out nuclear fusion, it turns into a Physics
white dwarf. Gradually the white dwarf page 119
cools to the point where it no longer
emits radiation. This is a black dwarf.
9.4 M90 is moving towards Earth 1 Space
(accept Solar System, Milky Physics
Way) page 122

The wavelength of light is 1 Remember that the wavelength only

reduced (accept blue-shift) appears reduced to us due to the
movement of the galaxy towards us.

Total
= 10
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100
 Suggested Level Boundaries

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Please note that the level boundaries shown below are very approximate.

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This is because the paper above is a specimen paper. Real exam papers
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go through a long process of review where questions are analysed and
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modified before being issued.
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In the real GCSE Science exams, the level boundaries are determined
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when all of the candidates' papers have been marked. This allows the
©

exam boards to adjust the grade boundaries up (if the exam appeared
slightly easier than usual) or down (if the exam appeared slightly harder
than usual).

I do not offer any guarantee that the level you achieve in this specimen
paper is the level that you will achieve in the real exam.

Mark / 100 Level

75 9
66 8
56 7
46 6
36 5
26 4
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16 3
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101