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Mech 2

The document consists of a series of physics problems and questions related to mechanics, energy, and forces, including topics such as springs, free fall, efficiency, collisions, and energy transfers. Each question is followed by multiple-choice answers, and some questions require calculations or explanations. The document appears to be an assessment or examination for students studying physics.

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0% found this document useful (0 votes)

11 views133 pages

Mech 2

Uploaded by

KM Hedar

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 133

A load of 3.0 N is attached to a spring of negligible mass and spring constant 15 N m–1.

What is the energy stored in the spring?

A 0.3 J

B 0.6 J

C 0.9 J

D 1.2 J

(Total 1 mark)

What is the relationship between the distance y travelled by an object falling freely from rest and
2.
the time x the object has been falling?

A y is proportional to x2

B y is proportional to √x

C y is proportional to

D y is proportional to

(Total 1 mark)

GEMS Metropole School Page 1 of 133

Two masses hang at rest from a spring, as shown in the diagram. The string separating the
3. masses is burned through.

Which of the following gives the accelerations of the two masses as the string breaks?

acceleration of free fall = g

acceleration of acceleration of
1 kg mass upwards in 2 kg mass downwards
m s–2 in
m s–2

A 3g 1g

B 2g 2g

C 2g 1g

D 1g 1g

(Total 1 mark)

An object falls freely from rest. After falling a distance d its velocity is v. What is its velocity after it
4.
has fallen a distance 2d?

A 2v

B 4v

C 2 v2

D √2 v

(Total 1 mark)

GEMS Metropole School Page 2 of 133

An electric motor of input power 100 W raises a mass of 10 kg vertically at a steady speed of 0.5
5.
m s–1. What is the efficiency of the system?

A 5%

B 12%

C 50%

D 100%

(Total 1 mark)

A stationary unstable nucleus of mass M emits an α particle of mass m with kinetic energy E
6.

What is the speed of recoil of the daughter nucleus?

(Total 1 mark)

GEMS Metropole School Page 3 of 133

A load of 4.0 N is suspended from a parallel two-spring system as shown in the diagram.
7.

The spring constant of each spring is 20 N m–1. The elastic energy, in J, stored in the system is

A 0.1

B 0.2

C 0.4

D 0.8

(Total 1 mark)

A stone is projected horizontally by a catapult consisting of two rubber cords. The cords, which
8.
obey Hooke’s law, are stretched and released. When each cord is extended by x, the stone is
projected with a speed v. Assuming that all the strain energy in the rubber is transferred to the
stone, what is the speed of the stone when each cord is extended by 2x?

A v

C 2v

D 4v
(Total 1 mark)

Safety barriers are used on UK motorways to prevent vehicles crossing from one carriageway to
9. the other carriageway. The barriers also absorb some of the kinetic energy of a vehicle and
deflect vehicles along the barrier.

The standard test of a safety barrier uses a vehicle that contains dummies. The total mass of the
vehicle and its contents is 1.5 × 103 kg and its initial speed is 110 km h–1.

(a) Show that the initial kinetic energy of the test vehicle is 700 kJ.

(2)

GEMS Metropole School Page 4 of 133

(b) The test vehicle hits a steel safety barrier at an angle of 20°, as shown in the diagram.

Calculate the component of the momentum of the test vehicle in a direction along the line
of the safety barrier.
Give an appropriate unit for your answer.

momentum = ____________ unit _

(3)

(c) Immediately after the collision, the test vehicle moves along the safety barrier with no
change in its momentum in this direction.

Show that the kinetic energy lost in the collision is about 80 kJ.

(3)

GEMS Metropole School Page 5 of 133

(d) The steel safety barrier deforms during the collision. For the barrier to pass the test, the test
vehicle should not move more than 1.5 m towards the other carriageway.

The barrier can apply an average force of 60 kN at right angles to the carriageway.

Deduce whether the safety barrier will pass the test.

___________________________________________________________________

___________________________________________________________________
(3)

(e) A different safety barrier uses a solid concrete wall which does not deform.
The same standard test is carried out on a concrete wall.

Discuss which type of barrier would cause less damage to the dummies in the test.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 13 marks)

GEMS Metropole School Page 6 of 133

Which graph best represents the velocity–time graph for a ball that is dropped from rest and
10. bounces repeatedly?

(Total 1 mark)

A lift of mass M is suspended from a cable. The lift descends with a downward acceleration, a. A
11.
frictional force F acts on the lift.

What is the tension T in the cable?

A T = Ma + F

B T = Ma – F

C T = M (g + a) – F

D T = M (g – a) – F

(Total 1 mark)

GEMS Metropole School Page 7 of 133

Which combination of properties would produce the smallest extension of a wire when the same
12. tensile force is applied to the wire?

Cross-sectional Young modulus of

Length
area material

A X 3L E

B 2X L E

C X 3L 4E

D 2X L 4E

(Total 1 mark)

Which statement about a couple is not true?

13.
A It must consist of coplanar forces.

B It can produce rotational motion.

C It can produce translational motion.

D It has a moment with units N m.

(Total 1 mark)

GEMS Metropole School Page 8 of 133

An experiment is carried out to determine the Young modulus E of steel using a vertical wire of
14.
initial length L and cross-sectional area A. Various weights are suspended from the wire. A graph
of extension against weight is plotted.

What does the gradient of the graph represent?

A E

(Total 1 mark)

GEMS Metropole School Page 9 of 133

Which is a force–extension graph for a brittle material?
15.

A B

C D

(Total 1 mark)

GEMS Metropole School Page 10 of 133

A tensile force F1 causes a wire to stretch to length x1.
16.
When the tensile force is increased to F2 the length of the wire is x2.

The wire obeys Hooke’s Law.

What is the additional energy stored in the wire as the length increases from x1 to x2 ?

(Total 1 mark)

Two wires X and Y have the same extension for the same load.
17.
X has a diameter d and is made of a metal of density ρ and Young modulus E.
Y has the same mass and length as X but its diameter is 2d.

What are the density and the Young modulus of the metal from which Y is made?

Density Young modulus

B 4E

D 4E

(Total 1 mark)

GEMS Metropole School Page 11 of 133

A suitcase weighing 200 N is placed on a weighing scale in a lift.
18. The scale reads 180 N when the lift is moving.

The lift is

A moving down at a constant velocity.

B moving down with a decreasing velocity.

C moving up at a constant velocity.

D moving up with a decreasing velocity.

(Total 1 mark)

A pellet of mass 25 g travelling horizontally at 40 m s−1 enters a fixed wooden block. The pellet
19.
stops after travelling a horizontal distance of 2.5 cm in the block.

What is the average resistive force acting on the pellet?

A 20 N

B 800 N

C 1600 N

D 8000 N

(Total 1 mark)

A mass M is suspended from a spring. When the mass is at rest at the equilibrium position, the
20.
elastic potential energy stored is E.
An extra mass of 2M is added to the spring and the spring extends while still obeying Hooke’s
law.

What is the total elastic energy stored when the system is at rest at the new equilibrium position?

A 2E

B 3E

C 4E

D 9E
(Total 1 mark)

GEMS Metropole School Page 12 of 133

A wire is made from a material of Young modulus E.
21.
The wire obeys Hooke’s law.
The wire has an unstretched length L and a cross-sectional area A.
When a force is applied to the wire, the extension of the wire is e.

What is the elastic strain energy stored in the wire?

(Total 1 mark)

GEMS Metropole School Page 13 of 133

A solar panel powers a pump for a water feature.
22.

Solar energy is incident on the solar panel at a rate of 1.5 W.

Water from the bottom container is continually pumped through a vertical height of 0.60 m to the
top container.

The overall efficiency of the solar panel and the pump is 20%.

What mass of water can be pumped into the top container each second?

A 5g

B 50 g

C 100 g

D 250 g
(Total 1 mark)

Two circular discs made of card rotate at constant speed on a common axle.
23.

GEMS Metropole School Page 14 of 133

The discs are 2.00 m apart.

An air-gun pellet is fired parallel to the axle. The pellet makes holes in the discs.
The holes are separated by an angle of 45°.
The speed of the pellet between the discs is 300 m s−1.

How many revolutions does each disc complete in one second?

A 19

B 118

C 740

D 1074

(Total 1 mark)

(a) Figure 1 shows a cyclist going up a hill.

24.
Figure 1

The angle θ of the slope of the hill is constant.

The total mass m of the cyclist and bicycle is 65 kg.

Write an expression for the component of the total weight parallel to the slope.

___________________________________________________________________
(1)

GEMS Metropole School Page 15 of 133

(b) The useful power output of the cyclist is 310 W.
The cyclist has a steady speed of 1.63 m s−1.

Assume that air resistance is negligible at this speed.

Calculate θ.

θ = _______________ °
(2)

Figure 2 shows an alternative ‘zig-zag’ path taken by the cyclist up the same hill. She maintains
a steady speed of 1.63 m s−1.

Figure 2

(c) Discuss how her useful power output when taking the path in Figure 2 compares with her
useful power output in part (b).

___________________________________________________________________

___________________________________________________________________
(3)

GEMS Metropole School Page 16 of 133

The cyclist reaches the top of the hill. She then travels back down the hill in a straight line. The
bicycle rolls freely without the cyclist pushing the pedals or applying the brakes.

Figure 3 shows the variation of her velocity with time as she goes down the hill.

Figure 3

(d) Determine the acceleration of the cyclist 10.0 s after she begins to go down the hill.

acceleration = _______________ m s−2

(3)

GEMS Metropole School Page 17 of 133

(e) Energy transfers occur as the cyclist travels down the hill.

Outline how these energy transfers explain the shape of the graph in Figure 3.

___________________________________________________________________

___________________________________________________________________
(4)
(Total 13 marks)

A student set up the apparatus shown in the figure below to demonstrate the principle of
25. moments.

GEMS Metropole School Page 18 of 133

(a) Using the values on the figure calculate:

(i) the magnitude of the moment about the pivot due to the tension of the spring in the
spring balance;

moment due to spring tension ____________________

(1)

(ii) the magnitude of the moment about the pivot produced by the 2.0 N weight;

moment due to 2.0 N weight ____________________

(1)

(iii) the weight of the wooden bar.

weight ____________________
(1)

(b) (i) Calculate the magnitude of the force exerted on the bar by the pivot.

magnitude of force ____________________

(1)

(ii) State the direction of the force on the pivot.

______________________________________________________________
(1)
(Total 5 marks)

(a) (i) Give an equation showing how the principle of conservation of momentum applies to
26. the colliding snooker balls shown in the diagram.

GEMS Metropole School Page 19 of 133

______________________________________________________________

(ii) State the condition under which the principle of conservation of momentum applies.

______________________________________________________________

______________________________________________________________
(3)

(b) A trolley, A, of mass 0.25 kg and a second trolley, B, of mass 0.50 kg are held in contact on
a smooth horizontal surface. A compressed spring inside one of the trolleys is released and
they then move apart. The speed of A is 2.2 m s–1.

(i) Calculate the speed of B.

______________________________________________________________

(ii) Calculate a minimum value for the energy stored in the spring when compressed.

______________________________________________________________

______________________________________________________________
(4)

(c) The rotor blades of a helicopter sweep out a cross-sectional area, A. The motion of the
blades helps the helicopter to hover by giving a downward velocity, υ, to a cylinder of air,
density ρ. The cylinder of air has the same cross-sectional area as that swept out by the
rotor blades.

Explaining your reasoning,

(i) derive an expression for the mass of air flowing downwards per second, and

______________________________________________________________

(ii) derive an expression for the momentum given per second to this air.

______________________________________________________________

GEMS Metropole School Page 20 of 133

(iii) Hence show that the motion of the air results in an upward force, F, on the helicopter
given by

F = ρAυ2.

______________________________________________________________

______________________________________________________________
(5)

(d) A loaded helicopter has a mass of 2500 kg. The area swept out by its rotor blades is
180 m2. If the downward flow of air supports 50% of the weight of the helicopter, what
speed must be given to the air by the motion of the rotor blades when the helicopter is
hovering? Take the density of air to be 1.3 kg m–3.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 15 marks)

(a) An egg of mass 5.8 × 10–2 kg is dropped from a height of 1.5 m onto a floor. Assuming air
27.
resistance is negligible, calculate for the egg

(i) the loss of potential energy,

______________________________________________________________

(ii) the kinetic energy just before impact,

______________________________________________________________

(iii) the speed just before impact,

______________________________________________________________

(iv) the momentum just before impact.

______________________________________________________________
(7)

(b) On hitting the floor, the egg is brought to rest in a time of 0.010 s. Calculate the magnitude
of the average decelerating force on the egg.

___________________________________________________________________

___________________________________________________________________
(2)

GEMS Metropole School Page 21 of 133

(c) The egg is now placed in a container that crumples on impact. Explain why this type of
container makes it far less likely that the egg will break.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

The figure below shows a neutron of mass 1.7 × 10–27 kg about to collide inelastically with a
28.
stationary uranium nucleus of mass 4.0 × 10–25 kg. During the collision, the neutron will be
absorbed by the uranium nucleus.

(a) Calculate the velocity of the uranium nucleus immediately after the neutron has been
absorbed.

(3)

(b) Collisions between neutrons and uranium nuclei can also be elastic. State, and explain
briefly, how the speed of the uranium nucleus after impact would be different in the case of
an elastic collision.
Do not perform any further calculations.

___________________________________________________________________

___________________________________________________________________
(3)

GEMS Metropole School Page 22 of 133

(c) Using the data at the beginning of the question, calculate the kinetic energy of the neutron
before it collides with the uranium nucleus.

(3)
(Total 9 marks)

(a) When determining the Young modulus for the material of a wire, a tensile stress is
29. applied to the wire and the tensile strain is measured.

(i) State the meaning of

tensile stress ___________________________________________________

______________________________________________________________

tensile strain ___________________________________________________

______________________________________________________________

(ii) Define the Young modulus ________________________________________

______________________________________________________________
(3)

GEMS Metropole School Page 23 of 133

(b) The diagram below shows two wires, one made of steel and the other of brass, firmly
clamped together at their ends. The wires have the same unstretched length and the same
cross-sectional area.
One of the clamped ends is fixed to a horizontal support and a mass M is suspended from
the other end, so that the wires hang vertically.

(i) Since the wires are clamped together the extension of each wire will be the same.
If ES is the Young modulus for steel and EB the Young modulus for brass, show that

where FS and FB are the respective forces in the steel and brass wire.

______________________________________________________________

(ii) The mass M produces a total force of 15 N. Show that the magnitude of the force
FS = 10 N.

the Young modulus for steel = 2.0 × 1011 Pa

the Young modulus for brass = 1.0 × 1011 Pa

______________________________________________________________

(iii) The cross-sectional area of each wire is 1.4 × 10–6 m2 and the unstretched length is
1.5 m. Determine the extension produced in either wire.

______________________________________________________________

______________________________________________________________
(6)
(Total 9 marks)

GEMS Metropole School Page 24 of 133

The figure below shows a supermarket trolley.
30.

The weight of the trolley and its contents is 160 N.

(a) Explain what is meant by centre of gravity.

___________________________________________________________________

___________________________________________________________________
(2)

(b) P and Q are the resultant forces that the ground exerts on the rear wheels and front wheels
respectively. Calculate the magnitude of

(i) force P,

______________________________________________________________

(ii) force Q.

______________________________________________________________

______________________________________________________________
(3)

GEMS Metropole School Page 25 of 133

___________________________________________________________________

___________________________________________________________________
(2)

(d) State and explain, without calculation, how the minimum force that needs to be applied
vertically at A to lift the rear wheels off the ground compares to the force you calculated in
part (c).

You may be awarded marks for the quality of written communication in your answer.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 10 marks)

Deep space probes often carry modules which may be ejected from them by an explosion. A
31.
space probe of total mass 500 kg is travelling in a straight line through free space at 160 m s–1
when it ejects a capsule of mass 150 kg explosively, releasing energy. Immediately after the
explosion the probe, now of mass 350 kg, continues to travel in the original straight line but
travels at 240 m s–1, as shown in the figure below.

GEMS Metropole School Page 26 of 133

(a) Discuss how the principles of conservation of momentum and conservation of energy apply
in this instance.

The quality of your written communication will be assessed in this question.

___________________________________________________________________

___________________________________________________________________
(6)

(b) (i) Calculate the magnitude of the velocity of the capsule immediately after the explosion
and state its direction of movement.

magnitude of velocity = ______________________ m s–1

direction of movement ______________________

(3)

GEMS Metropole School Page 27 of 133

(ii) Determine the total amount of energy given to the probe and capsule by the
explosion.

answer = ______________________ J
(4)
(Total 13 marks)

The figure below shows a car on a rollercoaster track. The car is initially at rest at A and is lifted
32. to the highest point of the track, B, 35 m above A.

The car with its passengers has a total mass of 550 kg. It takes 25 s to lift the car from A to B. It
then starts off with negligible velocity and moves unpowered along the track.

(a) Calculate the power used in lifting the car and its passengers from A to B.
Include an appropriate unit in your answer.

___________________________________________________________________

power______________________unit_____________
(3)

GEMS Metropole School Page 28 of 133

(b) The speed reached by the car at C, the bottom of the first dip, is 22 ms–1. The length of the
track from B to the bottom of the first dip C is 63 m.

Calculate the average resistive force acting on the car during the descent.

Give your answer to a number of significant figures consistent with the data.

___________________________________________________________________

resistive force ______________________ N

(4)

___________________________________________________________________

___________________________________________________________________
(3)

(d) At C, a passenger of mass 55 kg experiences an upward reaction force of 2160 N when the
speed is 22 ms–1.

Calculate the radius of curvature of the track at C. Assume that the track is a circular arc at
this point.

___________________________________________________________________

radius of curvature of the track ______________________ m

(3)
(Total 13 marks)

GEMS Metropole School Page 29 of 133

Horses were once used to power machinery in factories, mines and mills. The figure below
33. shows two horses attached to a beam which turns a wheel. This wheel drives machinery.

(a) Each horse exerts a force of 810 N and the length of the beam is 7.3 m.

(i) Define the moment of a couple.

______________________________________________________________

______________________________________________________________
(2)

(ii) Calculate the moment of the couple exerted by the horses, stating an appropriate
unit.

answer = ______________________
(2)

GEMS Metropole School Page 30 of 133

(b) The horses move at a constant speed of 0.91ms–1. Calculate the combined power output of
the two horses. Give your answer to an appropriate number of significant figures.

answer = ______________________ W
(3)

(c) During the Industrial Revolution in the 19th Century, James Watt became well known for
developing and improving steam engines to replace horses. He defined the unit of power
called ‘ horsepower’ by studying a system similar to the one shown in the figure above.

Suggest why Watt decided to use horsepower as a unit of power.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 8 marks)

GEMS Metropole School Page 31 of 133

The figure below shows an aircraft designed to take off and land vertically and also to hover
34. without horizontal movement. In order to achieve this, upward lift is produced by directing the jet
engine outlet downwards. The engine also drives a vertical lift fan near the front of the aircraft.
The weight of the aircraft is 180 kN. The distance between the lift fan and the centre of mass is
4.6 m and the distance between the jet engine outlet and the centre of mass is 2.8 m.

(a) (i) Calculate the moment caused by the weight of the aircraft about the point X.

answer = ______________________ Nm
(2)

(ii) By taking moments about X, calculate the lift fan thrust if the aircraft is to remain
horizontal when hovering.

answer = ______________________ N
(3)

(iii) Calculate the engine thrust in the figure above.

answer = ______________________ N
(1)

GEMS Metropole School Page 32 of 133

(b) Having taken off vertically, the jet engine outlet is turned so that the engine thrust acts
horizontally. The aircraft accelerates horizontally to a maximum velocity. The forward thrust
produced by the jet is 155 kN. The weight of the aircraft is 180 kN.

(i) When the resultant horizontal force is 155 kN, calculate the horizontal acceleration of
the aircraft.

answer = ______________________ ms–2

(2)

(ii) State and explain one characteristic of the aircraft that limits its maximum horizontal
velocity.

______________________________________________________________

______________________________________________________________
(2)

(iii) On the axes below, sketch the velocity-time graph for the horizontal motion of the
aircraft as it accelerates from zero to its maximum horizontal velocity.

(2)

___________________________________________________________________
(1)
(Total 13 marks)

GEMS Metropole School Page 33 of 133

A snowboarder slides down a slope, as shown in the diagram below. Between B and C her
35. acceleration is uniform.

(a) The snowboarder travels 1.5 m from B to C in a time of 0.43 s and her velocity down the
slope at C is 5.0 ms–1.

Calculate her velocity down the slope at B.

velocity = ____________________ ms–1

(3)

(b) The combined mass of the snowboarder and snowboard is 75 kg and the angle of the
slope is 25°

(i) Calculate the component of the weight of the snowboarder and snowboard acting
down the slope.

weight component = ____________________ N

(2)

GEMS Metropole School Page 34 of 133

(ii) At D the snowboarder has reached a constant velocity. She moves a distance
of 2.0 m at constant velocity between D and E.

Calculate the work done against resistive forces as she moves from D to E.

work done = ____________________ J

(1)

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

(a) State the condition for momentum to be conserved in a system.

36.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(b) When a stationary unstable nucleus emits an α particle with velocity v the resulting nucleus
recoils with velocity V, as shown in the diagram.

The mass of the α particle is m and the mass of the recoiling nucleus is N.

(i) Show how the principle of conservation of momentum may be used to derive an
expression for V in terms of N, m and v.

(2)

GEMS Metropole School Page 35 of 133

(ii) Assume that all of the energy released in the emission process is transferred as
kinetic energy to the α particle and the recoiling nucleus. The total energy released is
E.
Use your result from part (b)(i) to show that the kinetic energy of the α particle is
given by

(4)

(c) (i) The isotope of radon decays by emitting an α particle.

State the nucleon number of the recoiling nucleus.

nucleon number = ____________________

(1)

(ii) The total energy released when a nucleus of decays is 1.02 × 10−12 J.

Calculate the magnitude of the momentum of the α particle.

State an appropriate unit for your answer.

Mass of a nucleon = 1.66 × 10−27 kg

momentum = _____ unit

(4)

GEMS Metropole School Page 36 of 133

(d) Explain why the expressions in parts (b)(i) and (b)(ii) could not be applied when an
unstable nucleus decays by emitting a β− particle.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 13 marks)

A seismometer is a device that is used to record the movement of the ground during an
37. earthquake. A simple seismometer is shown in the diagram.

A heavy spherical ball is attached to a pivot by a rod so that the rod and ball can move in a
vertical plane. The rod is suspended by a spring so that, in equilibrium, the spring is vertical and
the rod is horizontal. A pen is attached to the ball. The pen draws a line on graph paper attached
to a drum rotating about a vertical axis. Bolts secure the seismometer to the ground so that the
frame of the seismometer moves during the earthquake.

(a) The ball is made of steel of density 8030 kg m−3 and has a diameter of 5.0 cm.

Show that the weight of the ball is approximately 5 N.

(3)

GEMS Metropole School Page 37 of 133

(b) The distance from the surface of the ball to the pivot is 12.0 cm, as shown in the diagram
above.

Calculate the moment of the weight of the ball about the pivot when the rod is horizontal.
Give an appropriate unit for your answer.

moment = __________ unit =

(3)

Calculate the extension of the spring when the rod is horizontal and the spring is vertical.
You may assume the mass of the pen and the mass of the rod are negligible.

extension = ____________________ m
(3)

(d) Before an earthquake occurs, the line being drawn on the graph paper is horizontal.

Explain what happens to the line on the graph paper when an earthquake is detected and
the frame of the seismometer accelerates rapidly downwards.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

GEMS Metropole School Page 38 of 133

The graph shows how the vertical speed of a parachutist changes with time during the first 20 s
38. of his jump. To avoid air turbulence caused by the aircraft, he waits a short time after jumping
before pulling the cord to release his parachute.

(a) Regions A, B and C of the graph show the speed before the parachute has opened. With
reference to the forces acting on the parachutist, explain why the graph has this shape in
the region marked

(i) A, ____________________________________________________________

______________________________________________________________

(ii) B, ____________________________________________________________

______________________________________________________________

(iii) C, ____________________________________________________________

______________________________________________________________

______________________________________________________________
(6)

GEMS Metropole School Page 39 of 133

(b) Calculate the maximum deceleration of the parachutist in the region of the graph marked D,
which shows how the speed changes just after the parachute has opened. Show your
method clearly,

___________________________________________________________________

___________________________________________________________________
(2)

(c) Use the graph to find the total vertical distance fallen by the parachutist in the first 10 s of
the jump. Show your method clearly.

___________________________________________________________________

___________________________________________________________________
(4)

(d) During his descent, the parachutist drifts sideways in the wind and hits the ground with a
vertical speed of 5.0 m s–1 and a horizontal speed of 3.0 m s–1. Find

(i) the resultant speed with which he hits the ground,

______________________________________________________________

(ii) the angle his resultant velocity makes with the vertical.

______________________________________________________________

______________________________________________________________
(2)
(Total 14 marks)

GEMS Metropole School Page 40 of 133

When a paper cake-case falls, right way up, through the air, it quickly reaches terminal velocity.
39.

The drag force, D, acting on the paper cake-case, is given by

D = fρAv2,

where ρ is the density of air (known to be 1.2 kg m-3 ), v is the terminal velocity and A is the
cross-sectional area of the base of the cake-case; f is a number (having no units) called the
shape factor. Regardless of their size, paper cake-cases always have the same shape factor,
even when several are stacked together.

GEMS Metropole School Page 41 of 133

Design an experiment to determine the shape factor for empty paper cake-cases. You
shouldassume that the normal laboratory apparatus used in schools and colleges is available to
you.
No diagram will be required for this question.

You should also include the following in your answer:

• The quantities you intend to measure and how you will measure them.
• How you propose to use your measurements to determine a reliable result for the shape
factor.
• The factors you will need to control and how you will do this.
• How you could overcome any difficulties in obtaining reliable results.

_______________________________________________________________________

_______________________________________________________________________
(Total 8 marks)

(a) Define the moment of a force.

40.
___________________________________________________________________

___________________________________________________________________
(2)

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(b) The diagram shows a uniform diving board of weight, W, that is fixed at A. The diving board
is supported by a cylinder at C, that exerts an upward force, P, on the board.

(i) By considering moments about A, explain why the force P must be greater than
the weight of the board, W.

______________________________________________________________

(ii) State and explain what would be the effect on the force P of a girl walking along the
board from A to B.

______________________________________________________________

______________________________________________________________
(4)
(Total 6 marks)

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A student investigated how the extension of a rubber cord varied with the force used to extend it.
41. She measured the extension for successive increases of the force and then for successive
decreases. The diagram below shows a graph of her results.

(a) (i) Give a reason why the graph shows the rubber cord does not obey Hooke’s law.

______________________________________________________________

______________________________________________________________
(1)

(ii) Give a reason why the graph shows the rubber cord does not exhibit plastic
behaviour.

______________________________________________________________

______________________________________________________________
(1)

(iii) What physical quantity is represented by the area shaded on the graph between the
loading curve and the extension axis?

______________________________________________________________

______________________________________________________________
(1)

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(b) Describe, with the aid of a diagram, the procedure and the measurements you would make
to carry out this investigation.

The quality of your written answer will be assessed in this question.

___________________________________________________________________

___________________________________________________________________
(6)
(Total 9 marks)

The diagram below shows the tensile stress–tensile strain graphs for four materials, A, B, C and
42. D, up to their breaking stress.

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(a) State what is meant by tensile stress and tensile strain.

tensile stress ________________________________________________________

___________________________________________________________________

tensile strain ________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Identify a property of material A using evidence from the graph to support your choice.

property ____________________________________________________________

evidence ___________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Calculate the tensile force acting on the specimen at its breaking point.

tensile force = ____________________ N

(3)

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(d) Discuss which of the four materials shown on the graph is most suitable for each of the
following applications:

• the cable supporting a lift in a tall building

• a rope or cable attached to a person doing a bungee jump.

For each application, you should discuss the reason for your choice and why you rejected
the other materials.

___________________________________________________________________

___________________________________________________________________
(6)
(Total 13 marks)

(a) (i) Draw and label suitable apparatus required for measuring the Young modulus of a
43. material in the form of a long wire.

(ii) List the measurements you would make when using the apparatus described in part
(i).

______________________________________________________________

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(iii) Describe briefly how the measurements listed in part (ii) would be carried out.

______________________________________________________________

(iv) Explain how you would calculate the Young modulus from your measurements.

______________________________________________________________

______________________________________________________________
(13)

(b) A uniform heavy metal bar of weight 250 N is suspended by two vertical wires, supported at
their upper ends from a horizontal surface, as shown.

One wire is made of brass and the other of steel. The cross-sectional area of each wire is
2.5 ×10–7 m2 and the unstretched length of each wire is 2.0 m.

the Young modulus for brass = 1.0 × 1011 Pa

the Young modulus for steel = 2.0 × 1011 Pa

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(i) If the tension, T, in each wire is 125 N, calculate the extension of the steel wire.

______________________________________________________________

(ii) Estimate how much lower the end A will be than the end B.

______________________________________________________________

______________________________________________________________
(3)
(Total 16 marks)

The table below shows the results of an experiment where a force was applied to a sample of
44. metal.

(a) On the axes below, plot a graph of stress against strain using the data in the table.

Strain
0 1.00 2.00 3.00 4.00 5.00 6.00 7.00 8.00 9.00 10.00
/ 10–3

Stress
/108 0 0.90 2.15 3.15 3.35 3.20 3.30 3.50 3.60 3.60 3.50
Pa

(3)

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(b) Use your graph to find the Young modulus of the metal.

answer = ______________________ Pa
(2)

(c) A 3.0 m length of steel rod is going to be used in the construction of a bridge. The tension
in the rod will be 10 kN and the rod must extend by no more than 1.0mm. Calculate the
minimum cross-sectional area required for the rod.

Young modulus of steel = 1.90 × 1011 Pa

answer = ______________________ m2
(3)
(Total 8 marks)

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This question is about the determination of the Young modulus of the metal of a wire.
45.
In an experiment, two vertical wires P and Q are suspended from a fixed support. The fixed part
of a vernier scale is attached to P and the moving part of the scale is attached to Q. The divisions
on the fixed part of the scale are in mm.

An empty mass hanger is attached to Q and the scale is set to zero. A load is added to the mass
hanger so that the extension of Q can be measured as shown in Figure 1.

Figure 1

(a) The reading on the vernier scale can be used to determine ∆l, the extension of Q.

Determine ∆l using Figure 1.

∆l = ____________________ mm
(1)

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(b) Figure 2 shows how ∆l varies with m, the mass added to the hanger.
Determine the mass added to the hanger shown in Figure 1.

Figure 2

mass = ____________________ kg
(1)

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(c) A student uses digital vernier callipers to measure the diameter of Q. She places Q
between the jaws of the callipers and records the reading indicated. Without pressing the
zero button she removes Q and closes the jaws.

Views of the callipers before and after she closes the jaws are shown in Figure 3.

Figure 3

Calculate the true diameter of Q.

diameter = ____________________ mm
(1)

(d) The original length of Q was 1.82 m.

Determine the Young modulus of the metal in Q.

Young modulus = ____________________ Pa

(4)

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(e) The student repeats her experiment using a wire of the same original length and metal but
with a smaller diameter.

Discuss two ways this change might affect the percentage uncertainty in her result for the
Young modulus.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 11 marks)

A student performs an experiment to find the acceleration due to gravity. The student measures
46.
the time t for a spherical object to fall freely through measured vertical distances s. The time is
measured electronically. The results are shown in the table below.

mean time
s/m t1/s t2/s t3/s tm2/s 2
tm/s

0.300 0.245 0.246 0.244 0.245 0.0600

0.400 0.285 0.286 0.286 0.286 0.0818

0.500 0.319 0.321 0.318 0.319 0.102

0.600 0.349 0.351 0.348 0.349 0.122

0.700 0.378 0.380 0.378 0.379 0.144

0.800 0.403 0.406 0.404

0.900 0.428 0.428 0.430

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(a) Complete the table by entering the missing values for tm and tm2
(1)

(b) Complete the graph below by plotting the remaining two points and draw a line of best fit.
(2)

(c) Determine the gradient of the graph.

___________________________________________________________________

___________________________________________________________________
(3)

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GEMS Metropole School Page 56 of 133
(d) Theory suggests that the equation for the line is where g is the acceleration due to

gravity.

Calculate a value for g using the above equation and the gradient of your graph above.

___________________________________________________________________

___________________________________________________________________
(1)

(e) Calculate the percentage difference between your value for g and the accepted value of
9.81 m s –2.

___________________________________________________________________

___________________________________________________________________
(1)

(f) Calculate the uncertainty in the smallest value of tm.

___________________________________________________________________

___________________________________________________________________
(1)

(g) Calculate the value of g which would be given from the smallest value of tm and the
corresponding value of s.

___________________________________________________________________

___________________________________________________________________
(3)

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(h) The uncertainty in each value of s is ± 0.001 m.

Calculate the uncertainty in the value of g you calculated in part (g).

You will need to use the uncertainty for tm you calculated in part (f).

___________________________________________________________________

___________________________________________________________________
(3)

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(i) A student wishes to investigate the effect of changing the mass of the spherical object on
the acceleration of free fall.

Explain how you would modify the experiment seen at the start of this question.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 18 marks)

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Figure 1 shows a strip of steel of rectangular cross-section clamped at one end.
47. The strip extends horizontally over the edge of a bench.

Figure 1

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(a) A mass m is suspended from the free end of the strip.
This produces a vertical displacement y.
A student intends to measure y with the aid of a horizontal pin fixed to the free end of the
steel strip.
She positions a clamped vertical ruler behind the pin, as shown in Figure 2.

Figure 2

Explain a procedure to avoid parallax error when judging the reading indicated by the
position of the pin on the ruler.
You may add detail to Figure 2 to illustrate your answer.

___________________________________________________________________

___________________________________________________________________
(2)

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(b) It can be shown that

where:

L is the distance between the free end of the unloaded strip and the blocks
w is the width of the strip and is approximately 1 cm
t is the thickness of the strip and is approximately 1 mm
E is the Young modulus of the steel.

A student is asked to determine E using the arrangement shown in Figure 1 with the
following restrictions:

• only one steel strip of approximate length 30 cm is available

• m must be made using a 50 g mass hanger and up to four additional 50 g slotted
masses
• the experimental procedure must involve only one independent variable
• a graphical method must be used to get the result for E.

Explain what the student must do to determine E.

___________________________________________________________________

___________________________________________________________________
(5)
(Total 7 marks)

(a) (i) Explain what is meant by the spring constant k of a spring.

48.
______________________________________________________________
(1)

(ii) Give the unit of k.

______________________________________________________________
(1)
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(b) The figure below shows the stages in a bungee jump.

In bungee jumping, the participant jumps from a high point attached to an elastic cord
(step 1). After a period of free fall, the cord slows the fall of the jumper (step 2) with the
system eventually undergoing oscillation (step 3).
A bungee jump is to be set up from a suspension bridge with the jumper of weight 700 N
falling towards the river below. The roadway of the bridge is 76 m above the river surface.
The bungee cord is adjusted so that the jumper just reaches the river surface at the bottom
of the first oscillation.

The unstretched length of the elastic cord is to be 12 m.

(i) Calculate the time taken before the cord begins to stretch.

(3)

(ii) Show that, when jumping from the bridge to the river, the jumper loses about 53 kJ of
gravitational potential energy.

(2)

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(iii) Calculate the extension of the cord when the jumper is at the bottom of the first
oscillation.

(1)

(iv) The gravitational potential energy is stored in the bungee cord.

Calculate the spring constant of the cord.

(3)

(v) Calculate the time period of oscillation of the jumper.

(3)

(2)

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(ii) Forces on astronauts and ‘thrill seekers’ are often specified in terms of the g force
acting on the participants.

1g is equivalent to an acceleration of 9.8 m s−2.

Calculate the maximum g force that acts on the jumper.

(2)

(iii) Hardened thrill seekers prefer their sports to generate 3g or more. Without carrying
out detailed calculations, suggest the changes that would need to be made to the
cord in order to produce a greater g force for the 700 N jumper.

______________________________________________________________

______________________________________________________________
(2)
(Total 20 marks)

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The diagram below shows a dockside crane that is used to lift a container of mass 22000 kg from
49. a cargo ship onto the quayside. The container is lifted by four identical ‘lifting’ cables attached to
the top corners of the container.

(a) When the container is being raised, its centre of mass is at a horizontal distance 32 m from
the nearest vertical pillar PQ of the crane’s supporting frame.

(i) Assume the tension in each of the four lifting cables is the same. Calculate the
tension in each cable when the container is lifted at constant velocity.

answer ____________________ N
(2)

(ii) Calculate the moment of the container’s weight about the point Q on the quayside,
stating an appropriate unit.

answer ____________________
(3)

(iii) Describe and explain one feature of the crane that prevents it from toppling over
when it is lifting a container.

______________________________________________________________

______________________________________________________________
(2)

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(b) Each cable has an area of cross–section of 3.8 × 10–4 m2.

(i) Calculate the tensile stress in each cable, stating an appropriate unit.

answer ____________________
(3)

(ii) Just before the container shown in the diagram above was raised from the ship, the
length of each lifting cable was 25 m. Show that each cable extended by 17 mm
when the container was raised from the ship.

Young modulus of steel = 2.1 × 1011 Pa

(2)
(Total 12 marks)

(a) State Hooke’s law for a material in the form of a wire and state the conditions under which
50. this law applies.

___________________________________________________________________

___________________________________________________________________
(2)

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(b) A length of steel wire and a length of brass wire are joined together. This combination is
suspended from a fixed support and a force of 80 N is applied at the bottom end, as shown
in the figure below.

Each wire has a cross-sectional area of 2.4 × 10–6 m2.

length of the steel wire = 0.80 m

length of the brass wire = 1.40 m
the Young modulus for steel = 2.0 × 1011 Pa
the Young modulus for brass = 1.0 × 1011 Pa

(i) Calculate the total extension produced when the force of 80 N is applied.

______________________________________________________________

(ii) Show that the mass of the combination wire = 4.4 × 10–2 kg.

density of steel = 7.9 × 103 kg m–3

density of brass = 8.5 × 103 kg m–3

______________________________________________________________

______________________________________________________________
(7)

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(c) A single brass wire has the same mass and the same cross-sectional area as the
combination wire described in part (b). Calculate its length.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

In a castle, overlooking a river, a cannon was once employed to fire at enemy ships.
51. One ship was hit by a cannonball at a horizontal distance of 150 m from the cannon as shown in
the figure below. The height of the cannon above the river was 67 m and the cannonball was
fired horizontally.

(a) (i) Show that the time taken for the cannonball to reach the water surface after being
fired from the cannon was 3.7 s. Assume the air resistance was negligible.

(2)

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(ii) Calculate the velocity at which the cannonball was fired. Give your answer to an
appropriate number of significant figures.

answer = ______________________ m s–1

(2)

(iii) Calculate the vertical component of velocity just before the cannonball hit the ship.

answer = ______________________ m s–1

(2)

(iv) By calculation or scale drawing, find the magnitude and direction of the velocity of the
cannonball just before it hit the ship.

velocity = ______________________ m s–1

direction = ______________________
(4)

(b) (i) Calculate the loss in gravitational potential energy of the cannonball.
mass of the cannonball = 22 kg

answer = ______________________ J
(1)

(ii) Describe the energy changes that take place from the moment the cannonball leaves
the cannon until just before it hits the water. Include the effects of air resistance.

______________________________________________________________

______________________________________________________________
(2)
(Total 13 marks)

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The figure below shows a stress-strain graph for a copper wire.
52.

(a) Define tensile strain.

___________________________________________________________________

___________________________________________________________________
(1)

(b) State the breaking stress of this copper wire.

answer = ______________________ Pa
(1)

(c) Mark on the figure above a point on the line where you consider plastic deformation may
start.
Label this point A.
(1)

(d) Use the graph to calculate the Young modulus of copper. State an appropriate unit for your
answer.

answer = ______________________
(3)

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(e) The area under the line in a stress-strain graph represents the work done per unit volume
to stretch the wire.

(i) Use the graph to find the work done per unit volume in stretching the wire to a strain
of 3.0 × 10–3.

answer = ______________________J m–3

(2)

(ii) Calculate the work done to stretch a 0.015 kg sample of this wire to a strain of
3.0 × 10–3.

The density of copper = 8960 kg m–3.

answer = ______________________J
(2)

(f) A certain material has a Young modulus greater than copper and undergoes brittle fracture
at a stress of 176 MPa.

On the figure above draw a line showing the possible variation of stress with strain for this
material.
(2)
(Total 12 marks)

(a) State the principle of moments.

53.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

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(b) The diagram below shows a bicycle brake lever that has been pulled with a 35 N force to
apply the brake.

(i) Calculate the moment of the force applied by the cyclist about the pivot. State an
appropriate unit.

moment = __________ unit

(3)

(ii) Calculate the tension in the brake cable. Assume the weight of the lever is negligible.

tension = ____________________ N
(3)

(c) In order to maintain a constant velocity of 15 ms–1 downhill, the cyclist applies the brake.
The power developed by the braking force is 2.8 kW.

Calculate the total average frictional force between the brake blocks and the wheel rim.

frictional force = ____________________ N

(2)
(Total 11 marks)

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A projectile is launched some distance above the ground at an angle of 25° above the horizontal
54.
with a vertical component of velocity of 5.0 m s−1. Figure 1 shows the flight path of the projectile.
The flight takes 1.3 s.

Ignore the effects of air resistance throughout this question.

Figure 1

(a) (i) Show that the initial speed of the projectile is about 12 m s−1.

(2)

(ii) Calculate the horizontal component of velocity as the projectile hits the ground.

horizontal component of velocity = ____________________ m s−1

(2)

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(b) (i) Calculate the maximum height above the starting point reached by the projectile.
Give your answer to an appropriate number of significant figures.

maximum height reached = ____________________ m

(2)

(ii) Calculate the total horizontal distance travelled by the projectile from its starting point.

horizontal distance = ____________________ m

(1)

(ii) Mark with a B on the flight path in Figure 1 the position where the speed of the
projectile is least.
(1)

(iii) The projectile reaches its maximum height at time tH and finishes its flight at time tF.
Draw on Figure 2 a graph to show how the magnitude of the vertical component of
velocity of the projectile varies with time. Numerical values are not required.

Figure 2

(2)
(Total 11 marks)

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Spectacle lenses can be tested by dropping a small steel ball onto the lens, as shown in the
55. figure below, and then checking the lens for damage.

A test requires the following

specifications:

diameter of ball = 16 mm

mass of ball = 16 g

height of drop = 1.27 m

(a) Calculate the density of the steel used for the ball.

density = ____________________kg m–3

(3)

(b) In a test the ball bounced back to a height of 0.85 m.

Calculate the speed of the ball just before impact.

speed = ____________________m s–1

(2)

(c) Calculate the speed of the ball just after impact.

speed = m ____________________m s–1

(2)

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(d) Calculate the change in momentum of the ball due to the impact.

momentum = m ____________________ kg m s–1

(2)

(e) The time of contact was 40 ms. Calculate the average force of the ball on the lens during
the impact.

average force = ____________________ N

(2)

(f) Explain, with reference to momentum, why the test should also specify the material of the
plinth the lens sits on.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 13 marks)

In 2021 the world land speed record was 1230 km h−1.

56.
This was the average speed achieved by a jet-powered car in two runs. Each run was measured
over a distance of 1.61 km.

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(a) The average speed for one of these runs was 343 m s−1.

Calculate, in s, the time taken for the car to complete the other run.

time = ____________________ s
(2)

(b) Engineers are designing a new jet-powered car to break this record.

Figure 1 shows the variation of speed with distance for the car, as predicted by the
engineers.

Figure 1

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The car reaches its maximum acceleration when it is 5600 m from the start. At this point
the mass of the car is 6.50 × 103 kg.

Determine the kinetic energy of the car at its maximum acceleration.

kinetic energy = ____________________ J

(2)

acceleration = speed × gradient of line

When the car is at its maximum acceleration, the power input to the jet engines is 640 MW.

Calculate the percentage of the input power used to accelerate the car at its maximum
acceleration.

percentage of input power = ____________________ %

(4)

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(d) Scientists recommend that the average deceleration of the driver of the car should be less
than 3g.

Deduce whether the average deceleration is less than 3g.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

Figure 1 shows a worker of weight 750 N on a uniform platform. The weight of the worker is
57.
acting at a horizontal distance d from end A.

Throughout this question, assume that the platform is horizontal and that all cables obey Hooke’s
law.

Figure 1

The platform weighs 1800 N and is suspended by vertical cables P and Q.

Each cable has an unstretched length of 3.0 m.
The horizontal distance between P and Q is 3.6 m.

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(a) The worker moves to a position where the tension in the left-hand cable P is 1150 N.

Calculate d for this position.

d = _______________ m
(3)

Figure 2 shows how the extension of P varies with d as the worker walks slowly along the
platform from A to B.

Figure 2

The worker moves to a position X where the strain in P is 6.0 × 10−5.

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(b) Determine d for position X.

d = _______________ m
(2)

Calculate the tensile stress in P when the worker is at X.

tensile stress = _______________ N m−2

(1)

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(d) The original cables P and Q are replaced.

The table below shows how the properties of the original cables compare with the
replacement cables.

Young modulus of
Unstretched length Radius
cable material

Original cables L r E

Replacement cables L 2E

After the cables have been replaced, the worker walks slowly from A to B.

Draw on Figure 3 a line to show the variation of the extension of the replacement left-hand
cable with d.
The original line from Figure 2 is shown on Figure 3 as a dashed line to help you.

Figure 3

(3)
(Total 9 marks)

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Figure 1 shows apparatus used to measure the force exerted by an athlete during a single-leg
58. jump.

Figure 1

In Figure 1, the athlete is strapped into a chair and held at rest halfway along a rail. The chair is
then released to slide down the rail. The athlete keeps her right leg extended until her right foot
makes contact with a force platform.
Friction between the rail and the chair is negligible.

initial distance between right foot and platform = 0.30 m

angle between rail and floor = 30°
angle between platform and floor = 60°

(a) Show that the athlete and chair accelerate towards the platform at approximately 5 m s−2.

(1)

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(b) Calculate the speed of the athlete when her right foot makes initial contact with the
platform.

speed = _______________ m s−1

(2)

After her right foot makes contact with the platform, she uses her right leg to stop moving and
then push herself back up the rail. She slides down the rail again, lands on the platform with both
feet and comes to rest.

Figure 2 shows the variation of force F on the platform with time t during the full motion.

Figure 2

The sequence below describes what happens at the five instances A, B, C, D and E shown in
Figure 2.

A: athlete and chair are released at t = 0.00 s

B: right foot of athlete contacts the platform with leg fully extended
C: right foot loses contact with the platform
D: athlete lands on the platform with both feet
E: athlete and chair come to rest

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impulse = _______________ N s
(2)

(d) Determine the distance travelled by the athlete between C and D.

distance travelled = _______________ m

(3)

(e) Determine, using Figure 2, the combined mass of the athlete and chair.

mass = _______________ kg
(2)
(Total 10 marks)

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The figure below shows a motorcycle and rider. The motorcycle is in contact with the road at A
59. and B.

The motorcycle has a weight of 1100 N and the rider’s weight is 780 N.

(a) State the Principle of Moments.

___________________________________________________________________

___________________________________________________________________
(2)

(b) Calculate the moment of the rider’s weight about B. Give an appropriate unit.

answer = ______________________
(2)

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(c) By taking the moments about B, calculate the vertical force that the road exerts on the front
tyre at A. State your answer to an appropriate number of significant figures.

answer = ______________________ N
(4)

(d) Calculate the vertical force that the road exerts on the rear tyre at B.

answer = ______________________ N
(1)

(e) The maximum power of the motorcycle is 7.5 kW and it has a maximum speed of
26 m s–1, when travelling on a level road.

Calculate the total horizontal resistive force for this speed.

answer = ______________________ N
(2)
(Total 11 marks)

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P and R are uniform spheres of mass 3 kg and 4 kg respectively.
60. P and R are joined by a rod of negligible mass.
The distance between their centres is L.
The centre of mass of this system is at Q.

Which diagram shows the position of the centre of mass?

A B

C D

(Total 1 mark)

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Mark schemes
A
1.
[1]

A
2.
[1]

C
3.
[1]

D
4.
[1]

C
5.
[1]

A
6.
[1]

B
7.
[1]

C
8.
[1]

(a) Conversion of 110 km h–1 to 31 m s–1 ✔

9.
= ½ × 1.5 × 103 × their conversion2 with a consistent answer ✔

(= 7(.2) × 105)
Allow ecf for incorrect or failure to carry out speed conversion
Expect answer to be calculated correctly and to 2+ sf.
Accept 700 kJ as 2 sf
2

(b) Component of velocity = 31 × cos (20)

evidence of using momentum = mass × velocity (eg 1.5 × 103 × a velocity) ✔

= 4.4 × 104 ✔

For unit only accept kg m s–1 OR N s ✔

Allow ecf for speed from part (a)
Accept 4.65 × 104 kg m s–1 for max 2
Use of 30.6 m s–1 gives 43 kN s
3

GEMS Metropole School Page 90 of 133

Speed (parallel to barrier) after (= 31 × cos 20) = 28.7 m s–1 ✔

KE after( = ½ × 1.5 × 103 × 28.72 ) = 618 kJ ✔

Change = 700 – 618 ✔ (= 82 kJ)

Speed (perpendicular to barrier) after = 31 × sin 20 (= 10.5 m s–1) ✔

Loss of KE (= ½ × 1.5 × 103 × 10.52) = 82 kJ ✔

Justification that total KE = KE due to speed parallel to barrier + KE due to speed

perpendicular to barrier ✔
Allow ecf for speed from part (a)
Use of KE = p2/2m can gain full credit.
Allow ecf for momentum in part (b)
Final answer depends on extent to which candidate has rounded in
earlier parts. Allow correctly evaluated solutions for full credit.
In this question, do not insist on final answer to 2+ sf.
If there is a suggestion that KE is a vector or can be resolved, do
not award MP3.
3

(d) Evidence of work done = force × distance

Eg Force = 82 000 / 1.5 OR their value for part (c) ÷ part (a) ✔
Allow 80 kJ for energy

= 5.5 × 104 N✔

This is less than braking force – so yes. ✔

OR energy approach
• work done by barrier = 60 kN × 1.5 m ✔
• 90 kJ ✔
• which is > Ek of vehicle, so yes ✔

OR impulse argument
• evaluate time taken to stop, 0.26 s ✔
• impulse value leading to distance or force ✔
• conclusion consistent with correct method of calculation ✔

GEMS Metropole School Page 91 of 133

OR use of F = ma and suvat :
• F = ma leading to a = (-)40 m s–2 ✔
• suvat leads to 1.37 m ✔
• which is < 1.5 m, so yes ✔
General scheme for alternatives and reverse arguments is:
• first step calculation
• subsequent calculation(s) leading to comparative value.
Allow ecf for error in first step.
• conclusion consistent with correct method of calculation
Alternative suvat method:
• uses suvat to get a = 36.5 m s–2
• uses F = ma
• which is <60 kN, so yes
3

(e) (Steel barrier is better because)

Increase time of contact as material deforms ✔

Reference to impulse (= change in momentum = Ft) implies smaller force (on

dummy) ✔

Increasing stopping distance as material deforms ✔

Reference to work done (= Fs) implies smaller force (on dummy) ✔

Allow correct discussion leading to concrete barrier is worse.
Alternative second mark for either alternative can be awarded for
correct reference to F = ma
2
[13]

B
10.
[1]

D
11.
[1]

D
12.
[1]

C
13.
[1]

D
14.
[1]

D
15.
[1]

C
16.
[1]

C
17.
[1]

GEMS Metropole School Page 92 of 133

D
18.
[1]

B
19.
800 N
[1]

D
20.
[1]

A
21.
[1]

B
22.
[1]

A
23.
19
[1]

(a) (component of total weight parallel to slope =) 640 sin θ ✔

24.
Allow mg sin θ or 65g sin θ or 638 sin θ
or 637.7 sin θ or 637.65 sin θ
Condone labelling this component as W in statements such as
W = 640 sin θ
Do not accept
W sin θ unless W is defined as mg
1

GEMS Metropole School Page 93 of 133

(b) use of P = Fv ✔
Ecf from part (a) for MP1 and MP2
Use of P = Fv by substitution and rearrangement to make F the
subject.
Expect to see (F =) 190(.184) (N)
Accept a correctly rounded answer to 2 or more significant figure.

(θ =) 17(.4) (°) ✔
(Calculator displays: 17.35298907 for mg sin θ and 65g sin θ and
637.65 sin θ)
As an alternative to 17.35298907 may see Calculator display or
answer of:
• 17.34316751 for 638 sin θ = 17(.3)
• 17.3515853 for 637.7 sin θ = 17(.4)
• 17.28726034 for 640 sin θ = 17(.3)
Common ecf:
(65gcosθ = 190) = 72.6 (°) or 73(°) scores MP1 and MP2
(65 tanθ = 190) = 71.1 (°) or 71(°) scores MP1 and MP2
Use of W = Fs cosθ is only acceptable as an ecf where F = 65g
and component of weight is given as 65gcosθ (or equivalent) in part
(a)
Alternative MP1:
height gain per second = 0.486 m and distance along the slope per
second = 1.63 m
OR

Use of sin θ =

GEMS Metropole School Page 94 of 133

Same gain in (gravitational) potential energy (in climbing hill) / same amount of
work done (in climbing hill) / gains same height (in climbing hill) ✔

Gains less (gravitational) potential energy every second ✔

OR (component of weight doing work against)

Less (useful) power output ✔

Effective θ has decreased / mg sin θ has decreased / component of the weight parallel to
the slope has decreased ✔
General marking principle:
MP1 less (useful) power output
MP2 basic point
MP3 explains consequences of basic point in terms of power (MP3
is an extension of MP2, quoting

without linking to an appropriate explanation is

insufficient).

Smaller force does less work per second ✔

OR (component of vertical velocity)

Less (useful) power output ✔

The vertical component of the velocity has decreased / height gained per
second decreases ✔
Loses MP1: where conflicting statements made about (useful)
power output / states more power output / total power output is
same.
Loses MP3 for conflicting statements made in support of
explanation.
Accept θ as the effective angle to the slope.

(P =) mg v sin θ has decreased / has decreased / less work done

(against the weight) per second / Less gain in (gravitational) potential energy
per second ✔

OR (distance travelled)

Less (useful) power output ✔

Less force is exerted over greater distance (for same change in height) ✔
Smaller force does less work per second ✔
Treat 'inputs more energy' or 'does more work' as neutral.
Condone P = E/t has decreased as MP3
3

GEMS Metropole School Page 95 of 133

(d) Draws tangent which touches curve between 9 and 11 s ✔
Must see an attempt to draw a tangent to curve to score any marks.

Determine gradient of a tangent drawn at 5s / Determines gradient

of tangent drawn at 10s ✔

Read-offs must be within square of accuracy

Condone one read-off error.

For tangent at t = 5s, expect to see an answer of 0.61 to 0.71
(m s−2). MAX 2 marks for this.

(acceleration =) 0.21 (m s−2) ✔

Accept answers in range 0.15 to 0.27 (m s−2)
Accept 2 or 3 significant figures only.

MAX 1 mark
Condone a correctly determined gradient for a tangent to the curve
at any other point between 5 and 11 seconds.
3

(e) Air resistance increases (with speed) / resistive forces increase (with speed) / Energy is
transferred from the cyclist (due to work done) by resistive forces ✔
Condone 'frictional forces increase with speed' Treat kinetic energy
is transferred from the cyclist as neutral.

MAX 3 from:

Initially, any of the gravitational potential energy that is transferred is transferred to kinetic
energy of cyclist ✔

As speed increases, less of the gravitational potential energy transferred per second is
transferred to kinetic energy of cyclist ✔

As speed increases, energy transferred per second to the air increases / as the speed
increases, the energy transferred per second from the cyclist increases ✔

At top speed, the gravitational potential energy that is transferred (per second) is
transferred to the air / the gravitational potential energy (transferred per second) is being
transferred (from the cyclist) due to work done by resistive forces ✔
The answer must be written in terms of energy transfers
4
[13]

GEMS Metropole School Page 96 of 133

(a) (i) 1.05 (1.1) N m (up for J)
25.
B1
1

(ii) 0.70 N m (condone 1 sf)

B1
1

(iii) weight of bar = 1.59 N (1.8 if (a) (i) = 1.1)

B1
1

(b) (i) 3.4 N (3.2 N if weight = 1.8 N) {ecf 5 – (a) (iii)}

B1
1

(ii) upwards (not clockwise)

(allow ecf for answer consistent with weight
i.e. down if (weight +2)>7)

B1
1
[5]

(a) (i) equation showing momentum before = momentum after (1)

26. correct use of sign (1)

(ii) no external forces (on any system of colliding bodies) (1)

(b) (i) (by conservation of momentum m1υ1 + m2υ2 = 0)

0.25 × 2.2 = (–)0.50υ2 (1)

υ2 = (–)1.1(0)ms–1 (1)

(ii) = total k.e. = × 0.25 × 2.22 + × 0.5 × 1.12 (1)

= 0.91J (1)
4

(c) (i) mass of air per second = ρAυ (1)

correct justification, incl ref to time (1)

(ii) momentum per second (= Mυ = υ2 Aρ) = υ2 Aρ (1)

(iii) force = rate of change of momentum (hence given result) (1)

upward force on helicopter equals (from Newton third law)
downward force on air (1)
5

GEMS Metropole School Page 97 of 133

(d) υ2 Aρ = (for 50% support) (1)

υ2 × 180×1.3 = (1)

gives υ = 7.2ms–1 (1) (or 7.3, g taken as 10)

if not 50% of weight, max 1 / 3 provided all correct otherwise (gives 10.2)
3
[15]

27. (a) (i) Ep = mgΔh (1)

= 5.8 × 10-2 × 9.8(1) × 1.5 = 0.85 J ✓

(ii) 0.85 J (1)

(allow C.E. for value of Ep from (i))

(iii) (use of Ek = ½mv2 gives) 0.85 = 0.5 × 5.8 × 10-2 × v2 (1)

(allow C.E. for answer from (ii))
(v = 29.3) v = 5.4 m s-1 (1)
2

(iv) (use of p = mv gives) p = 5.8 × 10-2 × 5.4 (1)

(allow C.E. for value of v from (iii))
= 0.31 N s (1)
7

(b)

(allow C.E. for value of p from (iv))

= 31 N (1)

[or a = = 540 (m s-2) (1)

F = 5.8 × 10-2 × 540 = 31 N (1)]

(c) egg effectively stopped in a longer distance (1)

hence greater time and therefore less force on egg (1)
[or takes longer to stop

hence force is smaller as

[or acceleration reduced as it takes longer to stop

thus force will be smaller]

[or some energy is absorbed by container

less absorbed by egg]
2
[11]

GEMS Metropole School Page 98 of 133

(a) conservation of momentum equation or statement quoted or used even with incorrect data
28. C1

1.4 × 107 × 1.7 × 10–27 = 401.7 × 10–27 × v

5.9(3) × 104 m s–1

A1
(3)

(b) neutron will rebound / have velocity / momentum to the left

momentum transferred to the uranium will be greater

velocity of uranium will be greater

(no loss of kinetic energy argument gets the final mark only)
B1
(3)

(c) KE = ½mv2 seen or used

0.5 × 1.7 × 10–27 × (1.4 × 107)2

1.7 × 10–13 J (1.67 – 10–13 J)

A1
(3)
[9]

29. (a) tensile stress: force/tension per unit cross-sectional area or

with F and A defined (1)

tensile strain: extension per unit length or with e and l defined (1)

the Young modulus: (1)

(b) (i)

(ii) = 2 (1)

F = 2FB (1)

FS + FB = 15 N (1) gives FS = 10 N

[or any alternative method]

(iii) e= = (1)

= 5.36 ×10–5m (1)

6
[9]
GEMS Metropole School Page 99 of 133
(a) the point (in a body) (1)
30.
where the weight (or gravity) of the object appears to act

[or resultant torque zero] (1)

(b) (i) P × 0.90 = 160 × 0.50 (1)

P = 89 N (88.9 N)

(ii) Q = (160 − 89) = 71 N (1)

(allow C.E. for value of P from (i))
3

(c) (minimum) force × 0.10 = 160 × 0.40 (1)

force = 640 N (1)

(d) force is less (1)

because distance to pivot is larger (1)

smaller force gives large enough moment (1)

3
[10]

(a) The candidate’s writing should be legible and the spelling,

31. punctuation and grammar should be sufficiently accurate for the
meaning to be clear.

The candidate’s answer will be assessed holistically. The answer will be

assigned to one of three levels according to the following criteria.

High Level (Good to excellent): 5 or 6 marks

The information conveyed by the answer is clearly organised, logical and

coherent, using appropriate specialist vocabulary correctly. The form and
style of writing is appropriate to answer the question.

The candidate states that momentum is conserved, supported by reasoning

to explain why the conditions required for momentum conservation are
satisfied in this case.

The candidate also gives a statement that total energy is conserved, giving
detailed consideration of the energy conversions which take place,
described in the correct sequence, when there is an explosion on a body
that is already moving.

GEMS Metropole School Page 100 of 133

Intermediate Level (Modest to adequate): 3 or 4 marks

The information conveyed by the answer may be less well organised and
not fully coherent. There is less use of specialist vocabulary, or specialist
vocabulary may be used incorrectly. The form and style of writing is less
appropriate.

The candidate states that momentum is conserved, but the reasoning is

much more limited.

and/or

There is a statement that (total) energy is conserved, with basic

understanding that some energy is released by the explosion.

Low Level (Poor to limited): 1 or 2 marks

The information conveyed by the answer is poorly organised and may not
be relevant or coherent. There is little correct use of specialist vocabulary.
The form and style of writing may be only partly appropriate.

The candidate indicates that either momentum or energy is conserved, or

that both are conserved. There are very limited attempts to explain either
of them.

The explanation expected in a competent answer should include a

coherent selection of the following points concerning the physical
principles involved and their consequences in this case.

Momentum

• momentum is conserved because there are no external forces

acting on the overall system (probe plus capsule) – or because it’s
free space

• they are moving in free space and are therefore so far from large
masses that gravitational forces are negligible

• during the explosion, there are equal and opposite forces acting
between the probe and the capsule

• these are internal forces that act within the overall system

• because momentum has to be conserved, and it is a vector, the

capsule must move along the original line of movement after the
explosion

GEMS Metropole School Page 101 of 133

Energy

• total energy is always conserved in any physical process because

energy can be neither created nor destroyed

• however, energy may be converted from one form to another

• the probe is already moving and has kinetic energy

• in the explosion, some chemical energy is converted into kinetic

energy (and some energy is lost in heating the surroundings)

• the system of probe and capsule has more kinetic energy than the
probe had originally, because some kinetic energy is released by
the explosion
max 6

(b) (i) conservation of momentum gives (500 × 160)

= 150 v + (350 × 240) (1)
from which v = (−)26(.7) (m s−1) (1)

direction: opposite horizontal direction to larger fragment

[or to the left, or backwards] (1)
3

(ii) initial Ek = ½ × 500 × 1602 (1) (= 6.40 × 106 J)

final Ek = (½ × 350 × 2402) + (½ × 150 × 26.72) (1) (= 1.01 × 107 J)

energy released by explosion = final Ek − initial Ek (1)

= 3.7 × 106 (J) (1)

4
[13]

(a) attempt to use power = mgh/t or P = Fv and v = s/t

32.
C1

7546/7550/7600

W (allow J s–1 and condone N ms–1)

B1
3

GEMS Metropole School Page 102 of 133

(b) loss of GPE = 550 × 9.81 × 35 = 189 kJ

gain in KE = 0.5 × 550 × 222 = 133 kJ

resistance force = their difference/63 (890 N if correct)

answer to 2 sf (allow if answer is from working even

if incorrect)

B1
4

(c) air resistance varies/increases

frictional force varies/increases

further detail: air resistance increases with speed/v

or normal reaction force varies with angle of the slope

B1
3

(d) use of F = mv2/r

arrives at r = 12 m (ignoring the weight)

16.4 m

A1
3
[13]

(a) (i) (one) force × distance between the forces

33.
(one) force × perpendicular distance between
the lines of action or (one) force × perpendicular
distance between the (two) forces
2

(ii) (810 × 7.3 =) 5900 (5913) (or alternative correct method)

Nm
2

GEMS Metropole School Page 103 of 133

(b) P = Fv = (2 ×) 810 × 0.91

(1620 × 0.91) = 1500 (1474 W)

any number to 2 sf
3

(c) to enable comparison between steam and horses

or mill owners/engineers etc needed to know which steam

engine would be suitable

or would easily be able to compare the cost/time saved

or good marketing ploy for steam engines

or easily understood (by industrialists or the public)

or other suitable valid reason

1
[8]

(a) (i) 180000 × 2.8

34.
= 500000 (504000 Nm) ecf from first line for incorrect power of 10
2

(ii) 7.4 × lift fan thrust

= 180000 × 2.8 (504000 Nm) ecf from part ai

F = 68000 or 68 k (N) (68108 N) ecf

(iii) 180k − 68.1k = (111.9 =) 112 k (N) ecf from part aii

or by taking moments
1

(b) (i) (m = W/g) = 180 000/9.81 (= 18349 kg)

a = F/m = 155 000/18349 = 8.4 (8.4475 ms−2)

ecf for use of 180 in 1st mark

use of weight rather than mass gets zero

(ii) cross-sectional or surface area / shape / streamlining / aerodynamics /

nature of surface / drag coefficient

correctly linked to its effect on air resistance/drag

or maximum thrust/force power of engine

counterforce increases with speed

or when drag equals thrust (forces are balanced)

GEMS Metropole School Page 104 of 133

line starting at zero and curving with decreasing gradient

reaching a constant velocity

(c) steepest/maximum gradient

1
[13]

35. (a)
Correct answer with no working gets 2 out of three.

OR substitution in above equation OR

= 6.9767 – 5.0 = 2.0 (1.98 m s−1)
Full credit for use of gsin25 = acceleration down slope. This yields
answer 3.22 m s−1
Allow 1sf answer (2).
3

(b) (i) (F = 75 × 9.81 ×) sin25 (o )

= 310 ( 311, 310.94) (N)
use of g = 10 not penalised here
‘sin25’ on its own
Use of g = 10 yields 317
Allow cos65
2

(ii) W = Fs
= 311 × 2.0 = 620 (622 J) ecf (2bi) × 2.0
1

GEMS Metropole School Page 105 of 133

(c) Idea that GPE is ultimately transferred to: internal (energy) / 'heat'/ 'thermal' (energy in the
surroundings)
Allow transfer of GPE to KE and then to ‘thermal’ etc
Do not allow reference to ‘sound’ on its own

Correct reference to a named resistive force: friction / drag / air resistance

Don’t accept implication that a resistive force is a form of energy

All GPE becomes 'heat', etc OR no (overall) increase in KE OR reference to work

done against or by a resistive force
Do not allow references to loss of body heat.
Allow: ‘(GPE) not converted to KE’
3
[9]

(a) no external forces (act on the system of particles)

36.
[or forces between particles are internal forces] ✔
Allow “in a closed system”.
1

(b) (i) N V = (–) m v [or N V + m v = 0] ✔

(gives) V = (–) ✔
For 2nd mark, V must be the subject of the eqn.
2

(ii) ½ NV2 + ½ mv2 = E ✔

substitution for V gives + Ea = E ✔

from which + Ea = E and =E✔

rearrangement gives ✔

The 4 marks are for

• conservation of energy
• substitution for V
• separation of E and E α, with v eliminated
• rearrangement to give final result
Allow ECF for incorrect V expression from (b)(i): for 1st and 2nd
marks only (ie max 2).
4

(c) (i) nucleon number = 216

GEMS Metropole School Page 106 of 133

(ii) Eα = × 1.02 × 10–12 or = 1.00 × 10–12 (J) ✔

momentum of α = ✔

[or ½ × 4 × 1.66 × 10–27 × v2 = 1.00 × 10–12

gives momentum of α = 4 × 1.66 × 10–27 ×

∴ momentum of α = ✔
= 1.2 (1.15) × ✔
10–19
N s or kg m s–1 ✔
Allow ECF for wrong value of A from (c)(i).
Alternative solution for first three marks: energy of nucleus =
0.0185 × 10–12 (J) ✔
momentum of nucleus = ✔
= 1.2 (1.15) × 10–19 ✔
Unit mark is independent.
4

(d) an (anti)neutrino is emitted

two particles are emitted by unstable nucleus in β– decay

[or calculation must account for momentum of (anti)neutrino] ✔

[or momentum is shared between three particles] ✔

1
[13]

37. (a) use of V = πr3 to give V = π(2.5 × 10−2)3 ✔ = 6.5 × 10−5 m3

use of ρ = to give m = ρ V = 8030 × 6.5 × 10−5 ✔ = 0.53 kg

use of W = mg to give W = 0.53 × 9.81 = 5.2 (N) ✔

the first mark is for making some attempt to calculate the volume;
ignore power of ten errors.
the second mark is for the correct substitution or for the calculation
of mass
the third mark is for going on to calculate the weight
allow ce for incorrect volume or mass but 2 errors = 0/3
no sf penalty but g = 10 N kg−1 loses mark
3

GEMS Metropole School Page 107 of 133

(b) distance of line of action of weight to pivot = (0.120 + 0.025) = 0.145 m ✔
moment = force × distance = 5.2 × 0.145 = 0.75 ✔
unit Nm ✔
the first mark is for identifying that the weight of the ball will act
through its centre; use of 0.12 m loses this mark
the second is for correctly calculating the moment; allow ce for
wrong distance; condone force = 5 N (which leads to 0.725)
allow suitable unit consistent with calculation, eg N cm
reject ‘nm’ or ‘NM’ etc
3

(c) taking moments about the pivot

clockwise moment from spring = anticlockwise moment from ball
F × 0.080 = 0.75 ✔
F = 9.4 N ✔
use of F = kx to give x = = 0.094 m ✔

allow ce from (b)

the first mark is for the use of the moment equation
the second mark is for calculating the force on the spring; condone
9.35 and 9.3
the third mark is for calculating the extension; allow calculation in
cm
allow ce from the second mark ie use of wrong force; condone 1 sf
0.09 m if (1 sf) 5 N used in (b)
3

(d) the line / pen (initially) moves up; ignore subsequent motion ✔
(the downwards acceleration of the ball is much less than that of the
frame and) the ball does not move (very far in the time taken for the
frame to move down) ✔
the first mark is for stating the correct direction of the line / pen;
allow ‘diagonally up’, ‘up then down’ but reject ‘up and down’
the second mark is for an explanation which shows some
understanding of the relative displacement of the ball and frame;
this mark is consequential on the first being correct; condone ‘ball
has inertia’
2
[11]

(a) (i) region A: uniform acceleration

38.
(or (free-fall) acceleration = g (= 9.8(i) m s–2))

force acting on parachutist is entirely his weight

(or other forces are very small) (1)

(ii) region B: speed is still increasing

acceleration is decreasing (2) (any two)

because frictional (drag) forces become significant (at higher speeds)

GEMS Metropole School Page 108 of 133

(iii) region C: uniform speed (50 m s–1)

because resultant force on parachutist is zero (2) (any two)

weight balanced exactly by resistive force upwards

The Quality of Written Communication marks were awarded primarily for the
quality of answers to this part
(6)

(b) deceleration is gradient of the graph (at t = 13s) (1)

(e.g. 20/1 or 40/2) = 20 m s–2 (1)

(2)

(c) distance = area under graph (1)

suitable method used to determine area (e.g. counting squares) (1)
with a suitable scaling factor (e.g. area of each square = 5 m2) (1)
distance = 335 m (±15 m) (1)
(4)

(d) (i) speed = √(5.02 + 3.02) = 5.8 m s–1 (1)

(ii) tan θ = gives θ = 31° (1)

(2)
[14]

GEMS Metropole School Page 109 of 133

AO3a : planning:
39. measurements:
(to determine the transit time of the falling cake-case)
use a stopwatch (not from rest) (1)
(to determine (vertical) distance fallen)
use a (metre) ruler or tape measure (not from rest) (1)
(to determine mass (weight) of cake-case)
measure with balance (not scales) (1)
(to determine the cross-sectional area of the cake-case)
measure the (mean) diameter / radius using (300 mm) ruler (1) any three (1) (1) (1)

strategy:
find v using correct physics e.g. (1)

(no credit for measuring vertical distance in a certain time)

find A from (1)

D is same as weight (mg) (when falling at terminal velocity) (1)

repeat either using different weights (e.g.stacked cases) or
paper cases of different diameters (cross-sectional areas) (1)
shape factor found by graphical method: expect explanation,
suitable graph e.g. D against ρAv2; determine gradient (1) any four (1) (1) (1) (1)

control:
any sensible e.g. avoid draughts (1)

difficulties:
(difficulty + how overcome = 2)
any two of the following

reduce uncertainty in timing

by making cases fall through large distance (e.g. ≥ 2 m) and / or

by repeating readings and averaging

by avoiding parallax error (viewing at eye level)

reduce uncertainty in diameter / radius

by measuring across several diameters and averaging

reduce uncertainty in vertical distance

by ensuring ruler is vertical: expect description of how this is done (1) (1) (1) (1)
[8]

(a) product of the force and the perpendicular distance (1)

40. reference to a point/pivot (1)
2

(b) (i) since W is at a greater distance from A (1)

then W must be less than P if moments are to be equal (1)

(ii) P must increase (1)

since moment of girl’s weight increases as she moves from A to B (1)
correct statement about how P changes
(e.g. P minimum at A, maximum at B, or P increases in a
linear fashion) (1)
max 4
[6]
GEMS Metropole School Page 110 of 133
(a) (i) the lines are not straight (owtte) (1)
41.
(ii) there is no permanent extension (1)
(or the overall/final extension is zero or the unloading curve
returns to zero extension)

(iii) (area represents) work done (on or energy transfer to the

rubber cord) or energy (stored) (1) not heat/thermal energy
3

(b) the mark scheme for this part of the question includes an overall
assessment for the Quality of Written Communication

QWC descriptor mark

range

good- The candidate provides a comprehensive and coherent 5-6

excellent description which includes nearly all the necessary
procedures and measurements in a logical order. The
descriptions should show awareness of how to apply a
variable force. They should know that measurements are to
be made as the force is increased then as it is decreased. In
addition, they should know how to calculate/measure the
extension of the cord. At least five different masses/’large
number’ of masses are used. Minimum 7 masses to
reach 6 marks. The diagram should be detailed.

modest- The description should include most of the necessary 3-4

adequate procedures including how to apply a variable force and
should include the necessary measurements. They may not
have described the procedures in a logical order. They may
not appreciate that measurements are also to be made as
the cord is unloaded. They should know that the extension
of the cord must be found and name a suitable measuring
instrument (or seen in diagram – label need not be
seen)/how to calculate. The diagram may lack some detail.

poor- The candidate knows that the extension or cord length is to 1-2
limited be measured for different forces – may be apparent from
the diagram. They may not appreciate that measurements
are also to be made as the cord is unloaded.
They may not state how to calculate the extension of the
cord. The diagram may not have been drawn.

incorrect,
inappropriate No answer at all or answer refers to unrelated, incorrect or
0
or no inappropriate physics.
response

GEMS Metropole School Page 111 of 133

The explanation expected in a competent answer should include
a coherent selection of the following physics ideas.

diagram showing rubber cord fixed at one end supporting a weight

at the other end or pulled by a force (1)

means of applying variable force drawn or described (eg use of standard

masses or a newtonmeter) (1)

means of measuring cord drawn or described (1)

procedure

measured force applied ( or known weights used) (1)

cord extension measured or calculated (1)

repeat for increasing then decreasing length (or force/weight) (1)

extension calculated from cord length – initial length (1)

[9]

(a) tensile stress is the force exerted per/over cross sectional area ✔
42.
can use equation but must define terms
1
tensile strain is the extension per/over original length ✔
NOT compared to
1

(b) material is brittle ✔

2nd mark dependent on first
1
shown on graph by little or no of plastic behaviour OR by linear
behaviour/straight line to breaking stress ✔
OR
material has high Young modulus OR material is stiff ✔
shown on graph by large gradient/steep line (compared to other materials) ✔
1

(c) area = π × (1.5 × 10−4)2/4 = 1.77 × 10−8 ✔

1
tensile force = 1.77 × 10−8 ✔
1
= 23 (N) ✔
1
if use diameter as radius −1
if use incorrect formula (d2 2πr etc. −2)
range 22.5 – 24
power of ten error −1
if calculated area incorrectly get following answers
diameter as radius = 92 (2 marks)
d2 = 7.3 (1 mark)
2πr = 610 000 (1 mark)
if use d for area then zero

GEMS Metropole School Page 112 of 133

(d) The mark scheme gives some guidance as to what statements
are expected to be seen in a 1 or 2 mark (L1), 3 or 4 mark (L2)
and 5 or 6 mark (L3) answer. Guidance provided in section 3.10
of the ‘Mark Scheme Instructions’ document should be used to
assist marking this question.

Level 3
Correct materials selected for each application (B/C for lift and D for
bungee). One reason for choices given for each application and
explanation why at least one other material would be rejected for
each application.
6
Correct materials selected for each application (B/C for lift and D for
bungee). One reason for choices given for each application and
explanation why at least one other material would be rejected for
one application.
5
The student presents relevant information coherently, employing
structure, style and sp&g to render meaning clear. The text is
legible.

Level 2
Correct material selected for one application (B/C for lift and D for
bungee). One reason for choice given for one application and
explanation why at least one other material would be rejected for
one application.
4
Correct material selected for one application (B/C for lift and D for
bungee). One reason for choices given application.
OR
Correct materials selected for each application (B/C for lift and D for
bungee). One reason for choices given for each application
3
The student presents relevant information and in a way which
assists the communication of meaning. The text is legible. Sp&g are
sufficiently accurate not to obscure meaning.

Level 1
No correct material selected but at least two properties necessary for an application
given.
2
No correct material selected but at least one property necessary for an application
given.
1
The student presents some relevant information in a simple form.
The text is usually legible. Sp&g allow meaning to be derived
although errors are sometimes obstructive.

Level 0
No correct material selected and no properties necessary for an application given
The student’s presentation, spelling and grammar seriously obstruct
understanding.
0

GEMS Metropole School Page 113 of 133

The following statements may be present for cable supporting a lift
material B/C is used for the lift because it has a high breaking
stress and a high Young modulus
material A not chosen because lower breaking stress
material A not chosen because fails without warning
material C not chosen because has a lower breaking stress
material D not chosen as larger increase in strain for a given
increase in stress
material D not chosen as low breaking stress.
material D a given stress produces a large strain meaning large
extension

The following statements may be present for rope or cable used for
bungee jump
material D chosen as due large strain for given stress
time taken to come to rest lengthens
material D is chosen because D can store a large amount of energy
before failure
not A ,B or C because high Young Modulus so sudden stop
resulting in large forces
not A as brittle and therefore limited strain and sudden failure
not C because requires a large strain before plastic behaviour
not C because if behaves plastically will not return to original length
[13]

(a) (i) diagram to show:

43. (long) wire fixed at one end (1)
mass / weight at other end (1)
measuring scale (1)
mark on wire, or means to measure extension (1)
max 3

[alternative for two vertical wires:

two wires fixed to rigid support (1)
mass / weight at end of one wire (1)
other wire kept taut (1)
spirit level and micrometer or sliding vernier scale (1)]

(ii) measurements:
length of the wire between clamp and mark (1)
diameter of the wire (1)
extension of the wire (1)
for a known mass (1)
max 3

(iii) length measured by metre rule (1)

diameter measured by micrometer (1)
at several positions and mean taken (1)
(known) mass added and extension measured
by noting movement of fixed mark against vernier scale
(or any suitable alternative) (1)
repeat readings for increasing (or decreasing) load (1)
max 5

GEMS Metropole School Page 114 of 133

(iv) graph of mass added / force against extension (1)

gradient gives (1)

correct use of data in where A is cross-sectional area (1)

[if no graph drawn, then mean of readings

and correct use of data to give 2max) (1)
max 2
(13)

The Quality of Written Communication marks are awarded for the quality of answers
to this question.

(b) (i) for steel (use of gives) e = (1)

e= (1)

= 5.0 × 10–3 m (1)

(ii) extension for brass would be 10 × 10-3(m) (or twice that of steel) (1)
end A is lower by 5 mm √ (allow C.E. from (i))
max 3
[16]

(a)
44.

Suitable scale on both axes (eg not going up in 3s) and > ½ space used

≥ points correct (within half a small square)

line is straight up to at least stress = 2.5 × 108 and curve

is smooth beyond straight section
3

GEMS Metropole School Page 115 of 133

(b) understanding that E = gradient (= Δy/Δx)
allow y/x if line passes through origin

= 1.05 × 1011 (Pa) (allow 0.90 to 1.1) ecf from their line in (a)
if answer outside this range and uses a y value ≥ 2

when values used from table;

• two marks can be scored only if candidates line passes

through them

• one mark only can be scored if these points are not on their line
2

(c) correct rearrangement of symbols or numbers ignoring incorrect

powers of ten, eg A =

correct substitution in any correct form of the equation,

eg =

allow incorrect powers of ten for this mark

= 1.6 × 10–4 (1.5789) (m2)

3
[8]

(a) extension of wire Q = 2.7 (mm) ✔

45.
ignore any precision given eg ± 0.1 mm
if > 2 sf condone if this rounds to 2.7
1

(b) mass = 5.8 (kg) ✔

allow ce for incorrect 0.1.1 (only look at 01.1 if answer here is
incorrect)
allow ± 0.1 kg
1

(c) 0.51 (mm) ✔

ignore any precision given eg ± 0.005 mm
1

GEMS Metropole School Page 116 of 133

(d) method 1:
✔

for 1✔ expect to see some substitution of numerical data

✔

correct use of diameter for 2✔; ignore power of ten error; expect
CSA = 2.0(4) × 10−7; allow ce from 01.3 (eg for d = 0.37 mm
CSA = 1.0(8) × 10−7 m2)
✔

penalise use of g = 10 N kg−1

✔

value of ∆l must correspond to Figure 2 value of m; answers to 01.1

and 01.2 are acceptable
expect l = 1.82 m but condone 182 etc; accept mixed units for l and
∆l
MAX 3

method 2:
evidence of from Figure 2 to calculate gradient 1✔

expect gradient between 0.45 to 0.48 mm kg−1

2✔ 3✔

missing g loses 3✔
substitution of l = 1.82 m 4✔
condone 182 etc 4✔
cross-sectional area from 5✔

correct use of diameter for 2✔; ignore power of ten error; expect
CSA = 2.0(4) × 10−7; allow ce from 01.3 (eg for d = 0.37 mm
CSA = 1.0(8) × 10−7 m2)
MAX 3

result in range 1.84 × 1011 to 1.91 × 1011 5✔

condone 1.9 × 1011
5✔ mark requires correct working and no power of ten errors: allow
ce for error(s) in 01.1, 01.2 and for false/incorrect CSA
(eg for d = 0.37 mm allow result in range 3.49 × 1011 to 3.63 × 1011,
3.5 × 1011 or 3.6 × 1011)
1

GEMS Metropole School Page 117 of 133

(e) (smaller diameter) produces larger extensions 1✔
reduces (percentage) uncertainty (in extension and in result for
Young Modulus) 2✔

(smaller diameter) increases (percentage) uncertainty in diameter

or cross sectional area is smaller or increases (percentage)
uncertainty in cross sectional area 3✔
increases (percentage) uncertainty (in result for Young Modulus) 4✔

(smaller diameter) increases likelihood of wire reaching limit of

proportionality or of wire snapping or reduces range of readings 5✔
increases (percentage) uncertainty (in result for Young Modulus) 6✔
outcome and correct consequence for 2 marks, ie 1✔ followed by
2✔, 3✔ followed by 4✔ etc
dna ‘error’ for ‘uncertainty’
no mark for consequence if outcome not sensible, eg ‘it gets longer
and reduces uncertainty’ earns no mark for ‘diameter smaller so
uncertainty greater’ award 1✔ (need to see further mention of
uncertainty to earn 2✔)
MAX 4
[11]

(a) Both tm values correct: 0.404, 0.429

46.
AND
Both tm2 values correct: 0.163, 0.184 ✔
Exact values required for the mark.
1

(b) Both plotted points to nearest mm ✔

Best line of fit to points ✔
The line should be a straight line with approximately an equal
number of points on either side of the line.
2

(c) Large triangle drawn (at least 8 cm × 8 cm) ✔

Correct values read from graph ✔
Gradient value in range 0.190 to 0.222 ✔
Allow 2 or 3 sf for gradient
3

(d) g = 9.71 (ms–2) or correct value from gradient value in (c) ✔.

(The answer must be in the range 9.0 to 10.5 (ms–2)).

Allow 2 or 3 sf.
Unit not required
1

GEMS Metropole School Page 118 of 133

(e)

OR correct computation using value from (d) ✔

If the candidate’s value is exactly 9.81, then a statement that there
is no (or zero) percentage difference is acceptable.
No sf penalty.
NB. Allow an answer from a calculation with either the candidate’s
value or the accepted value as the denominator in the equation.
1

(f) 0.001 s✔ (half the spread)

(Must have unit).
1

(g) g = 2s/tm2 ✔
= 2 × 0.300/0.2452 ✔
= 10.0 (or 10.00) ms−2 ✔
Unit required and 3 or 4sf for the last mark.
3

(h) % uncertainty in s = 0.33 and

% uncertainty in tm = 0.41 ✔
Allow ecf from part (f).

% uncertainty in g
= 0.33 + (2 × 0.41) = 1.15 ✔
Allow ecf at each stage of calculation.

Uncertainty in g
= 10.0 × 1.15/100 = 0.12 m s−2 or 0.1 m s−2 ✔

Allow ecf from part (g).

(allow 1 or 2 sf only)
(Must have unit for 3rd mark).
3

(i) (a) Use spherical objects of different mass and determine mass with balance ✔
Annotate the script with the appropriate letter at the point where the
mark has been achieved.

(b) Would need same diameter spherical objects for fair comparison (same air resistance
etc) ✔

(c) Time spherical object falling through same height and compare times
Alternative for (c):
i.e. repeat whole of experiment, plot extracted values of g against
mass. Horizontal line expected, concluding acceleration same for
different masses.
3
[18]

GEMS Metropole School Page 119 of 133

(a) place mirror behind ruler 1✔
47.
for 1✔ do not insist on contact between mirror and ruler
1

adjust position (of eye / head) until pin hides / lines up with its own
reflection / image 2✔
condone use of (non-hypotenuse) edge of set-square to define
horizontal plane 1✔
adjust position until horizontal edge of set square meets/is touching
pin or wtte 2✔
if no other mark given award 12✔ = 1 max for ‘read value at eye
level’ OR move (clamped) ruler closer to pin
give credit for any relevant annotation to Figure 1 or in additional
sketch
1

(b) valid strategy using apparatus in Figure 2:

y (as the dependent variable) measured (or wtte) for different

values of one independent variable (only L or m are acceptable) 1✔
for 1✔ must refer to variables only using the symbols and/or terms
given in (a);
accept ‘weight’ / mg as independent variable
condone mock table as intent / y = ‘extension’
1

identifies the correct control variable (besides w and t) 2✔

for 2✔ L = control variable if m = independent variable OR m =
control variable if L = independent variable;
if L is being varied and m = 250 g is stated, this can be taken as m
= control variable and therefore known;
take a similar approach if m is being varied but in this case L must
have a quoted value that is ≤ 30 cm;
for more than one independent variable, eg variation of both m and
L 12✖✖ but allow ECF for 4✔ as long as plot is valid, eg y against
mL3
1

suitable measuring instruments for L OR w OR t 3t 3✔

ANY ONE of the following (for more than one response mark as
LIST)
for L: use ruler;
for w: use (any type of vernier) callipers; accept micrometer (screw
gauge);
for t: use micrometer (screw gauge); accept digital / electronic
(vernier) callipers
1

GEMS Metropole School Page 120 of 133

analysis:

suggests valid plot 4✔

identifies correctly how E can be found from a valid plot 5✔

for 4✔ expect y [by itself or combined with another factor] on one
axis and their independent variable [by itself or combined with
another factor] on the other axis; do not insist on y as ordinate
1
for 5✔ E must be the subject; some examples include:

1
[7]

(a) (i) k = force/extension (1)

48.
(ii) N m-1 (1)
2

(b) (i) s = ut + ½ at2 or alt used (1)

t2 – 12/4.9 (1)

1.6 s (1)

(ii) weight × height change seen (1)

53200 J (1)

(iii) 76 – 12 = 64 m (1)
12

GEMS Metropole School Page 121 of 133

(iv) ½ kx2 = energy stored seen (1)

k = 2 × 53200 /(64)2 (1)

25.9 N (1)

(v) T = 2π√(k/m) seen (1)

subst (1)

1.2 s (1)

(c) (i) F = kx seen (1)

= 25.9 × 64 = 1660 N (1)

(ii) 1660/700 seen (1)

2.4 g (1)

(iii) stiffer cord (1)

less elongation so longer natural length (1)

6
[20]

(a) (i) weight of container (= mg = 22000 × 9.8(1)) = 2.16 × 105 (N) (1)
49.
tension (= ¼ mg) = (5.39) 5.4 × 104 (N) or divide a weight by 4 (1)

(ii) moment (= force × distance) = 22000 g × 32 (1) ecf weight in (a) (i)

= 6.9 or 7.0 × 106 (1) N m or correct base units (1) not J, nm, NM

(iii) the counterweight (1)

provides a (sufficiently large) anticlockwise moment (about Q)

or moment in opposite direction ( to that of the container to
prevent the crane toppling clockwise) (1)

or
left hand pillar pulls (down) (1)
and provides anticlockwise moment

or
the centre of mass of the crane(‘s frame and the counterweight)
is between the two pillars (1)

which prevents the crane toppling clockwise/to right (1)

(b) (i) (tensile) stress ecf (a) (i) (1)

= 1.4(2) × 108 (1) Pa (or N m–2) (1)

GEMS Metropole School Page 122 of 133

(ii) extension = (1)

= and (= 1.7 × 10–2 m) = 17 (mm) (1)

5
[12]

(a) Hooke’s law: the extension is proportional to the force applied (1)
50. up to the limit of proportionality or elastic limit
[or for small extensions] (1)
2

(b) (i) (use of E = gives) ΔLs = (1)

= 1.3 × 10–4 (m) (1) (1.33 × 10–4 (m))

ΔLb = = 4.7 × 10–4 (m) (1) (4.66 × 10–4 (m))

total extension = 6.0 × 10–4 m (1)

(ii) m = ρ × V (1)
ms = 7.9 × 103 × 2.4 × 10–6 × 0.8 = 15.2 × 10–3 (kg) (1)
mb = 8.5 × 103 × 2.4 × 10–6 × 1.4 = 28.6 × 10–3 (kg) (1)
(to give total mass of 44 or 43.8 × 10–3 kg)
7

(c) (use of m = ρAl gives) l = (1)

= 2.2 m (1) (2.16 m)

(use of mass = 43.8 × 10–3 kg gives 2.14 m)

2
[11]

51. (a) (i) t= (evidence for correct rearrangement or substitution) (1)

= (correct substitution leading to answer) (1)

(= 3.7 (3.696) (s))

(ii) = 41 (m s–1) (1) 2sf (1)

(iii) (1) = 36 (1) (m s–1)

GEMS Metropole School Page 123 of 133

(iv) (or correct scale drawing) (1)

= 54 (m s–1) (1)

ecf from (ii) (iii) [for scale drawing allow range 53 → 56]

tan θ = (1) or correct alternative

(angle from horizontal =) 42 (°) or correct alternative angle

and clear indication of direction (1)

[for scale drawing allow range 40 → 44 (1)

for scale drawing: quality of construction (1)]
4

(b) (i) (= mgh = 22 × 9.81 × 67) = 14000 (14460) (J) (1)

(ii) (G)PE → KE (1)

(KE to) internal/thermal/‘heat’ (energy) (1)

2
[13]

(a) extension divided by its original length

52.
do not allow symbols unless defined
1

(b) 1.9 × 108 (Pa)

(d) clear evidence of gradient calculation for straight section

eg 1.18 (1.2) × 108/1.0 × 10−3

= 120 GPa and stress used > 0.6 × 108 Pa allow range 116 − 120 GPa

Pa or Nm−2 or N/m2
3

(e) (i) clear attempt to calculate correct area (evidence on graph is sufficient)

(32 whole squares + 12 part/2 = 38 squares)

(38 × 10000 = ) 380000 (J m−3) allow range 375000 to 400000

(ii) V = m/ρ or 0.015/8960 or 1.674 × 10−6 (m3)

380 000 × 1.674 × 10−6 = 0.64 (0.6362 J) ecf from ei

GEMS Metropole School Page 124 of 133

(f) straight line passing through origin (small curvature to the right only above 160
MPa is acceptable) end at 176 MPa (allow 174 to 178)

straight section to the left of the line for copper (steeper gradient)
2
[12]

(a) (sum of ) clockwise moment(s) = (sum of ) anticlockwise moment(s)

53. sum of clockwise moment s = sum of anticlockwise moment s (about any given point)
(for a system in) equilibrium allow 'balanced'
third mark depends upon the first
Don’t allow references to ‘forces’ being balanced.
Don‘t allow ‘stationary’.
Allow ‘total’, etc instead of sum
Ignore definitions of moment
3

(b) (i) 35 × 110 (×10−3)

(= 3.85) = 3.9 ( or 3.8)
allow 4 or 3.90 but not 4.0

(3.9) Nm / allow (3850, 3900) Nmm don't allow nm, NM

unit must match answer
3

(ii) 3.85 = T × 25 (×10−3) ecf from (bi)

Correct answer with no working gets 2 out of three.

T = 3.85 / 25 (×10−3 ) = 0.150 (×103 ) ecf

Allow 156 (160) N from rounding error

= 150 (154 N)
3

(a) (i) (using sin 25° = VV/V

54. V = VV / sin 25° )
=5.0/sin25° ✔
11.8 (m s-1 ) ✔
(working and answer is required)
Look out for cos 65° = sin 25° in first mark.
Also calculating the horizontal component using cos 25° followed by
Pythagoras is a valid approach.
Working backwards is not acceptable.
2

GEMS Metropole School Page 125 of 133

(ii) (using tan 25° = VV /VH)
VH = VV /tan 25° ✔
= 5 / tan 25° =11(m s-1) ✔ (10.7m s-1)
Or (using cos 25° = VH / V )
VH = V cos 25° ✔ = 11.8 cos 25° = 11 (m s-1) ✔ (10.7 m s-1)
Or (using VH2 + VV2 = V2)
VH2 + 52 =11.82 ✔ (0r 122)
VH = 11 (m s-1) ✔ (10.7 m s-1)
Note 1/cos 65° = sin 25°
and tan 25° = 1/ tan 65°
Rounding means answers between 10.7 and 11 m s-1 are
acceptable
2

(b) (i) (using v2 = u2 + 2as with up being positive

0 = 5.02 + 2 × -9.81 × s)
s = 1.3 (m) ✔ (1.27 → 1.28 m)
or (loss of KE = gain of PE
½ m v2 = m g h
½ 5.02 =9.81 × h)
h = 1.3 (m) ✔ (1.27 → 1.28 m)

quoted to 2 sig figs ✔

for the sig fig mark the answer line takes priority. If a choice of sig
figs given and not in answer line – no sig fig mark
Sig fig mark stands alone provided some working is shown
2

(ii) (using s = (u + v)t/2) or horizontal distance = speed × time)

s = 11 × 1.3 = 14 (m) ✔ (using 10.7 gives the same answer)
allow CE s = (aii) × 1.3 but working must be seen
1

(c) (i) A marked at the point of landing or immediately before ✔

The A or its marked position must not be further to the left than the
‘c’ in the word ‘scale’
1

(ii) B marked at the maximum height of the path ✔

The B must lie vertically between the ‘r’ and ‘a’ in the word
‘resistance above figure 2.
1

GEMS Metropole School Page 126 of 133

(d) straight line from point given down to point tH on the axis ✔
straight line starting where first line stops (tH) but with opposite gradient to the first line ✔

(A measure of accuracy for the second mark) The second line must
end (tH) between the height of the vertical axis and half this height.
Obviously straight lines drawn by hand are acceptable.
2
[11]

55. (a) m = 16 g = 0.016 kg r = 0.008 m

Use of V = 4 / 3 π r3 to give V = 4 / 3 π (0.008)3

= 2.1 × 10 − 6 m3✓
The first mark is for calculating the volume
1

Use of density = m / V to give density = 0.016 / 2.1 × 10−6✓

The second mark is for substituting into the density equation using
the correct units
1

Density = 7.4 × 103 kg m−3 ✓

The final mark is for the answer.
1

(b) Use of v2 = u2 + 2as to give v2 = 2 (9.81) (1.27) ✓

(allow use of mgΔh = ½ mv2)

v2 = 25 (24.9)
The first mark is for using the equation
1

v = 5.0 (m s-1) ✓
The second for the final answer
1

(c) Use of v2 = u2 + 2as to give 0 = u2 + 2 (-9.81) (0.85) ✓

The first mark is for using the equation
1

u2 = 17 (16.7)

u = 4.1 m s-1 ✓
The second for the final answer
1

GEMS Metropole School Page 127 of 133

(d) Change in momentum = mv + mu = 0.016 × 5 + 0.016 × 4.1✓
The first mark is for using the equation
1

= 0.15 (0.146) kg m s-1 ✓

The second for the final answer
1

(e) Use of Force = change in momentum / time taken

= 0.15 / 40 × 10-3✓
The first mark is for using the equation
1

= 3.6 N ✓
The second for the final answer
1

(f) Impact time can be increased if the plinth material is not stiff✓
Alternative
A softer plinth would decrease the change in momentum of the ball
(or reduce the height of rebound) ✓
1

Increased impact time would reduce the force of the impact. ✓

Smaller change in momentum would reduce the force of impact ✓
1
[13]

(a) Conversion of 1230 km h-1 to m s-1

56.
Expect to see 342 m s-1 (341.7)
OR
Calculates time for 343 m s-1 run
Expect to see 4.69 s
OR
Calculates total time (using total distance, 3.22 km, and speed record)
Expect to see 9.42 s
OR
Calculates unknown speed ✔

Expect to see 340.3 m s-1

Answer that rounds to 4.73 (s) ✔

Do not accept 2sf for final answer.

(b) speed from graph: 450 m s-1 ✔

Accept 445 - 455 m s-1

Use of their speed and KE equation to give consistent answer ✔

Expect to see 6.6 × 108 (J)
2

GEMS Metropole School Page 128 of 133

• Use of graph to determine gradient

• Uses (their) speed and (their) gradient to give acceleration
• Use of F = m × (their a) to give resultant force
• Use of P = (their F)× (their speed)

Final answer between 16% and 17%✔

Expect to see 450 m s-1 for their speed

Evidence for gradient may be on figure

Allow ECF from (b)

• = 0.080(4)
• Expect to see 450 × 0.08 = 36(.2) m s -2
• Expect to see 2.35 × 10 5 N
• Expect to see 450 × 2.35 × 10 5 = 106 MW

Reject power that is calculated assuming a constant speed.

(d) Identifies distance decelerating

AND

max velocity = (470 ±5) m s-1 ✔

Uses suvat equation(s)

to get a = (-) 15 m s-2 which is less than 3g (so yes). ✔

allow 7000 m to 7600 m
allow answer consistent with their distance that rounds to 15 or 16
give full credit to calculations that show that an acceleration of 3g
would stop the car in a (much) shorter distance, with a statement
that this means that the actual acceleration must be (much) less
than 3g.
For MP2 allow calculation of
gradient × average speed to give
a = (-) 15 m s-2 which is less than 3g (so yes)
2
[10]

GEMS Metropole School Page 129 of 133

(a) attempted use of principle of moments:
57.
seen by one correct side of an attempted principle of moments equation.
examples of acceptable responses for MP1 1150 × 3.6 or 1400 ×
3.6 or 1800 × 1.8 + 750(3.6 – d) or 1800 × 1.8 + 750 × or 750 × d +
1800 × 1.8 ✔

full use of principle of moments ✔

Condone one error in distance or signs or force in an attempted use
of principle of moments (must have 3 forces multiplied by 3
distances)

(d =) 2.4 (m) ✔
For moments about B (or Q):
1150 × 3.6 = 1800 × 1.8 + 750(3.6 − d) /
1150 × 3.6 = 1800 × 1.8 + 750 x

Alternative

Finds component of tension in P due to worker's weight = 250 N /

Finds tension in P (due to weight of worker) by dividing weight of platform by 2
and subtracts from 1150 N

Finds component of tension in Q due to worker's weight = 500 N /

Finds tension in Q (due to weight of worker) by dividing weight of platform by 2 and
subtracts from 1400 N ✔

Recognises the ratio of weight distribution to worker position relative to cables

P and Q

250 N : 500 N = 3.6 − d : d ✔ (principle of moments)

x seen (with appropriate working) as 1.2 m or 2.4 m (even when not
answer line) gains MP1 and MP2
Moments about A (or P):
750 × d + 1800 × 1.8 = 1400 × 3.6
Alternative for MP1 and MP2:
Moments about worker’s centre of gravity:
1150 × d + 1800(1.8 − d) = 1400 (3.6 − d)
MP1 for one correct side of equation seen.
MP2 all correct terms seen (condone one error).

(d =) 2.4 (m) ✔
d = 1.2 m with supporting working gains MP1 and MP2 (need
principle of moments)
3

GEMS Metropole School Page 130 of 133

(b) Extension = 0.18 m or use of or reads off d correctly for their extension
(+/- half a square) (where working for extension seen) ✔
Use of is by rearrangement to make ΔL

the subject and 6 × 10-5 × 3 seen (condone use of L = 3.6 m here).

Condone POT error on extension

(d =) 1.8 m ✔
Some supporting use of graph for read-off seen
Allow range of 1.75 m to 1.85 m
2

(c) (σ =) 1.1(4) × 107 (N m−2) ✔ c.a.o

(d) Straight line with negative gradient that intercepts extension axis and has a d
range of 3.5 m to 3.7 m ✔
Penalise double and thick lines (limit on thickness of line: must be
less than half square thick)

Straight line passes through (0, 0.46) ✔

Within 1/2 square

Straight line passes through (3.6, 0.26) ✔

Within 1/2 square
Condone accuracy within a square max 1 for MP2 and MP3
3
[9]

(a) (a =) 9.81 sin30 = 4.9 (m s–2) seen ✔

58.
Allow g sin30
Accept cos60
1

(b) Substitutes into v2 = u2 + 2as eg v2 = 2 × 5 × 0.3

Uses = g 0.3 cos 60 ✔

1.7 (m s−1) ✔
Do not allow 9.81 for a in suvat equation.
2

GEMS Metropole School Page 131 of 133

(c) attempt to find area between 0.35 s (B) and 0.80 s (C) 1 ✔
Max 1 for counting (small) squares AND a conversion factor of 2 N
s stated
Do not allow use of approximated shapes.
For 1 ✔ need to see working for at least one part of the area under
the graph.
May see:
Triangle: 0.5 × 0.05 × 1100 = 27.5
Trapezium: 0.5 × (1100 + 1300) × 0.10 = 120
Trapezium: 0.5 × (1000 + 1300) × 0.15 = 172.5
Triangle: 0.5 × 0.15 × 1000 = 75

answer in range 390 to 400 (N s) 2 ✔

Treat “400” as a 2 sf answer.
2

(d) uses a relevant time in suvat equation(s) to get s 1 ✔

For 1 ✔ condone 9.81 for a.
Do not allow 1 ✔ or 3 ✔ for solutions that use u = 1.7 m s-1
For 1 ✔ allow 0.60 to 0.63 s for duration C to D.

1. Direct method: s = at2

2. a) Obtains u first using v = u + at OR

s = ut + at2

2. b) Then s using s = (u + v)t OR

v2 = u2 + 2as

doubles their s OR halves their C to D duration 3 ✔

Expect to see u = 1.5 (m s–1)

answer that rounds to 0.5 (m) 3 ✔

For 3 ✔ accept 0.44 (m).
3

(e) reads resting force from graph = 360 N OR divides an incorrect

reading by 5 (4.91 N/kg) 1 ✔

72 (kg) or 73 (kg) 2 ✔
for 1 ✔ allow use of their part (c) with Δv = 3.2 m s-1
2
[10]

GEMS Metropole School Page 132 of 133

(a) (sum of) clockwise moments (about a point) =(sum of) anticlockwise
59. moments (1)

(for a system) in equilibrium (1)

accept balanced not stationary
2

(b) (780 × 0.35 =) 270 (Nm) (1) (273)

Nm (1) or newton metre(s) accept Newton metre(s)

(not J, nm or nM, Nms, etc)
2

(c) (b) + (1100 × 0.60) (1)

(=) FA × 1.3 (1) (FA = 660 + 273/1.3 gets both marks)

(= 933/1.3) = 720 (N) (1) (717.7 or 715 for use of 930)

ecf (b)

2 sf only (1)
independent mark
4

(d) (780 + 1100 – (c)) = 1200 (1) (1162 N)

ecf (c)
1

(e) (1)

must be arranged in this form

= 290 (N) (1) (288.46)

2
[11]

C
60.
[1]

GEMS Metropole School Page 133 of 133

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Mech 2

Uploaded by

Mech 2

Uploaded by

A load of 3.0 N is attached to a spring of negligible mass and spring constant 15 N m–1.

What is the energy stored in the spring?

GEMS Metropole School Page 1 of 133

acceleration of free fall = g

GEMS Metropole School Page 2 of 133

What is the speed of recoil of the daughter nucleus?

GEMS Metropole School Page 3 of 133

GEMS Metropole School Page 4 of 133

momentum = ____________________ unit _________

GEMS Metropole School Page 5 of 133

Deduce whether the safety barrier will pass the test.

GEMS Metropole School Page 6 of 133

What is the tension T in the cable?

GEMS Metropole School Page 7 of 133

Cross-sectional Young modulus of

Which statement about a couple is not true?

B It can produce rotational motion.

C It can produce translational motion.

D It has a moment with units N m.

GEMS Metropole School Page 8 of 133

What does the gradient of the graph represent?

GEMS Metropole School Page 9 of 133

GEMS Metropole School Page 10 of 133

The wire obeys Hooke’s Law.

Density Young modulus

GEMS Metropole School Page 11 of 133

A moving down at a constant velocity.

B moving down with a decreasing velocity.

C moving up at a constant velocity.

D moving up with a decreasing velocity.

What is the average resistive force acting on the pellet?

GEMS Metropole School Page 12 of 133

What is the elastic strain energy stored in the wire?

GEMS Metropole School Page 13 of 133

Solar energy is incident on the solar panel at a rate of 1.5 W.

GEMS Metropole School Page 14 of 133

How many revolutions does each disc complete in one second?

(a) Figure 1 shows a cyclist going up a hill.

The angle θ of the slope of the hill is constant.

GEMS Metropole School Page 15 of 133

Assume that air resistance is negligible at this speed.

GEMS Metropole School Page 16 of 133

acceleration = _______________ m s−2

GEMS Metropole School Page 17 of 133

GEMS Metropole School Page 18 of 133

moment due to spring tension ____________________

moment due to 2.0 N weight ____________________

(iii) the weight of the wooden bar.

magnitude of force ____________________

(ii) State the direction of the force on the pivot.

GEMS Metropole School Page 19 of 133

(i) Calculate the speed of B.

Explaining your reasoning,

GEMS Metropole School Page 20 of 133

(i) the loss of potential energy,

(ii) the kinetic energy just before impact,

(iii) the speed just before impact,

(iv) the momentum just before impact.

GEMS Metropole School Page 21 of 133

GEMS Metropole School Page 22 of 133

(i) State the meaning of

tensile stress ___________________________________________________

tensile strain ___________________________________________________

(ii) Define the Young modulus ________________________________________

GEMS Metropole School Page 23 of 133

the Young modulus for steel = 2.0 × 1011 Pa

GEMS Metropole School Page 24 of 133

The weight of the trolley and its contents is 160 N.

(a) Explain what is meant by centre of gravity.

GEMS Metropole School Page 25 of 133

GEMS Metropole School Page 26 of 133

The quality of your written communication will be assessed in this question.

magnitude of velocity = ______________________ m s–1

direction of movement ______________________

GEMS Metropole School Page 27 of 133

GEMS Metropole School Page 28 of 133

momentum = ____________ unit _

momentum = _____ unit

moment = __________ unit =