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Mech&Elec

The document contains a series of physics problems related to electrical circuits, resistors, and solar cells, including calculations for resistance, power dissipation, and efficiency. It also covers concepts such as potential dividers, current-voltage characteristics, and the properties of materials in relation to resistivity. Additionally, it includes experimental setups and theoretical explanations for various electrical phenomena.

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KM Hedar

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0% found this document useful (0 votes)

14 views243 pages

Mech&Elec

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/ 243

The diagram below shows part of a miniature electronic circuit with two small resistors connected

1.
in parallel. The material from which each resistor is made has a resistivity of 1.3 × 105 Ω m and
both resistors have dimensions of 12 mm by 2.5 mm by 1.5mm.

(a) (i) Show that the resistance of one of these resistors is about 400 MΩ.

(3)

(ii) The potential difference across the resistors is 5.0 V.

Calculate the power dissipated in one resistor.

(2)

GEMS Metropole School Page 1 of 243

(iii) The heat energy from the resistors is lost through a base of size 7.5 mm by 12 mm.

Calculate the total heat energy lost through this base every second.

Total heat energy lost per second ____________________

(1)

(iv) Calculate the total rate at which heat energy is dissipated per unit area of the base.

Total heat energy lost per unit area every second ____________________
(2)

(b) The designer reduces the size of the circuit including the base by making every dimension
smaller by a factor of 10. The potential difference across the resistors is unchanged.

(i) Show that this reduction in dimensions results in the resistance of each resistor
increasing by a factor of 10.

(2)

(ii) Explain why this change results in an increase in the temperature of the components
in the circuit.

______________________________________________________________

______________________________________________________________
(2)
(Total 12 marks)

GEMS Metropole School Page 2 of 243

Columns A and B show some of the results from an experiment in which the current I through a
2. component X was measured for various values of the potential difference V applied across it.

column A column B column C column D

potential difference V / V current I/ mA (V – 0.55) / V In (I / mA)

0.70 12.5

0.75 17.0

0.80 22.0

0.85 29.0

0.90 39.0

0.95 51.5

(a) Draw a diagram of a circuit which could have been used to obtain these results.

(2)

(b) (i) Calculate the resistance of X when the potential difference is 0.70 V.

______________________________________________________________

(ii) By considering one other value of potential difference, explain whether or not X is an
ohmic conductor.

______________________________________________________________

______________________________________________________________
(3)

GEMS Metropole School Page 3 of 243

(c) It is suggested that for potential differences greater than 0.55 V, the current voltage
relationship for X is of the form.

I = A ek(V–0.55)

where A and k are constants.

(i) Complete column C and column D in the table above

(ii) Plot a graph of 1n (I /mA ) on the y-axis against (V – 0.55) on the x-axis.

(Allow one sheet of graph paper)

(iii) Use your graph to determine the constants k and A.

______________________________________________________________

(iv) On the basis of your graph, discuss the validity of the above relationship.

______________________________________________________________

______________________________________________________________
(10)
(Total 15 marks)

(a) Define the volt.

3.
___________________________________________________________________

___________________________________________________________________
(1)

GEMS Metropole School Page 4 of 243

(b) To test the potential differences in a potential divider circuit, a student sets up the circuit of
Figure 1. R1 is the resistance of section AB and R2 that of section BC of the potential
divider. The battery has an emf of 9.0 V and negligible internal resistance

Figure 1

(i) Calculate the voltmeter reading when R1 = 2.2 kΩ and R2 = 1.8 kΩ. Assume that the
voltmeter has infinite resistance.

voltmeter reading ____________________ V

(2)

(ii) State the benefit of using a high value of resistance in potential divider circuits.

______________________________________________________________

______________________________________________________________
(1)

GEMS Metropole School Page 5 of 243

(iii) An 8.0 kΩ resistor is connected in the circuit to replace the voltmeter in Figure 1.
This is shown in Figure 2.

Figure 2

Calculate the potential difference across this resistor when the sliding contact B is in
the position shown in Figure 2.

potential difference ____________________ V

(3)

GEMS Metropole School Page 6 of 243

(iv) The 8.0 kΩ resistor is now connected in a circuit with a 4.0 kΩ variable resistor as
shown in Figure 3.

Figure 3

Compare this arrangement for controlling the current in the 8.0 kΩ resistor with the
potential divider arrangement in Figure 2.

______________________________________________________________

______________________________________________________________
(2)
(Total 9 marks)

GEMS Metropole School Page 7 of 243

The graph shows the current−voltage characteristic of the output from a solar cell when light of
4.
intensity 450 W m−2 is incident on it.

(a) (i) Using data from the graph above estimate the maximum power output from the solar
cell.

maximum power ____________________ W

(2)

GEMS Metropole School Page 8 of 243

(ii) Sketch, on the axes below, a graph to show how the power output varies with voltage
for this solar cell for the same incident light intensity.

(2)

(iii) When the light intensity is 450 W m−2 the cell has an efficiency of 0.15 at the
maximum power.

Calculate the area of the solar cell.

area ____________________ m2
(3)

(b) A manufacturer has a supply of solar cells that each have an electromotive force (emf) of
0.70 V and an internal resistance of 0.78 Ω when delivering maximum power.

(i) Explain what is meant by an emf of 0.70 V.

______________________________________________________________

______________________________________________________________
(1)

GEMS Metropole School Page 9 of 243

(ii) The manufacturer uses a number of these solar cells in an array to make a power
supply that has an emf of 14 V and an internal resistance of 3.9 Ω when delivering
maximum power.

Describe and explain the arrangement of cells the manufacturer has to use in this
array. Go on to calculate the number of cells the manufacturer needs to make the
power supply.

______________________________________________________________

number of cells ____________________

(4)

GEMS Metropole School Page 10 of 243

(c) Communications satellites use solar cells to generate electrical power.
Discuss why solar cells are appropriate for this task.

Your answer should refer to:

• any additional features that would be needed to ensure that the satellite’s electrical
systems operate continuously
• whether solar cell arrays are appropriate for space probes that travel to the edge of
the solar system.

The quality of your written communication will be assessed in your answer.

___________________________________________________________________

___________________________________________________________________
(6)
(Total 18 marks)

(a) Tick (✓) the appropriate boxes in the table to indicate how the wavelength, frequency and
5.
speed of light are affected when a ray of light travels from air into glass.

Wavelength Frequency Speed

increases

stays the same

decreases

(2)

GEMS Metropole School Page 11 of 243

(b) Figure 1 shows a right-angled glass prism in contact with a transparent substance on one
of the faces. One of the other angles of the prism is θ.

Figure 1

(i) A ray A enters perpendicularly to one face of the prism. It is partially refracted and
partially reflected at the interface between the glass and the transparent substance.
The angle of refraction is 65.0°. The ray eventually leaves at an angle α to the
surface of the transparent substance.

Determine the angle α.

angle α = ____________________ degree

(2)

(ii) Determine the angle θ in Figure 1.

angle θ = ____________________ degree

(2)
GEMS Metropole School Page 12 of 243
(c) Figure 2 shows another ray entering the prism.

Figure 2

(i) Identify the effect that takes place at X in Figure 2.

______________________________________________________________
(1)

(ii) Explain, with a diagram, how the effect that occurs at X is used to transmit
information along an optic fibre.

______________________________________________________________

______________________________________________________________
(3)
(Total 10 marks)

GEMS Metropole School Page 13 of 243

(a) In Figure 1 the cell has emf ε and internal resistance r.
6.
Figure 1

The current in the circuit is I.

The potential difference (pd) across R1 is V1 and the pd across R2 is V2.

Explain how the law of conservation of energy applies in this circuit.

You should consider the movement of one coulomb of charge around the circuit.

___________________________________________________________________

___________________________________________________________________
(2)

Figure 2 shows a variable resistor made with a thin conducting layer on an insulating base.

Figure 2

GEMS Metropole School Page 14 of 243

The conducting layer has constant width and thickness and has connections at the ends A and
B.
C is a sliding contact that can move along the surface of the conducting layer between A and B.

Figure 3 shows a circuit that uses the variable resistor as a potential divider.

Figure 3

The variable resistor is connected to a battery of emf 3.00 V and internal resistance r. The
resistance of the conducting layer between A and B is 125 Ω.

(b) The sliding contact C is moved to end B of the variable resistor. The switch is closed. The
digital voltmeter reads 2.89 V.

Show that r is approximately 4.8 Ω.

(3)

GEMS Metropole School Page 15 of 243

(c) C is set at of the distance between A and B. The thickness of the conducting layer is
uniform so the resistance between A and C is 25.0 Ω.

Determine the voltmeter reading at this setting.

voltmeter reading = ____________________ V

(2)

(d) Figure 4 shows a variable resistor similar to the one shown in Figure 2 but with the
following three manufacturing faults:

• at P the conducting layer changes in thickness so that AP is thinner than PB

• at Q there is a scratch into the surface of the conducting layer and across its full
width
• from R to B the conducting connector is laid over the conducting layer.

The width of the conducting layer is constant.

A pd of 3.0 V is applied across A and B.

C is moved from A to B.

Figure 4

GEMS Metropole School Page 16 of 243

Sketch, on the axes in Figure 5, a graph to show how the pd between A and C varies as C
is moved from A to B.

Figure 5

(4)
(Total 11 marks)

(a) The resistivity of a material in the form of a uniform resistance wire is to be measured. The
7. area of cross-section of the wire is known.

The apparatus available includes a battery, a switch, a variable resistor, an ammeter and a
voltmeter.

(i) Draw a circuit diagram using some or all of this apparatus, which would enable you to
determine the resistivity of the material.

GEMS Metropole School Page 17 of 243

(ii) Describe how you would make the necessary measurements, ensuring that you have
a range of values.

______________________________________________________________

(iii) Show how a value of the resistivity is determined from your measurements.

______________________________________________________________

______________________________________________________________
(9)

GEMS Metropole School Page 18 of 243

(b) A sheet of carbon-reinforced plastic measuring 80 mm × 80 mm × 1.5 mm has its two large
surfaces coated with highly conducting metal film. When a potential difference of 240 V is
applied between the metal films, there is a current of 2.0 mA in the plastic. Calculate the
resistivity of the plastic.

___________________________________________________________________

___________________________________________________________________
(3)

(c) If four of the units described in part (b) are connected as shown in the diagram, calculate
the total resistance of the combination.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 14 marks)

8. (a) (i) Describe how you would make a direct measurement of the emf ɛ of a cell, stating
the type of meter you would use.

______________________________________________________________

______________________________________________________________
(1)

(ii) Explain why this meter must have a very high resistance.

______________________________________________________________

______________________________________________________________
(1)

GEMS Metropole School Page 19 of 243

(b) A student is provided with the circuit shown in the diagram below.

The student wishes to determine the efficiency of this circuit.

In this circuit, useful power is dissipated in the external resistor. The total power input is the
power produced by the battery.

Efficiency =

The efficiency can be determined using two readings from a voltmeter.

(i) Show that the efficiency = where ɛ is the emf of the cell

and V is the potential difference across the external resistor.

(1)

(ii) Add a voltmeter to the diagram and explain how you would use this new circuit to
take readings of ɛ and V.

______________________________________________________________

______________________________________________________________
(2)

GEMS Metropole School Page 20 of 243

(c) Describe how you would obtain a set of readings to investigate the relationship between
efficiency and the resistance of the external resistor. State any precautions you would take
to ensure your readings were reliable.

___________________________________________________________________

___________________________________________________________________
(2)

(d) State and explain how you would expect the efficiency to vary as the value of R is
increased.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 9 marks)

GEMS Metropole School Page 21 of 243

Conductive paper, sometimes called Teledeltos paper, is produced by coating one surface of the
9. paper with a thin layer of graphite paint. To investigate its electrical properties, pieces of the
paper can be joined to a conventional wired circuit using copper electrodes and bulldog clips, as
shown below.

It is known that the paper obeys Ohm’s Law providing the current through it does not exceed 200
mA. The company that manufactures it estimates that under typical laboratory conditions, the
resistivity of the paint is between 1.0 × 10−5 Ωm and 5.0 × 10−5 Ωm.

Design an experiment that investigates some characteristic of the conductive paper.

GEMS Metropole School Page 22 of 243

You should consider the following in your answer.

• The variables you intend to measure and how to ensure that they are measured accurately.

• The factors you will need to control and how you will do this.

• The expected outcome of the experiment that you design.

• How any difficulties in performing the experiment could be overcome.

_______________________________________________________________________

_______________________________________________________________________
(Total 8 marks)

GEMS Metropole School Page 23 of 243

The driver of a car sees an obstruction ahead and applies the brakes at time tb later, bringing the
10.
car to a halt. The graph shows how the speed of the car varies with time.

The stopping distance, s, of the car which was travelling at speed v before the driver applied the
brakes, can be represented by the equation

where α is the magnitude of the deceleration of the car (assumed constant).

(a) State what distance is represented by each of the terms

vt>b ______________________________________________________________

______________________________________________________________

(2)

(b) The table includes data on stopping distances of cars. Column C gives the total stopping
distance for a car travelling at each of the speeds shown in column A.

column A column B column C column D

speed v/km h–1 speed v/m s–1 stopping distance s/m /sec

32 8.9 12

48 23

64 36

80 53

96 73

112 96

(i) Complete column B,

GEMS Metropole School Page 24 of 243

(ii) In column D, calculate each of the corresponding values of .
(2)

(c) The equation for s can be rearranged as .

From the data you have calculated, plot a suitable graph to verify this equation.

(One sheet of graph paper should be provided)

(5)

(d) From your graph determine the value of

(i) tb ____________________________________________________________

(ii) the magnitude of the deceleration, a.

______________________________________________________________

______________________________________________________________
(4)
(Total 13 marks)

In an attempt to investigate how the resistance of a filament lamp varies with current through the
11. lamp, a student obtains the results shown in the table.

voltage/V 0.50 1.50 3.00 4.50 6.00 12.00

current/A 0.51 1.25 2.00 2.55 2.95 4.00

resistance/Ω

(a) Complete the table by calculating the corresponding values of resistance.

(2)

GEMS Metropole School Page 25 of 243

(b) (i) On the grid below plot a graph of resistance against current for the filament lamp.

(ii) Use your graph to estimate the resistance of the filament lamp when no current flows
through the lamp.

______________________________________________________________

GEMS Metropole School Page 26 of 243

(iii) Use your graph to determine the change in the resistance of the filament when the
current increases

from 0 to 1.0 A, _________________________________________________

______________________________________________________________

from 1.0 A to 2.0 A ______________________________________________

______________________________________________________________

(iv) Calculate the power dissipated in the lamp filament when the current through the
filament is 1.0 A and 2.0 A.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(8)

(c) Using information from part (b)(iv), explain why the change in resistance of the filament is
less for a current change of 0 to 1.0 A than for a current change of 1.0 A to 2.0 A. Do not
attempt any calculation.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 12 marks)

GEMS Metropole School Page 27 of 243

Figure 1 shows a circuit used by a student to determine the emf and the internal resistance of a
12. cell.

The cell is connected to a switch, a fixed resistor and a variable resistor.

When the switch is closed, a voltmeter measures the potential difference V across the cell.
An ammeter measures the current I in the circuit.

Readings of V and I are taken as the resistance of the variable resistor is changed from zero to
its maximum value.

Figure 1

(a) Explain why the student included the fixed resistor in this circuit.

___________________________________________________________________

___________________________________________________________________
(2)

GEMS Metropole School Page 28 of 243

Figure 2 is a graph of the data recorded for this experiment.

Figure 2

(b) Determine the magnitude of the minimum gradient Gmin of a line that passes through all the
error bars in Figure 2.

magnitude of Gmin = _______________

(3)

GEMS Metropole School Page 29 of 243

Determine, using Gmax and Gmin, the internal resistance of the cell.

internal resistance = _______________ Ω

(2)

(d) The line of best fit passes through the data point (0.94, 0.37).

Determine the emf of the cell.

emf = _______________ V
(3)
(Total 10 marks)

GEMS Metropole School Page 30 of 243

This question is about an experiment to obtain current–voltage data for a resistor R.
13. Figure 1 shows a plot of current–voltage data for R.

Figure 1

(a) Draw a best-fit line for the data on Figure 1.

(1)

GEMS Metropole School Page 31 of 243

(b) Identify the data point with the greatest value of current and voltage at which R obeys
Ohm’s law.

Draw a circle around this data point on Figure 1.

(1)

(c) When R obeys Ohm’s law it has a resistance of 22.2 Ω.

Determine the percentage increase in the resistance of R from its 22.2 Ω value to its value
when the current is 550 × 10–3 A.

percentage increase = ____________________

(2)

GEMS Metropole School Page 32 of 243

(d) One of the circuits A to D shown in Figure 2 was used to obtain the current–voltage data in
Figure 1. The maximum resistance of resistor P is twice the resistance of R.
The battery has an emf of 14.6 V and negligible internal resistance.

Figure 2

GEMS Metropole School Page 33 of 243

Deduce which one of these circuits was used to directly obtain the current–voltage data in
Figure 1.
You should include in your answer an explanation of why each of the other circuits is not
suitable to obtain the data directly from the voltmeter and ammeter readings.

___________________________________________________________________

___________________________________________________________________
(4)
(Total 8 marks)

GEMS Metropole School Page 34 of 243

The circuit in the diagram below contains four identical new cells, A, B, C and D, each of emf
14. 1.5V and negligible internal resistance.

(a) The resistance of each resistor is 4.0 Ω.

(i) Calculate the total resistance of the circuit.

answer = ____________________ Ω
(1)

(ii) Calculate the total emf of the combination of cells.

answer = ____________________ V
(1)

(iii) Calculate the current passing through cell A.

answer = ____________________ A
(2)

GEMS Metropole School Page 35 of 243

(iv) Calculate the charge passing through cell A in five minutes, stating an appropriate
unit.

answer = ____________________
(2)

(b) Each of the cells can provide the same amount of electrical energy before going flat.
State and explain which two cells in this circuit you would expect to go flat first.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

GEMS Metropole School Page 36 of 243

Figure 1 shows a circuit used to find the resistance per unit length of a copper wire.
15.
Figure 1

The copper wire is fixed with tape to a metre ruler that has 2 mm graduations.
Contact P is placed on the wire close to one end of the ruler and held firmly in place using a
bulldog clip.
When contact Q is placed on the wire as shown in Figure 1 the voltmeter shows a non-zero
reading.

Q is moved along the wire until the voltmeter reading is zero.

GEMS Metropole School Page 37 of 243

Figure 2 shows enlarged views of the position of P and the new position of Q.

Figure 2

(a) Determine, in m, the length x of copper wire between P and Q.

x = _______________ m
(1)

GEMS Metropole School Page 38 of 243

(b) When the voltmeter reading is zero:

where R4 is the resistance of the copper wire between P and Q.

Determine, in Ω m−1, the resistance per unit length of the copper wire.

R1 = 2.2 MΩ
R2 = 3.9 kΩ
R3 = 75 Ω

resistance per unit length = _______________ Ω m−1

(2)

(c) The diameter d of the copper wire is approximately 0.4 mm.

Suggest:

• a suitable measuring instrument to accurately determine d

• how to reduce the effect of random error on the result for d.

___________________________________________________________________

___________________________________________________________________
(3)

GEMS Metropole School Page 39 of 243

(d) Determine the resistivity ρ of copper.

diameter d of the copper wire = 0.38 mm

ρ = _______________ Ω m
(2)

The copper wire is replaced with a constantan wire of diameter 0.38 mm.

(e) Suggest one change to the circuit to make the voltmeter read zero for the same value of x
as in part (a).

___________________________________________________________________

___________________________________________________________________
(1)

(f) Calculate, in mm, the diameter of a constantan wire that has the same resistance per unit
length as the copper wire.

diameter = _______________ mm
(1)
(Total 10 marks)

GEMS Metropole School Page 40 of 243

(a) Show that the unit of resistivity is Ω m.
16.
___________________________________________________________________

___________________________________________________________________
(1)

(b) A cable consists of seven straight strands of copper wire each of diameter 1.35 mm as
shown in the diagram.

Calculate

(i) the cross-sectional area of one strand of copper wire,

______________________________________________________________

(ii) the resistance of a 100 m length of the cable, given that the resistivity of copper is
1.6 × 10–8 Ωm.

______________________________________________________________

______________________________________________________________
(4)

(c) (i) If the cable in part (b) carries a current of 20 A, what is the potential difference
between the ends of the cable?

______________________________________________________________

(ii) If a single strand of the copper wire in part (b) carried a current of 20 A, what would
be the potential difference between its ends?

______________________________________________________________

______________________________________________________________
(2)

GEMS Metropole School Page 41 of 243

(d) State one advantage of using a stranded rather than a solid core cable with copper of the
same total cross-sectional area.

___________________________________________________________________
(1)
(Total 8 marks)

A cell of emf, ε, and internal resistance, r, is connected to a variable resistor R. The current
17. through the cell and the terminal pd of the cell are measured as R is decreased. The circuit is
shown in the figure below.

GEMS Metropole School Page 42 of 243

The graph below shows the results from the experiment.

(a) Explain why the terminal pd decreases as the current increases.

___________________________________________________________________

___________________________________________________________________
(2)

(b) (i) Use the graph to find the emf, ε, of the cell.

answer = ______________________ V
(1)

GEMS Metropole School Page 43 of 243

(ii) Use the graph above to find the internal resistance, r, of the cell.

answer = ______________________ Ω
(3)

(i) the same emf but double the internal resistance of the first cell labelling your graph A.
(2)

(ii) the same emf but negligible internal resistance labelling your graph B.
(1)

(d) In the original circuit shown in part (a), the variable resistor is set at a value such that the
current through the cell is 0.89 A.

(i) Calculate the charge flowing through the cell in 15 s, stating an appropriate unit.

answer = ______________________
(2)

GEMS Metropole School Page 44 of 243

(ii) Calculate the energy dissipated in the internal resistance of the cell per second.

answer = ______________________ W
(2)
(Total 13 marks)

An electric wheelchair, powered by a battery, allows the user to move around independently.
18.
One type of electric wheelchair has a mass of 55 kg. The maximum distance it can travel on level
ground is 12 km when carrying a user of mass 65 kg and travelling at its maximum speed of
1.5 m s−1.

The battery used has an emf of 12 V and can deliver 7.2 × 104 C as it discharges fully.

(a) Show that the average power output of the battery during the journey is about 100 W.

(3)

GEMS Metropole School Page 45 of 243

(b) During the journey, forces due to friction and air resistance act on the wheelchair and its
user.

Assume that all the energy available in the battery is used to move the wheelchair and its
user during the journey.

Calculate the total mean resistive force that acts on the wheelchair and its user.

total mean resistive force = ____________________ N

(2)

The diagram below shows the wheelchair and its user travelling up a hill. The hill makes an angle
of 4.5° to the horizontal.

force parallel to the slope = ____________________ N

(1)

GEMS Metropole School Page 46 of 243

(d) Calculate the maximum speed of the wheelchair and its user when travelling up this hill
when the power output of the battery is 100 W.

Assume that the resistive forces due to friction and air resistance are the same as in part
(b).

maximum speed = ____________________ m s−1

(2)

(e) Explain how and why the maximum range of the wheelchair on level ground is affected by

• the mass of the user

• the speed at which the wheelchair travels.

Effect of mass _______________________________________________________

___________________________________________________________________

Effect of speed ______________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 12 marks)

GEMS Metropole School Page 47 of 243

The circuit diagram below shows a battery of electromotive force (emf) 12 V and internal
19. resistance 1.5 Ω connected to a 2.0 Ω resistor in parallel with an unknown resistor, R. The battery
supplies a current of 4.2 A.

(a) (i) Show that the potential difference (pd) across the internal resistance is 6.3 V.

(1)

(ii) Calculate the pd across the 2.0 Ω resistor.

pd ____________________V
(1)

(iii) Calculate the current in the 2.0 Ω resistor.

current ____________________A
(1)

(iv) Determine the current in R.

current ____________________ A
(1)

GEMS Metropole School Page 48 of 243

(v) Calculate the resistance of R.

R ____________________ Ω
(1)

(vi) Calculate the total resistance of the circuit.

circuit resistance ____________________ Ω

(2)

(b) The battery converts chemical energy into electrical energy that is then dissipated in the
internal resistance and the two external resistors.

(i) Using appropriate data values that you have calculated, complete the following table
by calculating the rate of energy dissipation in each resistor.

resistor rate of energy dissipation / W

internal resistance

2.0 Ω

(3)

(ii) Hence show that energy is conserved in the circuit.

______________________________________________________________

______________________________________________________________
(2)
(Total 12 marks)

GEMS Metropole School Page 49 of 243

A wire probe is used to measure the rate of corrosion in a pipe carrying a corrosive liquid. The
20. probe is made from the same metal as the pipe. Figure 1 shows the probe. The rate of corrosion
of the wire in the probe is the same as in the pipe.

Figure 1

(a) The wire in an unused probe has a resistance of 0.070 Ω and a length of 0.50 m.

Calculate the diameter of the wire.

resistivity of metal in the wire = 9.7 × 10−8 Ω m

diameter = ____________________ m
(3)

GEMS Metropole School Page 50 of 243

(b) In order to measure the resistance of a used working probe, it is connected in the circuit
shown in Figure 2.

Figure 2

When R3 is adjusted to a particular value the current in the cell is 0.66 A.

Calculate the total resistance of the circuit.

You may assume that the cell has a negligible internal resistance.

resistance = ____________________ Ω
(1)

(c) The resistance of R2 is 22 Ω and the resistance of R3 is 1.2 Ω.

Calculate the current in R3.

current = ____________________ A
(1)

GEMS Metropole School Page 51 of 243

(d) Calculate the resistance of the probe when the resistance of R1 is 2.4 Ω.

resistance = ____________________ Ω
(3)

(e) Calculate the percentage change in the diameter of the probe when its resistance
increases by 1.6 %.

percentage change = ____________________ %

(2)

(f) A voltmeter is connected between points A and B in the circuit and R3 stays at 1.2 Ω.

Explain, without calculation, why the reading on the voltmeter does not change when the
cell in the circuit is replaced with another cell of the same emf but a significant internal
resistance.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 12 marks)

GEMS Metropole School Page 52 of 243

Figure 1 shows a conveyor used to raise concrete blocks on a building site. The blocks do not
21. slip on the belt at any time.

Figure 1

Figure 2 shows an enlarged view of one block on the belt. The belt is inclined at 23° to the
horizontal. The mass of the block is 19 kg.

Figure 2

The belt exerts a frictional force F on the block when the block is at rest.

(a) Draw an arrow on Figure 2 to show the line of action of F.

(1)

(b) Show that the magnitude of F is approximately 70 N.

(1)

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(c) The belt is driven by an electric motor. When the motor is switched on, the belt and the
block accelerate uniformly from rest to a speed of 0.32 m s−1 in a time of 0.50 s.

Calculate the magnitude of the frictional force of the belt on the block during this
acceleration.

frictional force = _______________ N

(3)

(d) The motor is connected to a 110 V dc supply that has negligible internal resistance. The
maximum operating current in the motor is 5.0 A.

The efficiency of the motor and drive system of the conveyor is 28%. The belt travels at
0.32 m s−1 and is 8.0 m long.

Deduce the maximum number of blocks that can be moved on the belt at one time.

maximum number of blocks = _______________

(4)
(Total 9 marks)

GEMS Metropole School Page 54 of 243

While investigating projectile motion, a student used stroboscopic photography to determine the
22. position of a steel ball at regular intervals as it fell under gravity. With the stroboscope flashing 20
times per second, the ball was released from rest at the top of an inclined track, and left the foot
of the track at P, as shown in the diagram below.

For each of the images on the photograph, the student calculated the horizontal distance, x, and
the vertical distance, y, covered by the ball at time t after passing P. Both distances were
measured from point P. He recorded his results for the distances x and y in the table.

image x/cm y/cm t/s (y/t)/cm s–1

1 11.6 9.3 0.05

2 22.0 21.0 0.10

3 32.4 35.0 0.15

4 44.2 51.8 0.20

5 54.8 71.0 0.25

6 66.0 92.2 0.30

(a) Using two sets of measurements from the table, calculate the horizontal component of
velocity of the ball. Give a reason for your choice of measurements.

___________________________________________________________________

___________________________________________________________________
(2)

GEMS Metropole School Page 55 of 243

(b) The student worked out that the variables y and t in the experiment could be represented
by

u + kt
=

where u and k are constants.

(i) Complete the table above.

(ii) Use the data in the table to plot a suitable graph to confirm the equation.

(Allow one sheet of graph paper)

(iii) Use your graph to find the values of u and k.

______________________________________________________________

______________________________________________________________
(9)

(c) State the physical significance of

u _________________________________________________________________
___________________________________________________________________

k _________________________________________________________________
___________________________________________________________________
(2)

(d) Calculate the magnitude of the velocity of the ball at point P.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 15 marks)

GEMS Metropole School Page 56 of 243

A digital camera was used to obtain a sequence of images of a tennis ball being struck by a
23. tennis racket. The camera was set to take an image every 5.0 ms. The successive positions of
the racket and ball are shown in the diagram below.

(a) The ball has a horizontal velocity of zero at A and reaches a constant horizontal velocity at
D as it leaves the racket. The ball travels a horizontal distance of 0.68 m between D and G.

(i) Show that the horizontal velocity of the ball between positions D and G in the diagram
above is about 45 m s–1.

(3)

(ii) Calculate the horizontal acceleration of the ball between A and D.

answer = ____________________ m s–2

(1)

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(b) At D, the ball was projected horizontally from a height of 2.3 m above level ground.

(i) Show that the ball would fall to the ground in about 0.7 s.

(3)

(ii) Calculate the horizontal distance that the ball will travel after it leaves the racket
before hitting the ground. Assume that only gravity acts on the ball as it falls.

answer = ____________________ m
(2)

(iii) Explain why, in practice, the ball will not travel this far before hitting the ground.

______________________________________________________________

______________________________________________________________
(2)
(Total 11 marks)

GEMS Metropole School Page 58 of 243

A seismometer is a device that is used to record the movement of the ground during an
24. 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)

(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)

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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 60 of 243

The following figure shows part of the circuit diagram for a car lighting circuit.
25.

The table shows the power rating of the various lamps used in the circuit.

Lamp Power/W

Tail light 8.0

Sidelight 5.0

Headlight 60

(a) Explain why all the lamps are connected in parallel.

___________________________________________________________________

___________________________________________________________________
(2)

GEMS Metropole School Page 61 of 243

(b) The emf of the battery used in the circuit is 12 V and it has negligible internal resistance.
Calculate the current through the battery when the headlights and tail lights are both on.

current ____________________ A
(3)

______________________________________________________________

______________________________________________________________
(2)

(ii) Explain why this resistance is smaller when the lamp is first switched on.

______________________________________________________________

______________________________________________________________
(1)

(d) The side and tail lamps are accidentally left on for 12 hours when the car is parked.

(i) Calculate the energy dissipated in the lamps during this time.

energy ____________________ J
(2)

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(ii) The battery used by the car is capable of delivering a current of 1.5 A for 24 hours.
The car’s starter motor needs a current of 100 A which lasts for at least one second
in order to start the engine. State and explain whether the car is likely to start after
the 12 hours.

______________________________________________________________

______________________________________________________________
(3)
(Total 13 marks)

(a) State the law of conservation of energy.

26.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

GEMS Metropole School Page 63 of 243

(b) The diagram shows a block on a horizontal table top initially held against a spring so that
the spring is compressed. The other end of the spring is fixed to a wall. When released the
block is pushed away by the spring. When the spring reaches its natural length the block
leaves the spring and then slides along the table top. A constant frictional force acting
between the moving block and the table top eventually brings the block to rest.

(i) When the block leaves the spring, the block has a kinetic energy of 2.2 J. The mass
of the block is 0.40 kg.
Calculate the maximum velocity of the block.

maximum velocity = ____________________ m s−1

(1)

(ii) The block travels 1.2 m after leaving the spring before coming to rest.
Show that the frictional force between the block and the table top is about 1.8 N.

(1)

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(iii) The spring was initially compressed through 0.20 m. The constant frictional force
acts on the block whenever it is moving.
Calculate the elastic potential energy in the spring when in its initial compressed
position.
Assume the spring has negligible mass.
State an appropriate unit for your answer.

elastic potential energy = __ unit = _

(3)

(iv) The force exerted on the block by the spring is proportional to the compression of the
spring.
Calculate the maximum force exerted on the block by the spring.

maximum force = ____________________ N

(1)
(Total 8 marks)

GEMS Metropole School Page 65 of 243

Horses were once used to power machinery in factories, mines and mills. The figure below
27. 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 66 of 243

(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)

A type of exercise device is used to provide resistive forces when a person applies compressive
28. forces to its handles. The stiff spring inside the device compresses as shown in the figure below.

GEMS Metropole School Page 67 of 243

(a) The force exerted by the spring over a range of compressions was measured.
The results are plotted on the grid below.

(i) State Hooke’s law.

______________________________________________________________

______________________________________________________________
(2)

(ii) State which two features of the graph confirm that the spring obeys Hooke’s law over
the range of values tested.

______________________________________________________________

______________________________________________________________
(2)

(iii) Use the graph to calculate the spring constant, stating an appropriate unit.

answer = ______________________
(3)

GEMS Metropole School Page 68 of 243

(b) (i) The formula for the energy stored by the spring is

Explain how this formula can be derived from a graph of force against extension.

______________________________________________________________

______________________________________________________________
(3)

(ii) The person causes a compression of 0.28 m in a time of 1.5 s. Use the graph in
part (a) to calculate the average power developed.

answer = ______________________W
(3)
(Total 13 marks)

GEMS Metropole School Page 69 of 243

The diagram below shows the principle of a hydroelectric pumped storage plant. During times
29. when there is a low demand for electricity, the spare capacity of other power stations is used to
pump water from the lake into the reservoir. The potential energy of the water is then converted
into electricity when needed to satisfy peak demands.

For this plant the water falls a mean distance of 370 m between the reservoir and the generator.
The mass of water stored in the reservoir when it is full is 1.0 × 1010 kg.

gravitational field strength g = 9.8 N kg-1

(a) (i) Show that the useful gravitational potential energy stored when the reservoir is full is
about 4 × 1013 J.

(2)

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(ii) Calculate the speed of the water as it reaches the generator assuming that no energy
is lost as the water falls.

Speed of water ____________________

(2)

(iii) The pumped storage plant has four 100 MW generators. Calculate the longest time,
in hours, for which the stored energy alone could provide power at maximum output.
Assume that all the stored gravitational potential energy can be converted into
electrical energy.

Time ____________________
(3)

(b) In practice not all the stored energy that is put into the system during the night can be
retrieved as electrical energy during the day. State and explain how energy is lost in the
system.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 10 marks)

GEMS Metropole School Page 71 of 243

Figure 1 shows the flight of a cricket ball hit by a batsman at 30° to the horizontal at a speed of
30.
22 m s–1. The ball reached a fielder without bouncing and was caught at the same height as it
was hit. The effect of air resistance on the cricket ball is negligible.

Figure 1

(a) (i) Calculate the vertical speed of the ball at the instant it left the bat.

vertical speed ____________________ m s–1

(1)

(ii) Show that the ball was in the air for about 2.2 s.

(3)

(iii) How far did the ball travel horizontally before it was caught?

distance ____________________ m
(1)

GEMS Metropole School Page 72 of 243

(b) (i) A tennis ball is about the same size as a cricket ball but has a lower mass.
By considering the energy changes that take place, explain why a tennis ball hit at
the same speed and angle as the cricket ball would be unlikely to reach the fielder
without bouncing.

______________________________________________________________

______________________________________________________________
(3)

(ii) Draw on Figure 2 the path you would expect a tennis ball to follow when hit at the
same speed and angle as the cricket ball.

Figure 2

(2)
(Total 10 marks)

GEMS Metropole School Page 73 of 243

The figure below shows a skateboarder descending a ramp.
31.

The skateboarder starts from rest at the top of the ramp at A and leaves the ramp at B
horizontally with a velocity v.

(a) State the energy changes that take place as the skateboarder moves from A to B.

___________________________________________________________________

___________________________________________________________________
(2)

(b) In going from A to B the skateboarder’s centre of gravity descends a vertical height of
1.5 m. Calculate the horizontal velocity, v, stating an assumption that you make.

___________________________________________________________________

___________________________________________________________________
(3)

___________________________________________________________________

___________________________________________________________________
(2)
GEMS Metropole School Page 74 of 243
(d) After leaving the ramp at B the skateboarder lands on the ground at C 0.42 s later.

Calculate for the skateboarder

(i) the horizontal distance travelled between B and C,

______________________________________________________________

(ii) the vertical component of the velocity immediately before impact at C,

______________________________________________________________

(iii) the magnitude of the resultant velocity immediately before impact at C.

______________________________________________________________

______________________________________________________________
(5)
(Total 12 marks)

GEMS Metropole School Page 75 of 243

Horizontal escape lanes made of loose gravel have been constructed at the side of some roads
32. on steep hills so that vehicles can stop safely when their brakes fail.

The graph shows an engineer’s prediction of how the speed of an unpowered vehicle of mass
1.8 × 104 kg will vary with time as the vehicle comes to rest in an escape lane.

(a) Determine the force decelerating the vehicle 2.0 s after entering the escape lane.

force decelerating the vehicle = ____________________ N

(3)

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(b) Deduce whether a lane of length 85 m is long enough to stop the vehicle, assuming that
the engineer’s graph is correct.

___________________________________________________________________

___________________________________________________________________
(3)

___________________________________________________________________

___________________________________________________________________
(2)

GEMS Metropole School Page 77 of 243

(d) An alternative to an escape lane containing gravel is an escape lane that consists of a
ramp. An escape ramp is a straight road with a concrete surface that has a constant
upward gradient.

One escape ramp makes an angle of 25° to the horizontal and is 85 m long.

Deduce whether this escape ramp is sufficient to stop the vehicle.

Assume that any frictional forces and air resistance that decelerate the vehicle are
negligible.

___________________________________________________________________

___________________________________________________________________
(3)

(e) Discuss whether an escape lane containing gravel or an escape ramp would provide the
safer experience for the driver of the vehicle as it comes to rest.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 12 marks)

GEMS Metropole School Page 78 of 243

The figure below shows a simple ‘mobile’. This is a suspended ornament that moves in a slight
33. breeze.

The weights of the objects are such that they are in equilibrium. The weights of the horizontal
bars are negligible.

(a) State the principle of moments.

___________________________________________________________________

___________________________________________________________________
(2)

(b) The weight of the fish is 1.50 N.

Calculate the weight of:

(i) the butterfly;

(2)

(ii) the bird.

(2)

GEMS Metropole School Page 79 of 243

(c) The system is displaced so that the lower bar is no longer horizontal. Explain briefly
whether this has any effect on the equilibrium of the system

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Figure 1 shows a simplified catapult used to hurl projectiles a long way.

34.
Figure 1

The counterweight is a wooden box full of stones attached to one end of the beam. The
projectile, usually a large rock, is in a sling hanging vertically from the other end of the beam. The
weight of the sling is negligible.
The beam is held horizontal by a rope attached to the frame.

GEMS Metropole School Page 80 of 243

(a) The catapult is designed so that the weight of the beam and the weight of the empty
wooden box have no effect on the tension in the rope.

Suggest how the pivot position achieves this.

___________________________________________________________________

___________________________________________________________________
(2)

(b) The stones in the counterweight have a total mass of 610 kg and the projectile weighs
250 N.

Calculate the tension in the rope.

tension = ____________________ N
(5)

GEMS Metropole School Page 81 of 243

(c) When the rope is cut, the counterweight rotates clockwise. When the beam is vertical it is
prevented from rotating further. The projectile is then released horizontally with a velocity of
18 m s–1, as shown in Figure 2.

The projectile is released at a height of 7.5 m above ground level.

Figure 2

The range of the catapult is the horizontal distance between the point where the projectile
is released to the point where it lands.

Calculate the range.

Ignore air resistance.

range = ____________________ m
(2)

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(d) In another release, the sling is adjusted so that a projectile of the same mass is released
just before the wooden beam is vertical. The projectile is not released horizontally.

Discuss the effect this change has on the range of the catapult.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 12 marks)

(a) (i) Draw and label suitable apparatus required for measuring the Young modulus of a
35. 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)

GEMS Metropole School Page 84 of 243

(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

(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)

GEMS Metropole School Page 85 of 243

This question is about the initial motion of a boat and trailer when pulled up a ramp as shown in
36. Figure 1.

Figure 1

The boat and trailer are pulled by a motor which is connected to a 24 V battery of negligible
internal resistance.

The motor is switched on at time t = 0

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Figure 2 shows how the current in the motor’s circuit varies with time.

Figure 2

(a) Determine the total energy input by the 24 V battery to the motor in the first 200 ms.

total energy input = ____________________ J

(3)

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(b) The boat and trailer are initially at rest. In the first 200 ms the boat and trailer are raised
through a vertical height of 3.3 × 10–2 m and the speed increases to 0.85 m s–1.

Assume that all the useful energy output by the motor is transferred into kinetic energy and
gravitational potential energy of the boat and trailer.
The boat and trailer have a total mass of 180 kg.

Determine the average efficiency of the motor during these first 200 ms.

average efficiency = ____________________

(3)

Figure 3a Figure 3b

The thermistor and the fixed resistor have the same resistance when they are at the
temperature of the surroundings.

When the surge has ended, the boat and trailer continue to move at a constant speed to
the top of the ramp.

GEMS Metropole School Page 88 of 243

Explain, with reference to the properties of the thermistor and the fixed resistor, why using
the thermistor is preferable to using the fixed resistor.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

GEMS Metropole School Page 89 of 243

(a) Figure 1 shows a golf ball at rest on a horizontal surface 1.3 m from a hole.
37.
Figure 1

A golfer hits the ball so that it moves horizontally with an initial velocity of 1.8 m s–1. The
ball experiences a constant deceleration of 1.2 m s–2 as it travels to the hole.

Calculate the velocity of the ball when it reaches the edge of the hole.

velocity = _______________ m s–1

(2)

GEMS Metropole School Page 90 of 243

(b) Later, the golf ball lands in a sandpit. The golfer hits the ball, giving it an initial velocity u at
35° to the horizontal, as shown in Figure 2. The horizontal component of u is 8.8 m s–1.

Figure 2

Show that the vertical component of u is approximately 6 m s–1.

(1)

GEMS Metropole School Page 91 of 243

Figure 3

Assume that weight is the only force acting on the ball when it is in the air.

Calculate the time for the ball to travel to X.

time = _______________ s
(2)

(d) Calculate the vertical distance of X above the initial position of the ball.

vertical distance = _______________ m

(2)

GEMS Metropole School Page 92 of 243

The golfer returns the ball to its original position in the sandpit. He wants the ball to land at X but
this time with a smaller horizontal velocity than in Figure 3.

Figure 4

(e) Sketch on Figure 4 a possible trajectory for the ball.

(1)

(f) Explain your reason for selecting this trajectory.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

GEMS Metropole School Page 93 of 243

When a paper cake-case falls, right way up, through the air, it quickly reaches terminal velocity.
38.

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.

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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)

GEMS Metropole School Page 95 of 243

Figure 1 shows a robotic helicopter that is used on Mars. The helicopter is powered by a battery.
39. Before each flight, the battery is charged by a solar panel.

Figure 1

Figure 2 shows the helicopter hovering at a constant height above the surface of Mars. The rotor
blades move a column of atmospheric gas vertically downwards at a velocity of 17.2 m s−1. The
diameter of this column is 1.2 m.

Figure 2

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(a) The gas moved by the rotor blades has a density of 0.020 kg m−3.

Show that the helicopter moves approximately 0.4 kg of gas every second.

(3)

The movement of the gas creates an upward force on the helicopter. This upward force enables
the helicopter to hover at a constant height.

The gravitational field strength on Mars is 3.72 N kg−1.

(b) Calculate the mass of the helicopter.

mass = ____________________ kg
(3)

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(c) The battery stores 0.035 kW h of energy before a flight.
The flight lasts for 39 s.
The battery has a power output of 340 W during the flight.

Determine the percentage of the initial energy stored in the battery that is transferred
during the flight.

percentage = ____________________ %
(2)

(d) The helicopter has a maximum flight time of a few minutes due to the limited amount of
energy stored in the battery. The battery accounts for about 15% of the helicopter’s mass.

A student suggests that adding another identical battery that doubles the energy available
to the helicopter would double its flight time.

Deduce without calculation whether the student’s suggestion is correct.

___________________________________________________________________

___________________________________________________________________
(3)

GEMS Metropole School Page 98 of 243

Figure 3 shows a simplified side view of the helicopter moving vertically upwards with a speed of
0.55 m s−1.
At the instant shown, the helicopter is at a height h and the blades stop rotating.

Figure 3

The gravitational field strength on Mars is 3.72 N kg−1.

The weight of the helicopter is the only force acting on it when the blades stop rotating. Drag
forces on the helicopter are negligible as it rises to a maximum height and then falls back to the
surface.

(e) Calculate the time taken for the helicopter to reach its maximum height from the instant the
blades stop rotating.

time = ____________________ s
(2)

(f) When the helicopter makes contact with the surface it has a velocity of 2.2 m s−1.

Calculate h.

h = ____________________ m
(2)

GEMS Metropole School Page 99 of 243

(g) A student suggests that the acceleration of the helicopter is constant from the instant the
blades stop rotating until the helicopter makes contact with the surface.

Discuss this suggestion with reference to an appropriate Newton’s law of motion.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 17 marks)

The graph shows how the vertical speed of a parachutist changes with time during the first 20 s
40. 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, ____________________________________________________________

______________________________________________________________

GEMS Metropole School Page 100 of 243

(ii) B, ____________________________________________________________

______________________________________________________________

(iii) C, ____________________________________________________________

______________________________________________________________

______________________________________________________________
(6)

(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,

______________________________________________________________

GEMS Metropole School Page 101 of 243

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

______________________________________________________________

______________________________________________________________
(2)
(Total 14 marks)

(a) (i) Describe the behaviour of a wire that obeys Hooke’s law.
41.
______________________________________________________________

______________________________________________________________

(ii) Explain what is meant by the elastic limit of the wire.

______________________________________________________________

(iii) Define the Young modulus of a material and state the unit in which it is measured.

______________________________________________________________

______________________________________________________________
(5)

(b) A student is required to carry out an experiment and draw a suitable graph in order to
obtain a value for the Young modulus of a material in the form of a wire.
A long, uniform wire is suspended vertically and a weight, sufficient to make the wire taut,
is fixed to the free end. The student increases the load gradually by adding known weights.
As each weight is added, the extension of the wire is measured accurately.

(i) What other quantities must be measured before the value of the Young modulus can
be obtained?

______________________________________________________________

(ii) Explain how the student may obtain a value of the Young modulus.

______________________________________________________________

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(iii) How would a value for the elastic energy stored in the wire be found from the
results?

______________________________________________________________

______________________________________________________________
(6)
(Total 11 marks)

(a) Give two examples of the techniques used by geologists to obtain values of the strength of
42. the local gravitational field of the Earth.
In each of your quoted examples, describe the information that the geologists can derive
from their measurements.

___________________________________________________________________

___________________________________________________________________
(4)

In 1774, Nevil Maskelyne carried out an experiment near the mountain of Schiehallion in
Scotland to determine the density of the Earth.

Figure 1 shows two positions of a pendulum hung near to, but on opposite sides of, the
mountain. The centre of mass of the mountain is at the same height as the pendulum.

Figure 1

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(b) (i) Explain why the pendulums do not point towards the centre of the Earth.

______________________________________________________________

______________________________________________________________
(2)

(ii) Suggest why Maskelyne carried out the experiment on both sides of the mountain.

______________________________________________________________

______________________________________________________________
(1)

Figure 2

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(i) The mountain is in the appropriate shape of a cone 0.50 km high and 1.3 km base
radius; it rises from a locally flat plain.
Show that the mass of the mountain is about 2 × 1012 kg.

density of rock = 2.5 × 103 kg m−3

(3)

(ii) Figure 2 shows the left-hand pendulum bob lying on a horizontal line that also
passes through the centre of mass of the mountain. The bob is 1.4 km from the
centre of the mountain and it hangs at an angle of 0.0011° to the vertical.

Calculate the mass of the Earth.

(3)

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(iii) The answer Maskelyne obtained for the mass of the Earth was lower than today’s
accepted value even though he had an accurate value for the Earth’s radius.

Suggest one reason why this should be so.

______________________________________________________________

______________________________________________________________
(1)
(Total 14 marks)

A student investigated how the extension of a rubber cord varied with the force used to extend it.
43. 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)

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

______________________________________________________________

______________________________________________________________
(1)

(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)

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The table below indicates some positions of a person carrying out a bungee jump from a high
44. bridge.
Tick the appropriate box(es) to show the forms that the jumper’s energy takes at the different
stages of the jump.

(Total 3 marks)

In a reverse bungee experience a ‘rider’ is catapulted high into the air.

45. A designer creates a less extreme version for more timid participants, as shown in the figure
below.

The rider is strapped into a rigid harness attached to one end of an elastic rope PR. The rider
and the rope behave in the same way as a mass-spring system.

The rider is initially held at rest at ground level. The top end of the rope, P, is raised to stretch the
rope. The rider is then released and moves upwards, reaching a maximum height when the rope
is at its unstretched (natural) length. The rider then oscillates vertically until eventually coming to
rest, suspended above the ground.

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The rope has an unstretched length of 20 m. When stretched, the rope obeys Hooke’s law and
has a stiffness of 92 Nm–1. In the following questions ignore the mass of the rope.

(a) (i) The rider and harness have a total mass of 55 kg.
Calculate the overall length of the rope when the rider comes to rest, suspended
above the ground, at the end of the ride.

______________________________________________________________

overall length ______________________ m

(3)

(ii) At the start of the ride, the lower end of the rope R is attached to the rigid harness at
a point which is 2.6 m above the ground.

The top end of the rope, P, has to be adjusted so that the rope just becomes
unstretched when the rider is at the highest point of the ride.
Determine the height of P above the ground.
Neglect air resistance in this part of the question.

______________________________________________________________

height of point P ______________________ m

(1)

(b) (i) Show that the frequency of oscillation of the rider on the end of the rope
is about 0.2 Hz.

______________________________________________________________

______________________________________________________________
(3)

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(ii) Calculate the maximum speed reached by the rider when the amplitude of the
oscillation is 4.2 m.

______________________________________________________________

maximum speed ______________________ ms–1

(2)

(iii) In practice, air resistance has an effect. Sketch below, a graph showing how you
would expect the velocity to vary with time over the first two complete oscillations,
from the instant the rider was released from ground level. Take an upward velocity as
being positive.

Label the time axis with a suitable scale. No scale is required on the velocity axis.

(3)

(c) (i) A rider of greater mass now uses the ride. Explain how the height of P has to be
changed to produce the same initial amplitude of oscillations as that for the previous
rider.

______________________________________________________________

______________________________________________________________
(3)

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(ii) A safety officer examines the design of the ride and thinks that, if the end P of the
rope is raised too high so that the rope is stretched too much at the start, there is a
risk that the rider could hit the ground after the first oscillation and suffer an injury.
Describe what would happen to the rider during the ride in this case and explain why,
even if air resistance is negligible, the safety officer’s concerns are unfounded.

______________________________________________________________

______________________________________________________________
(3)
(Total 18 marks)

In an experiment an unknown load, of weight, W, was supported by two strings kept in tension by
46.
equal masses, m, hung from their free ends, with each string passing over a frictionless pulley.
The arrangement was symmetrical and is shown in Figure 1.

Figure 1

The distance x was kept constant throughout the experiment. The length y was measured for
different values of m.

The distance between the strings at the pulleys, x = 0.500m

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(a) Figure 2 shows the three forces acting through the point at which the strings are attached
to the load. The weight of the load is W and the tension in each string is mg, where g is
gravitational field strength.

Figure 2

(i) By resolving the forces vertically show that

where φ is the angle between each string and the vertical.

______________________________________________________________

______________________________________________________________
(1)

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(ii) Draw the line of best fit through the points plotted on the graph.

(1)

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(b) (i) Determine the gradient of your graph.

______________________________________________________________

______________________________________________________________
(3)

(ii) The equation for the straight line is

Given that g = 9.81Nkg–1, determine a value for W.

______________________________________________________________

______________________________________________________________
(2)

(c) When m was 0.300 kg, y was 0.400 m.

Calculate the percentage uncertainty in for m = 0.300 kg.

___________________________________________________________________

___________________________________________________________________
(3)

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(d) (i) Explain the term systematic error.

______________________________________________________________

______________________________________________________________
(1)

(ii) In practice, there may be a systematic error in this experiment because of friction in
the pulleys.
When the measurements were taken, increasing values of m were used. State and
explain how friction in the pulleys would have affected the measured values of y.

______________________________________________________________

______________________________________________________________
(2)
(Total 13 marks)

A boy throws a ball vertically upwards and lets it fall to the ground. Figure 1 shows how
47. displacement relative to the ground varies with time for the ball.

Figure 1

(a) (i) State which feature of a displacement-time graph represents the velocity.

______________________________________________________________
(1)

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(ii) On the axes below, draw the shape of the velocity-time graph for the ball between
t0 and t2. The starting point is labelled X.

(3)

(b) Figure 2 shows the ball deforming as it contacts the ground, just at the point where it is
stationary for an instant and has reached maximum deformation.

Figure 2

(i) Explain how Newton’s third law of motion applies to Figure 2.

______________________________________________________________

______________________________________________________________
(2)

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(ii) Explain why there is a resultant upward force on the ball in Figure 2.

______________________________________________________________

______________________________________________________________
(2)
(Total 8 marks)

Figure 1 shows a spoon used to measure the mass of food.

48.
The empty spoon balances when a pivot is placed under a point P halfway along the spoon.

Figure 1

The spoon tilts when food of mass M is placed in the bowl. The spoon is rebalanced by moving
the pivot a distance x to the right of P. The new position of the pivot is under point Q in Figure 2.

Figure 2

The total length of the spoon is 32.0 cm. The weight of the food acts through a line at a distance
of 4.0 cm from the right-hand edge of the spoon.

(a) Explain why the spoon in Figure 2 is balanced when the pivot is at Q.

___________________________________________________________________

___________________________________________________________________
(2)

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(b) The empty spoon has mass m .

Show that, for the arrangement in Figure 2,

(2)

(c) Figure 3 shows how x varies with M .

Figure 3

Determine, using Figure 3, the weight of the empty spoon.

weight = ____________________ N
(3)

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(d) A scale, in grams, is marked on the spoon between P and the bowl. Figure 3 is used to
calibrate this scale in intervals of 25 g.

M can be measured by balancing the spoon. The value is read from the point of the scale
directly above the pivot.

State and explain how the uncertainty in the value read from the scale changes as M
increases.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 10 marks)

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(a) Figure 1 shows the arrangement of apparatus in an experiment to investigate the
49. equilibrium of three forces.

Figure 1

The two pulleys are secured in a fixed position at the same height. The centres of the
pulleys are separated by a horizontal distance x. Identical masses m are suspended by a
continuous string which passes over both pulleys. A third mass M is suspended from the
string at point A, equidistant from the pulleys. The strings that pass over the pulleys each
make an angle θ to the vertical at point A, as shown in Figure 1.

When the forces are in equilibrium the vertical distance d is measured. Mass M is varied
and the system is allowed to come into equilibrium. For each M, the corresponding
distance d is measured.

The results are shown in the table below.

M / kg d/m

0.100 0.035 0.087

0.200 0.066 0.163

0.300 0.105 0.254

0.400 0.139 0.328

0.500 0.183

0.600 0.228

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(i) Given that x = 0.800 m, complete the table above.
(1)

(ii) Complete the graph in Figure 2 by plotting the two remaining points and drawing a
best fit straight line.
(2)

(iii) Determine the gradient of the graph in Figure 2.

gradient = ____________________
(3)

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(iv) (1) Consider the forces that act at point A in Figure 1. By resolving these forces
vertically, show that M = 2mcos θ.

Figure 2

(1)

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(2) Express cosθ in terms of d and x and hence show that the gradient of the

graph is equal to .

(2)

(3) Determine the value of m using your value for the gradient from (iii).

m = ____________________
(2)

(v) A student obtains different results for d when M is increased compared with those
obtained when M is decreased.

(1) Suggest why these two sets of results do not agree.

________________________________________________________

________________________________________________________
(1)

(2) State what the student should do with the results to take account of this
problem.

________________________________________________________

________________________________________________________
(1)

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(b) An arrangement for investigating the equilibrium of forces is shown in Figure 1.

Figure 1

In the arrangement shown in Figure 1, P and Q are identical masses of mass m. A student
uses this arrangement to investigate the relationship between m and θ when the system of
forces is in equilibrium. Weight W is constant.
The student performs the investigation by marking the position of the strings when the
forces are in equilibrium for different values of m. He does this by marking crosses on the
sheet of white paper.

(i) The string is about 10 mm from the paper. Describe and explain a technique to mark
accurately the string positions on the paper.

______________________________________________________________

______________________________________________________________
(2)

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(ii) The crosses on the paper are used to determine the directions of the strings. The
results are shown full scale in Figure 2.

(1) Use Figure 2 and your protractor to measure θ as accurately as possible and
calculate the percentage uncertainty in your answer. State the precision of the
protractor you used.

precision of protractor = ____________________

θ = ____________________

percentage uncertainty = ____________________ %

(3)

(2) Use Figure 2 and a ruler to determine θ using trigonometry. Show on Figure 2
the measurements you make.

θ = ____________________
(2)

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(iii) Theory suggests that W = 2mg cosθ.
The student produces a set of results for different values of m and the corresponding
values of θ.
Suggest and explain a graphical way of testing this relationship between m and θ.

______________________________________________________________

Figure 2

(1)
(Total 21 marks)

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Four resistors, each having resistance of 50 Ω, are connected to form a square. A resistance
50. meter measured the resistance between different corners of the square. Determine the
resistance the meter records when connected between the following corners.

(a) Between A and C, as in Figure 1.

Figure 1

___________________________________________________________________

___________________________________________________________________
(2)

(b) Between A and B, as in Figure 2.

Figure 2

___________________________________________________________________

___________________________________________________________________
(3)
(Total 5 marks)

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The first section of a full-size stroboscopic photograph of a marble released from rest and in free
51. fall is shown below. Every time the strobe light flashes an image of the marble is recorded. The
time interval between successive flashes of the strobe light was 0.0435 s.

(a) This photograph can be used to find a value for the acceleration due to gravity g.

(i) Take measurements from the diagram below that can be used to find an accurate
value for g.

(2)

(ii) Calculate a value for g using your measurements from (a)(i).

______________________________________________________________

______________________________________________________________
(2)

(b) Suggest why the duration of the flash of the strobe should be as short as possible.

___________________________________________________________________

___________________________________________________________________
(1)

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(Total 5 marks)

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A manufacturer asks you to design the heating element in a car rear-window de-mister. The
52. design brief calls for an output of 48 W at a potential difference of 12 V. The diagram below
shows where the eight elements will be on the car window before electrical connections are
made to them.

(a) Calculate the current supplied by the power supply.

Current = ____________________
(1)

(b) One design possibility is for the eight elements to be connected in parallel.

(i) Calculate the current in each element in this parallel arrangement.

Current = ____________________
(1)

(ii) Calculate the resistance required for each element.

Resistance = ____________________
(2)

(i) Calculate the current in each element in this series arrangement.

Current = ____________________
(1)

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(ii) Calculate the resistance required for each element.

Resistance = ____________________
(2)

(d) State one disadvantage of the series design compared to the parallel arrangement.

___________________________________________________________________

___________________________________________________________________
(1)

(e) The series design is adopted. Each element is to have a rectangular cross-section of
0.12 mm by 3.0 mm. The length of each element is to be 0.75 m.

(i) State the units of resistivity.

______________________________________________________________
(1)

(ii) Calculate the resistivity of the material from which the element must be made.

Resistivity = ____________________
(2)
(Total 11 marks)

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This question is about the determination of the Young modulus of the metal of a wire.
53.
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)

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

Determine the Young modulus of the metal in Q.

Young modulus = ____________________ Pa

(4)

(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)

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This question is about using a digital balance to investigate the force on a wire placed in a
54. magnetic field when there is an electric current in the wire.

A student carries out the procedure shown in Figure 1 and Figure 2.

A metre ruler is pivoted at the 1.0 cm mark and a prism is placed on a digital balance. The free
end of the ruler is raised and the balance is turned on and then set to zero, as shown in Figure 1.

Figure 1

The ruler is then supported by the prism with the apex of the prism at the 30.0 cm mark as shown
in Figure 2. The height of the pivot is adjusted so that the ruler is horizontal.

Figure 2

(a) Deduce the mass of the ruler.

State one assumption you make.

mass of ruler = ____________________ g

assumption _________________________________________________________

___________________________________________________________________
(3)

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(b) The student attaches a uniform wire to the upper edge of the ruler, as shown in Figure 3.

The ends of the wire are connected to terminal blocks P and Q which are fixed firmly to the
bench. A power supply and an ammeter are connected between P and Q.

These modifications cause the balance reading to increase slightly.

A horizontal uniform magnetic field is applied, perpendicular to the wire, between the 85 cm
and 90 cm marks, as shown in the close-up diagram in Figure 3.

Figure 3

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The balance reading M is recorded for increasing values of current I.
A graph of these data is shown in Figure 4.

Figure 4

State and explain the direction of the horizontal uniform magnetic field.

___________________________________________________________________

___________________________________________________________________
(3)

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(c) It can be shown that B, the magnitude of the magnetic flux density of the horizontal uniform
magnetic field, is given by

where

σ = change in force acting on the prism per unit current in the wire
L = length of the region where the magnetic field cuts through the wire.

Determine B.

B = ____________________ T
(3)

(d) The experiment is repeated with the ruler pivoted at the 99.0 cm mark.
Nothing else is changed from Figure 3.

This arrangement is shown in Figure 5.

Figure 5

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Tick (✔) one box in row 1 and one box in row 2 of the table to identify the effect, if any, on
the magnitude of the forces acting on the apparatus as a certain current is passed through
the wire.

Tick (✔) one box in row 3 and one box in row 4 of the table to identify the effect, if any, on
the graph produced for this modified experiment compared with the graph in Figure 4.

Reduced No effect Increased

Force acting on the current-carrying

1 wire due to the horizontal uniform
magnetic field

Force acting on the prism due to the

2
pivoted ruler

3 Gradient of the graph

4 Vertical intercept of the graph

(3)

(e) Figure 6 shows the balance being used to measure the forces between two wires.
The connections joining these wires to the power supply are not shown.

The pan of the balance moves a negligible amount during use and it supports a straight
conducting wire X of horizontal length L.
Terminal blocks are used to connect X into the circuit. The weight of these does not affect
the balance reading.
A second conducting wire Y is firmly supported a distance d above X.

Show, by adding detail to Figure 6, the wire connections that complete the circuit.
The currents in X and Y must have the same magnitude and be in the directions indicated.

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Figure 6

(2)

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(f) The vertical force F on wire X due to the magnetic field produced by wire Y is given by

where

k is a constant
d is the perpendicular distance between X and Y
I is the current in the wires
and
L is the horizontal length of wire X.

A student wants to measure k using the arrangement in Figure 6.

The student is told that the following restrictions must apply:

• L is fixed
• I must not exceed 5.0 A
• the result for k must be obtained using a graphical method
• the experimental procedure must involve only one independent variable.

Explain what the student could do to find k.

___________________________________________________________________

___________________________________________________________________
(5)
(Total 19 marks)

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Figure 1 shows apparatus used to measure the force exerted by an athlete during a single-leg
55. 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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(c) Determine the impulse provided by the force platform between B and C.

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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Figure 1 shows apparatus used to investigate the bending of a beam.
56.
Figure 1

The beam is placed horizontally on rigid supports.

The distance L between the supports is 80 cm.

A travelling microscope is positioned above the midpoint of the beam and focused on the upper
surface.

(a) Figure 2 shows an enlarged view of both parts of the vernier scale.

Figure 2

The smallest division on the fixed part of the scale is 1 mm.

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What is the value of the vernier reading R0 in mm?
✓) one box.
Tick (✓

34.8

37.8

45.8

49.8

(1)

(b) Figure 3 shows the beam bending when a hanger of mass 0.050 kg is suspended from the
midpoint.

Figure 3

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The microscope is refocused on the upper surface and the new vernier reading R is
recorded.
The vertical deflection s of the beam is equal to (R – R0).

The total mass m suspended from the beam is increased in steps of 0.050 kg.
A value of s is recorded for each m up to a value of m = 0.450 kg.
Further values of s are then recorded as m is decreased in 0.050 kg steps until m is zero.

Student A performs the experiment and observes that values of s during unloading are
sometimes different from the corresponding values for loading.

State the type of error that causes the differences student A observes.

___________________________________________________________________
(1)

(c) Student B performs the experiment using a thinner beam but with the same width and
made from the same material as before.

Discuss one possible advantage and one possible disadvantage of using the thinner
beam.

Advantage _________________________________________________________

___________________________________________________________________

Disadvantage ______________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

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(d) Figure 4 shows the best-fit line produced using the data collected by student A.

Figure 4

It can be shown that s =

where E is the Young modulus of the material of the beam and η is a constant.

Deduce in s−2 the order of magnitude of η.

E = 1.14 GPa

order of magnitude of η = _______________ s−2

(4)
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(e) Student C performs a different experiment using the same apparatus shown in Figure 1.
A mass M is suspended from the midpoint of the beam.
The vertical deflection s of the beam is measured for different values of L.

Figure 5 shows a graph of the results for this experiment.

Figure 5

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Figure 5 shows that log10(s / m) varies linearly with log10(L / m).

State what this shows about the mathematical relationship between s and L. You do not
need to do a calculation.

___________________________________________________________________

___________________________________________________________________
(1)

(f) Deduce, using Figure 5, the value of s when L = 80 cm.

s = _______________ m
(2)

(g) Determine M using Figure 4.

M = _______________ kg
(1)
(Total 13 marks)

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Figure 1 shows a strip of steel of rectangular cross-section clamped at one end.
57. 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)

GEMS Metropole School Page 154 of 243

(a) Define the moment of a force about a point.
58.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

GEMS Metropole School Page 155 of 243

(b) The diagram shows a gripper which is used for hand strengthening exercises.

The diagram shows the gripper being squeezed. In this situation, the gripper is in
equilibrium. The force produced by the fingers is equivalent to the single force X of
magnitude 250 N acting in the direction shown above. A force, Y, is exerted by the spring
which obeys Hooke’s law.

(i) Calculate the moment of force X about the pivot. State an appropriate unit.

moment = __________ unit

(2)

GEMS Metropole School Page 156 of 243

(ii) Calculate force Y.

force = ____________________ N
(2)

(iii) The extension of the spring is 15 mm.

Calculate the spring constant k of the spring. Give your answer in N m–1.

spring constant = ____________________ N m–1

(2)

(iv) Calculate the work done on the spring to squeeze it to the position shown in the
diagram.

work done = ____________________ J

(2)
(Total 10 marks)

GEMS Metropole School Page 157 of 243

A rugby ball is kicked towards the goal posts shown in the diagram below from a position directly
59. in front of the posts. The ball passes over the cross-bar and between the posts.

(a) The ball takes 1.5 s to reach a point vertically above the cross-bar of the posts.

(i) Calculate the ball's horizontal component of velocity, vh. Ignore air resistance.

vh ____________________
(2)

(ii) The ball reaches its maximum height at the same time as it passes over the crossbar.
State the vertical component of velocity when the ball is at its maximum height.

______________________________________________________________
(1)

GEMS Metropole School Page 158 of 243

(iii) The ball’s maximum height is 11 m. Calculate, vv, the vertical component of velocity of
the ball immediately after it has been kicked. Ignore the effects of air resistance.

acceleration due to gravity, g = 9.8 m s–2

vv ____________________
(3)

(b) (i) Determine the magnitude of the initial velocity, v, of the ball immediately after it is
kicked.

v ____________________
(3)

(ii) Determine the angle above the horizontal at which the ball was kicked.

Angle ____________________
(1)

___________________________________________________________________

___________________________________________________________________
(2)
(Total 12 marks)

GEMS Metropole School Page 159 of 243

A girl sits at rest on a garden swing. The swing consists of a wooden seat of mass 1.2 kg
60. supported by two ropes. The mass of the girl is 16.8 kg. The mass of the ropes should be ignored
throughout this question.

Figure 1

(a) A boy grips the seat and gives a firm push with both hands so that the girl swings upwards
as shown in Figure 1. The swing just reaches a vertical height of 0.50 m above its rest
position.

(i) Show that the maximum gain in gravitational potential energy of the girl and the swing
is about 88 J.

acceleration due to gravity = 9.8 m s–2

(3)

(ii) The work done against resistive forces as the swing moves upwards is 20 J.
Calculate the work done on the swing by the boy during the push.

(1)

GEMS Metropole School Page 160 of 243

(iii) As he pushed, the boy‘s hands were in contact with the seat of the swing for a
distance of 0.40 m. Calculate the average force applied to the swing.

(2)

(b) Calculate the speed of the girl as she passes back through the lowest point of her ride for
the first time. Assume that the work done against resistive forces is the same in both
directions.

(4)

(c) The girl is not pushed again. On the axes in Figure 2, sketch a graph to show how the
kinetic energy of the girl varies with time over two complete cycles of the motion. Start your
graph from the time when she is 0.50 m above the rest position. You are not required to
mark a scale on either axis.

Figure 2
(3)
(Total 13 marks)

GEMS Metropole School Page 161 of 243

Mark schemes
(a) (i) Use of R = ρl/A
1.
C1

= 1.3 × 105 × 12 × 10–3/2.5 × 10–3 × 1.5 × 10–3

= 4.2 × 108Ω

A1
3

(ii) P = V2/R
= 25/4.2 × 108

= 6.0 × 10–8 W

A1
2

(iii) total power = 12 × 10–8 W

B1
1

(iv) area = (7.5 × 10–3) × 12 × 10–3 [= 90 × 10–6 m2]

p/area = 12 × 10–8/90 × 10–6

= 1.3 mW m–2

A1
2

GEMS Metropole School Page 162 of 243

(b) (i) area goes down 100 times, or quotes area
3.75 × 10–8 m2

R = ρ(l × 10)/(A × 100), or quotes length 12 × 10–4 m

[so resistance goes up 10 times]

B1
2

(ii) power dissipated is reduced [power down 10 times]

through area that is smaller by bigger factor than power

B1
2
[12]

(a) circuit diagram to show:

2. ammeter in series, voltmeter in parallel (1)
variable source (e.g. battery + rheostat or potential divider) (1)
2

(b) (i) RX = = 56 Ω (1)

(ii) RX = (e.g.) = 23 (Ω) (1)

RX depends on current (or voltage) non-ohmic

four pairs of values correct (1)

all six pairs correct and col D to no more than 4 s.f (1)

(ii) axes labelled (1)

suitable scales chosen (1)
at least five points plotted correctly (1)
acceptable straight line (1)

GEMS Metropole School Page 163 of 243

(iii) k = gradient (1)

gradient = = 5.7 (V–1) (1)

intercept on y-axis =ln A (1)

(intercept = 1.68 gives) A = e1.68 = 5.4 (mA) (1)

unit for k or A correct (1)

(iv) the points define a straight line (1)

valid over given range (1)
max 10
[15]

(a) 1 joule per coulomb (or equivalent)

3.
B1
allow watt per amp
1

(b) (i) Use of potential divider formula

C1
allow 1 for 4.05 (V) or current of 2.25 (mA)

4.95 (V)

A1
2

(ii) reduced current

B1
1

(iii) use of parallel resistor formula

leading to 1.72 (kΩ)

pd = 4.4 (V)

A1
3

GEMS Metropole School Page 164 of 243

(iv) potential divider can provides sensitive control of current (from 0 - 1.1 mA)

B1
allow pot div can provide zero current and variable resistor gives
larger current

variable resistor can provide larger current but cannot get near 0 A owtte

B1
2
[9]

(a) (i) Use of P = VI with pair of valid coordinates from graph

4.
C1

0.52 (W)
Allow 1sf if within 0.49 to 0.52

A1
2

(ii) Correct general shape

Linear rise between 0.0 ‒ 0.5 V and falls to zero at 0.71 V

A1
2

(iii) Use of efficiency =

Use of I =

Their (i) / 67.5 (m2) (7.7 × 10−3 if correct)

A1
3

GEMS Metropole School Page 165 of 243

(b) (i) 0.7 J of work done (by cell) per 1 C of charge (when moved round circuit)
OR
(Terminal) pd across (solar) cell with no load / current is 0.7 V
Not “per unit charge”

B1
1

(ii) 20 cells in series (to produce 14 V)

Series arrangement has internal resistance of 15.6 Ω

Cells in parallel (needed to reduce total internal resistance of array)

80 cells / 4 parallel sets of 20 cells in series

B1
4

GEMS Metropole School Page 166 of 243

(c) The marking scheme for this question includes an overall assessment for the quality
of written communication (QWC). There are no discrete marks for the assessment of
QWC but the candidate’s QWC in this answer will be one of the criteria used to
assign a level and award the marks for this question.

Descriptor ‒ an answer will be expected to meet most of the criteria in the level
descriptor.

Level 3 ‒ good
-claims supported by an appropriate range of evidence;
-good use of information or ideas about physics, going beyond those given in the
question;
-argument is well structured with minimal repetition or irrelevant points;
-accurate and clear expression of ideas with only minor errors of grammar,
punctuation and spelling.

Level 2 ‒ modest
-claims partly supported by evidence;
-good use of information or ideas about physics given in the question but limited
beyond this;
-the argument shows some attempt at structure;
-the ideas are expressed with reasonable clarity but with a few errors of grammar,
punctuation and spelling.

Level 1 ‒ limited
-valid points but not clearly linked to an argument structure;
-limited use of information about physics;
-unstructured;
-errors in spelling, punctuation and grammar or lack of fluency.

Level 0
-incorrect, inappropriate or no response.
Some points:
Use on communication satellite:
Continuous supply of energy from Sun
No need for fuel (for power purposes)
Large area of solar cells not needed (but possible)
Low mass
Can be unfolded (after launch)
No environmental hazard
Reliable/no moving parts
Continuous operation:
Arrays need to track sun (to maximise absorption)
Shielding required as can be damaged by meteors or cosmic rays
Need storage system (rechargeable batteries / capacitors) for back
up (if in shadow)
Limit use of energy-intensive operations
Use on space probe:
Light intensity / energy too low at large distance
Intensity falls as inverse-square
Area of array would be too large

GEMS Metropole School Page 167 of 243

Solar cells will have degenerated too much over this time

B6
6
[18]

(a)
5.
wavelength frequency speed

increases

stays the
✓
same

decreases ✓ ✓

middle column correct ✓

first and third column correct ✓
2

(b) (i) (n1sinθ2 = n2sinθ2)

(1.09)sin 65.0 = (1.00)sinθ2 ✓ (giving θ2 = 81°)

α = 9(°) ✓ (8.93°)
no internal CE
allow 9.0°
2

(ii) 1.09sin65 = 1.70sinx

or sinx = 0.58
or x = 35.5 (°) ✓ (allow 35° or 36°)
[beware an answer close to the correct value can come from
n = 1 / sinC]

90 − 35.5 = 54.5(°) ✓ (allow 54° or 55°)

CE for 90° − their value
2

(c) (i) total internal reflection

TIR does not gain the mark
1

GEMS Metropole School Page 168 of 243

(ii) diagram showing core / cladding and light ray TIR at interface at least once with
another TIR shown on the diagram or suggested in their explanation ✓
labelling is not required and reflections do not have to be accurate
provided they are shown on the correct side of the normal

light fibre consists of core and cladding with lower refractive index / optical
density ✓

light (incident) at angle greater than the critical angle (results in TIR) ✓
3
[10]

(a) (1 C of) the charge gains ε J on passing through cell

6.
OR

energy transferred (by 1 C) in R1 is V1 (J)

energy transferred (by 1 C) in R2 is V2 (J)

energy transferred (by 1 C) in r is Ir (J) ✔

If no other mark awarded, allow one mark for definition of emf in
terms of energy transfer.
accept: ‘dissipated’
accept ‘lost volts’ for Ir but reject ‘voltage across r’
accept ‘work done’ for ‘energy transferred’

(for conservation of energy)

ε = IR1 + IR2 + Ir ✔
Alternative for MP2
ε = V1 + V2 + Ir
provided that MP1 is awarded.
2

GEMS Metropole School Page 169 of 243

(b) Equates emf to Ir + 2.89 in some form✔1
If no other mark awarded, award one mark for use of emf value in
MP2.
Allow in MP1 (their current/A) ×125Ω for 2.89 V

Calculates I from 2.89÷125 (=0.02312 A) ✔2

Allow alternative routes for ✔1 and ✔2. E.g.
‘Lost volts’= 0.11 V ✔1
Applies potential-divider equation e.g.
0.11÷2.89 = r÷125 ✔2
OR
3÷(125 + r) = 2.89÷125✔1✔2

Giving r = 4.76 (Ω) ✔3

Must see at least 3 sf answer
Answer must round to 4.76(Ω)
3

(c) (Resistance splits 25 Ω and 104.8 Ω)

Applies potential divider formula eg ✔

V = 0.58 (V) ✔
Accept other routes for MP1 e.g.
using V = IR, with 25 Ω and their current, for example from
• I = 0.023 A (from Q03.2)

•I=

•I=
OR
using V = with an identification of 2.89 V as the terminal pd.
If no other mark awarded, allow one mark for using 29.8 Ω instead
of 129.8 Ω for total resistance giving 2.5(2) V.
2

GEMS Metropole School Page 170 of 243

(d) Any four from:

Straight line 0 V A to P 1✔

Less steep non-zero gradient from P to Q 2✔

Short steep increase at Q 3✔

Q to R about same non-zero gradient as P to Q 4✔

Horizontal line from R to B at 3.0 V 5✔

For 3✔ allow range no greater than width of “Q” label on horizontal

axis.
If graph sketched from 3 V (at A) to 0V (at B) award max 2 (based
on 2✔ and 4✔).
If a single diagonal straight line from 0 V (at A) to B, award 1✔only.
If a single diagonal straight line from 0 V (at A) to R and then
horizontal to B, award only 1✔ and 5✔ if scored (ie max 2).
Max 4
[11]

(a) (i)
7.

(1) battery, wire, (variable resistor) and ammeter in series

(1) voltmeter connected across wire

GEMS Metropole School Page 171 of 243

(ii) (α) (with switch closed) measure I and V (1)
move contact along the wire (1) (or length of wire changed)
measure new (I and) V (1)
measure l each time (1)

or (β) measure I and V (1)

change variable resistor (1)
measure new I and V (1)
l known (1)

(iii)

(α) obtain gradient of graph of V or R vs l (1)

A (and I) known, hence ρ (1)

or (β) gradient of graph of V vs I (1)

A and l known, hence ρ (1)

[or, for both methods, measure R = for each length (1)

take mean and hence ρ (1)

(b) (use of V = IR gives) R = (1) ( = 120 × 103 (Ω))

(allow C.E. for value of R)

= 5.1 × 105 Ω m (1)
3

(c) four resistors in series (1)

R = 4 × (120 × 103) = 4.8 × 105Ω (1)
(allow C.E. for value of R)
2
[14]

(a) (i) Voltmeter across terminals with nothing else connected to battery / no additional load.
8.
✓
1

(ii) This will give zero / virtually no current ✓

GEMS Metropole School Page 172 of 243

(b) (i)

Answer must clearly show power: εI and VI, with I cancelling out to give
formula stated in the question ✓
1

(ii) Voltmeter connected across cell terminals ✓

Switch open, voltmeter records ε

Switch closed, voltmeter records V
Both statements required for mark ✓
Candidates who put the voltmeter in the wrong place can still
achieve the second mark providing they give a detailed description
which makes it clear that:
To measure emf, the voltmeter should be placed across the cell with
the external resistor disconnected
And
To measure V, the voltmeter should be connected across the
external resistor when a current is being supplied by the cell
2

Precautions - switch off between readings / take repeat readings (to check that emf or
internal resistance not changed significantly) ✓
2

(d) Efficiency increases as external resistance increases ✓

Explanation
Efficiency = Power in R / total power generated
I2R / I2(R + r) = R / (R + r)
So as R increases the ratio becomes larger or ratio of power in load to power in
internal resistance increases ✓
Explanation in terms of V and ε is acceptable
2
[9]

planning
9.
(a) sensible key factor e.g. p.d. across paper, that, when varied, leads to the
determination of resistance: candidate then goes on to estimate the thickness of the
paint layer on strip [only allow direct measurement of resistance if the investigation is
of how either width or length of a rectangular strip affects the resistance of the paper]
(1)

(b) correct measuring instrument given [allow circuit diagram] (1)

GEMS Metropole School Page 173 of 243

(c) dimensions of paper constant when resistance measured [to see how a certain
dimension influences the resistance, width (if length varied)/length (if width varied)]
(1)

(d) check that current through paper does not exceed 200 mA (1)

(e) sensible qualitative prediction given: thickness can only be estimated due to
uncertainty in resistivity (1)

(f) thickness of layer (assuming uniform coating) in range 10–7 to 10–11 m (1)

[or (e) sensible qualitative prediction given: R ∝ l or R ∝ w–1]

(g) reasonable physics reasoning given in support: similarity with behaviour of a metallic
conductor (1)

(h) use of VlI to find R [use of repeated readings to reduce uncertainty in measurement
of dimension] (1)

(i) calculating possible range of thickness using limiting values of resistivity / assessing
the uncertainty in result [plotting graph of results to check relationship] (1)

(j) any other sensible measure, e.g. maintain steady temperature (1)
[max 8]

10. (a) vtb: distance moved (at speed v) before brakes are applied
[or thinking / reaction distance] (1)

: distance moved while braking [ or after applying brakes] (1)

(b) (i) column B: (8.9) 13.3(5) 17.8 22.2(5) 26.7 31.1(5)

(all values correct to 2 or 3 sig. figs ± 0.2) (1)

(ii) column D: 1.3(5) 1.72 2.02 2.39 2.73 3.08

(all values correct to 2 or 3 sig figs ± 0.1) (1)
2

(c) graph of against v [or v against ] (1)

axes labelled correctly (1) (column D vs column B or A)

appropriate scales (1)
at least four points plotted correctly to 1 square (1)
acceptable straight line (1)
[note: if chosen graph gives a curve (e.g. s against v) then candidate
can only score 2nd, 3rd and 4th marks]
5

GEMS Metropole School Page 174 of 243

(d) (i) (intercept) tb = 0.66 s (1) (values in range 0.6 to 0.7 accepted)

(ii) gradient = (any triangle e.g. (3 - 1) / (30 - 4.5)) = 7.8 × 10-2 (s2m-1) (1)
[ other answers, if consistent with graph, acceptable]
gradient = (1 / 2a) (1)
gives a = 6.4 m s-2 (1) (values in range 6.1 to 6.7 accepted)
(allow C.E. for value of gradient)

[if column D vs column A used, gradient = 0.022

use of conversion factor gives gradient = 0.078 (s2m-1)]

[if graph of v against , gradient = 12.8 m s-2

= 2a for first two marks]

4
[13]

(a) resistance / Ω 0.98 1.20 1.50 1.76 2.03 3.00 (1) (1)
11. [deduct one mark for each incorrect value]
2

(b) (i) sensible scales chosen (1)

points plotted correctly [deduct one mark for each mistake] (1) (1)
line of best fit (1)

(ii) 0.90 Ω (1)

(iii) 0.22 Ω (1)

0.38 Ω (1)

(iv) 1.12 W (1)

6.0 W (1)
max 8

GEMS Metropole School Page 175 of 243

(c) resistance increases with increasing temperature (1)
increase in heat dissipation for 1.0 A to 2.0 A is greater than for 0 to 1.0 A (1)
and so a greater corresponding rise in temperature (1)
max 2
[12]

(a) to limit (maximum) current (when variable resistor is set to zero) ✔

12.
Accept ‘so cell is not short-circuited’ for 1✔

to prevent overheating (of cell)

OR
to prevent damage to cell
OR
otherwise cell would discharge quickly ✔
‘to avoid damaging components’ is not enough for 2✔
2

(b) Line ruled through bottom of second error bar and top of ninth (3rd from right) error bar ✔
Ignore unit if given. Allow tolerance of 2 mm inside either error bar.

Determines their gradient, with ∆x ≥ 0.2 (A) ✔

(–)1.0 ± 0.1 (/ V A–1) ✔

Expect to see 2 sf in any answer
3

(c) Attempt to calculate mean of their Gmin and –1.3 ✔

Allow positive G values

1.1 (Ω) ✔
Ecf from (b). 1 mark max if r given as negative
2

(d) States that ε = V + Ir OR calculates R = 0.39 (Ω) ✔

Allow ruled line drawn through (0.94, 0.37) and (0.70, 0.65) ✔

Use of ε = V + Ir OR ε = I(R + r) ✔
Adds their gradient to read off at I = 1.0 A ✔ ✔
OR
Use of y=mx+c with their gradient ✔
Intercept (c) determined ✔

1.4 (V) ✔
Ecf from (c). 3 sf max
3
[10]

GEMS Metropole School Page 176 of 243

(a) Acceptable line ✔
13.
Condone one failure from the following list

A. Line straight up to point 8 (expect ruled but condone freehand drawing)

B. Line shows balance of points on each side of drawn line
C. Line goes within region of data cross
D. Appropriate continuous transition between line and curve
E. Beyond point 12 shows either curve of decreasing gradient OR straight line
through points 12 to 15
F. Thin line and non-variable thickness
G. Line of acceptable quality, eg not hairy or kinked

Please annotate on CMI+

The line must intersect with the cross of the data point.
However, condone point 14 or 15 being off line of best fit for a
smooth curve.
Condone partially erased and redrawn.
Do not allow double line under any circumstance.
Allow a curve with a slight inflection at point 14
(see example below)
Allow a split line where linear section has been extrapolated to the
top of the grid e.g.

(b) Circle drawn around data point 9 (8, 360 × 10–3) ✔

Condone circle drawn around
data point 10 (8.7, 390 × 10–3)
provided that linear section of line intersects with this cross.
1

GEMS Metropole School Page 177 of 243

Correct answer using × 100 2✔

Penalise mid-calculation rounding.

Condone missing % sign;
2 or 3 significant figures for answer.
Penalise Physics Error of using gradient of tangent to determine the
resistance.
2

(d) circuit D is correct 1✔

circuit A is incorrect because the ammeter is not measuring the current in R

OR
ammeter is not in series with R

OR
the ammeter is measuring the current in the power supply 2✔

circuit B is incorrect because the voltage range (shown in the data) cannot be
produced

OR
cannot achieve voltage less than (about) 5 V 3✔

circuit C is incorrect because the voltmeter is not in parallel with R

OR
the voltmeter is not measuring the voltage across R

GEMS Metropole School Page 178 of 243

OR
the voltmeter reading equals emf minus voltage across R 4✔
Ignore unclear or incorrect explanation for MP1
2✔ 3✔ and 4✔ are awarded for correct explanations not for a
statement that a circuit is incorrect.
for 1✔ accept implied answer that circuit D is correct if circuits A, B
and C are all stated to be incorrect
for 2✔ any suggestion that in circuit A the voltmeter is in the wrong
position forfeits the mark
Condone circuit B is incorrect “because the voltage cannot go down
to zero” for 3✔.
Or
Condone circuit B is incorrect “there is less variation in voltage
because the resistors are in series” 3✔.
for weak statements in MP2 and MP4 1 mark for ‘circuit A is
incorrect because ammeter is in wrong place’ and ‘circuit C is
incorrect because voltmeter is in the wrong position’
If A / B / C is identified as correct then MAX 2 for two statements
that correctly explain why the others are unsuitable.
If no other marks awarded: MAX 1 for “Circuit B is correct because
the ammeter in series with resistor R and the voltmeter is in parallel
with R”.
4
[8]

(a) (i) 6.0 (Ω) (1)

14. 1

(ii) 4.5 (V) (1)

(iii) (use of I = V/R)

I = 4.5/6.0 = 0.75 (A) (1)

current through cell A = 0.75/2 = 0.375 (A) (1)

(iv) charge = 0.375 × 300 = 112 (1) C (1)

(b) cells C and D will go flat first or A and B last longer (1)

current/charge passing through cells C and D (per second) is

double/more than that passing through A or B (1)

energy given to charge passing through cells per second is double

or more than in cells C and D (1) or in terms of power
3
[9]

GEMS Metropole School Page 179 of 243

(a) 0.879 (m ✔)
15. 1

(b) correctly determines R4 OR divides their incorrect R4 by their part (a) 1 ✔

Correct answer gives 0.15(1) (Ω m−1).

1 ✔ Correct R4 = 0.13(3) Ω
12 ✔ Allow a correction to m if their part (a) is in mm
2 ✔ Condone 3 sf answer
2

(c) micrometer screw gauge

digital (vernier) callipers 1✔

Treat references to zero error as neutral unless explicitly linked to
reducing random error.
For 1 ✔ allow ‘micrometer’ or ‘screw gauge’ or travelling
microscope.
Reject ‘(vernier) callipers’.

repeat readings at different points (along the wire)

repeat readings in different directions / orientations

repeat readings AND reject / discard anomalies 2✔

Accept “readings” for “measurements”.
Repeat “experiment” is insufficient.

calculate average / mean (from repeated readings) 3✔

for 3✔ some mention of repeat (readings) owtte must be seen
somewhere in body of answer
3

(d) use of A = 1✔

ρ = their (b) × 1.1(3) × 10−7 (Ω m) 2 ✔

for 1✔ allow POT in d; either OR

A = π × 0.192 OR A = 1.1(3) (× 10−7) seen

For 2 ✔ expected answer is 1.7 × 10−8 (Ω m)
If no other mark given, allow 1 mark for 6.8 × 10−8 (Ω m)
2

GEMS Metropole School Page 180 of 243

(e) decrease R1 / 2.2 MΩ by a factor of 30

increase R2 / 3.9 kΩ by a factor of 30

increase R3 / 75 Ω by a factor of 30 ✔
unless quantitative change identified, must give new resistance, eg
(new) R1 is 73 kΩ
(new) R2 is 120 kΩ
(new) R3 is 2.3 kΩ
1

(f) 2.1 (mm) ✔

allow > 2 sf answer rounding to 2.1 (mm)
1
[10]

16.
(a)
1

(b) (i) A = 1.43 × 10–6 m2 (1)

(ii) Rstrand = = 1.1Ω (1)

Rcable = (1) = 0.16Ω (1)

alternative (ii):
A = 7 (1) × 1.4 × 10–6
substitution (1)
leading to Rcable = 0.16 Ω (1)
4

(c) (i) V = 3.2 V (1)

(ii) V = 7 × 3.2 V = 22V (1)

(d) cable is flexible (*)

one strand fails, cable continues to conduct (*)
larger surface area so better heat dissipation etc (*)
(*) any one (1)
1
[8]

GEMS Metropole School Page 181 of 243

(a) mention of pd across internal resistance or energy loss
17. in internal resistance or emf > V

pd across internal resistance/lost volts increases with

current or correct use of equation to demonstrate
2

(b) (i) y – intercept 1.52 V (± 0.01 V)

(ii) identifies gradient as r or use of equation

substitution to find gradient or substitution in equation

r = 0.45 ± 0.02 Ω
3

(c) (i) same intercept

double gradient (must go through 1.25, 0.40 ± 1.5 squares)

(ii) same intercept horizontal line

(d) (i) (use of Q = lt)

Q = 0.89 × 15 = 13 C
2

(ii) use of P = I2r

P = 0.892 × 0.45

P = 0.36 W
2
[13]

GEMS Metropole School Page 182 of 243

(a) Calculation of energy = 12 × 7.2 × 104 = 8.64 × 105 J
18.
Or time = 12000 / 1.5 = 8000 s ✔

Calculation of other quantity and substitution in power = useful

energy / time taken ✔

Power = 110 (108 W) ✔

Time = 8000 s ✔
Allow ecf for current or time

Current = charge / time = 9 A ✔

Power = VI = 108 (W) ✔

(b) Attempt to use Power / velocity ✔

Allow use of 100W for P

73 N ✔
Ignore inclusion of KE in calculation
If 108 used then answer is 72 N
If 100 used then answer is 67 N

work done = F × 12000 ✔

equates to 110 × 8000 so F = 73 N ✔

allow ecf from 3.1
2

(c) Force parallel to slope = 120 × 9.81 × sin 4.5 = 92 N ✔

(d) Total resistive force = ans to (c) + ans to (b) (= 165 N) ✔

Allow ecf for incorrect F

Allow 0.66 / 0.67 if 108 W or 110 W used

GEMS Metropole School Page 183 of 243

(e) Increasing the mass
Reward discussion of compression of tyres

Reduces the range ✔

increases the friction on the bearings/tyres

OR More energy / power is used accelerating the user to the final

speed

OR user and wheelchair have higher KE/ more energy to move ✔

Increasing the speed

Reduces the range ✔

Air resistance increases with speed ✔

Treat as independent parts
If not explicit about increasing / decreasing lose the first mark in
each part
Within each part, second mark is dependent on the first
Allow opposite answers for decreasing mass / speed
4
[12]

(a) (i) (use of V=Ir)

19. V= 4.2 × 1.5 = 6.3 (V)
1

(ii) pd = 12 − 6.3 = 5.7 V

NO CE from (i)
1

(iii) (use of I = V / R)
I = 5.7 / 2.0 = 2.8(5) A
CE from (ii)
(a(ii)/2.0)
accept 2.8 or 2.9
1

(iv) I = 4.2 – 2.85 = 1.3(5) A

CE from (iii)
(4.2 −(a)(iii))
accept 1.3 or 1.4
1

(v) R= 5.7 / 1.35 =4.2 Ω

CE from (iv)
(a(ii) / (a)(iv))
Accept range 4.4 to 4.1
1

GEMS Metropole School Page 184 of 243

(vi)

CE from (a)(v)
Rparallel = 1.35 Ω
second mark for adding internal resistance

Rtotal = 1.35 + 1.5 = 2.85 Ω

OR
R = 12/4.2
R= 2.85 Ω
2

(b) (i)

resistor Rate of energy dissipation (W)

1.5 Ω internal resistance 4.2 2 × 1.5 = 26.5

2.0 Ω 2.85 2 × 2.0 = 16.2 (15.68 − 16.82)

R 1.352 × 4.2 = 7.7 (7.1 − 8.2)

CE from answers in (a) but not for first value
2.0: a(iii)2×2
R: a(iv)2×a(v)
3

(ii) energy provided by cell per second = 12 × 4.2 = 50.4 (W)

energy dissipated in resistors per second = 26.5 + 16.2 + 7.7 = 50.4
(hence energy input per second equals energy output)
if not equal can score second mark if an appropriate comment
2
[12]

(a) (use of R = ρl/A)

20.
A = 9.7 × 10−8 × 0.50/0.070 ✔
1
A = 6.929 × 10−7 (m2) ✔
1
diameter = √(6.929 × 10−7 × 4/π) = 9.4 × 10−4 (m) ✔
CE for third mark if incorrect area
1

(b) R = 1.5/0.66 = 2.3(Ω) (2.27) ✔

(c) (use of V = IR)

I = 1.5/(22 + 1.2) = 0.065✔(A) (0.0647) ✔
1

GEMS Metropole School Page 185 of 243

(d) current in R1 = 0.66 − 0.0647 = 0.595 (A) ✔
CE from 4.2/4.3
1
resistance of R1 and probe = 1.5/0.595 = 2.52 (Ω) ✔
alternative method: 1/2.3 = 1/23.2 + 1/(Rprobe + 2.4) ✔
1
resistance of probe = 2.52 − 2.4 = 0.12 (Ω) ✔
correct rearrangement ✔
range 0.1 – 0.15 ✔
accept 1 sig. fig. for final answer
1

(e) cross-sectional area must decrease OR R α 1/A

indicated by downward arrow or negative sign which can be seen
on answer line
1
area decreases by 1.6% hence diameter must decrease by 0.8% ✔
accept 1%
1

(f) ANY TWO FROM

correct reference to lost volts OR terminal pd OR reduced current ✔
reference to resistors not changing OR resistors constant ratio ✔
reference to voltmeter having high/infinite resistance (so not affecting circuit) ✔
reference to pd between AB being (very) small (due to closeness of
resistance ratios in each arm) ✔
voltmeter (may not be) sensitive enough ✔
1
1
[12]

(a) arrow between block and belt pointing upwards along the belt
21. 1

(b) (F = ) 19gsin23° to give 72.8 (N) ✔

Allow 2 sf answer.
1

Allow for MP1 use of appropriate kinematic equation for a AND use
of F = ma

F = 12 (N) ✔

their (b) + 12 (N) ✔

Expect 82 or 85 (N)
3

GEMS Metropole School Page 186 of 243

(d) uses V and I to get total input power or energy ✔
Pinput of motor = 110 × 5.0 = 550 W
Einput = 550 × = 13 750 J

uses efficiency equation ✔

Puseful to belt = 550 × 0.28 = 150 W
Euseful = 3850 J, from 154 × , or 13 750 × 0.28

determines power or energy to move one block ✔

Pblock = 22 or 23 W
Eblock = 560 or 580 J

divides (total) useful power or energy by individual power or energy to give answer of 6
blocks ✔
Allow ecf for MP4 only for their (c)
4
[9]

(a) suitable calculation using a pair of values of x and corresponding t

22.
to give an average of 2.2 m s–1 (± 0.05 m s–1) (1)
valid reason given (1)
(e.g. larger values are more reliable/accurate
or use of differences eliminates zero errors)
2

(b) (i) column D (y/t (cm s–1)

186
210
233
259
284
307

all values correct to 3 s.f. (1)

(ii) graph: chosen graph gives a straight line (e.g. y/t against t) (1)
axes labelled correctly (1)
suitable scale chosen (1)
minimum of four points correctly plotted (1)
best straight line (1)

(iii) u (= y - intercept) = 162 cm s–1 (± 4 cm s–1) (1)

gradient = 495 (cm s–2) (± 25 cm s–2) (1)
k = gradient (= 495 cm s–2) (1)
9

GEMS Metropole School Page 187 of 243

(ii) k : = ½ g (1)
2

(d) v2 = u2 + 2.22 (1)

gives v = (1.622 + 2.22)1/2 = 2.7 m s–1 (± 0.1 m s –1) (1)
2
[15]

23.
(a) (i) v= (1)

t = 0.015 (s) or 15 (ms) (1)

0.68/0.015 (1) (= 45)

(ii) = 3000 (m s–2) (3022) (1)

(b) (i) s = (ut) = gt2 or t = (1)

correct substitution seen = (1)

0.68 to 0.69 correct answer to more than one dp seen (1)

(ii) (s = vt) = 45(.3) × 0.685 or 0.7 (1)

= 30.6 to 32 (1) (m)

(iii) mention of air resistance or drag (1)

causing horizontal deceleration or ‘slowing down’ (1)

2
[11]

GEMS Metropole School Page 188 of 243

24. (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

(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

GEMS Metropole School Page 189 of 243

(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) so that each lamp is connected directly across the battery (1)
25.
if one lamp blows others are still on (1)
2

(b) use of power = VI (1)

current through each headlight = 60/12 = 5.0 A

or current through each tail light = 8/12 = 0.67 A (1)

total current = 2 × 5.0 + 2 × 0.6667 = 11(.3) A (1)

the resistance is greater because the temperature of

the filament is lower (1)

and resistance increases with temperature (1)

(d) (i) (use of energy = power × time)

energy dissipated = (8.5) × 2 × 12 × 3600

(any power ´ time) (1)

energy dissipated = 1.1(2) × 106 J (1)

(ii) stored energy in battery =

12 × 1.2 × 24 × 3600 = 1.24 × 106 (1)

energy to start = 12 × 100 × 1 = 1200 J (1)

energy left = (1.24 – 1.12) × 106 = 120 000 J

so hence car will start (1)

(conclusion assuming all working correct)

3
[13]

GEMS Metropole School Page 190 of 243

(a) energy cannot be created or destroyed ✔
26.
it can only be transferred / changed / converted from one form to another ✔
‘Transformed’ can be taken to mean transferred from one form to
another.
2

(b) (i) (using Ek = ½ mv2 )

2.2 = ½ × 0.40 × v2
v = 3.3 (ms-1) ✔
Ignore errors in 3 sig fig.
Answer only can gain mark.
1

(ii) (using work done = F × s ) 2.2 = F × 1.2 ✔ ( F = 1.83 N ) or

(using a = (v2 – u2) / 2 s)
a = (02 – 3.322) / 2 × 1.2 = (-) 4.59 (m s-1)
(F = ma) = 0.4 × 4.59 ✔ = (1.84 N)
A substitution of numbers are necessary for the mark
1

(iii) (work done in moving 0.2 m) = 1.8 × 0.2 (J) ✔ (= 0.36 J)

(allow ecf (bii) × 0.2)
total work done = 2.2 + 0.36 = 2.6 ✔ (same answer is achieved if F = 2N)
J or joule ✔
3

(iv) (use of energy = ½ F x)

2.6 = ½ Fmax 0.2
Fmax = 26 N ✔
(allow ecf 10 × (biii))
Allow mark for answer only even for ecf.
1
[8]

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

27.
(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

(b) P = Fv = (2 ×) 810 × 0.91

(1620 × 0.91) = 1500 (1474 W)

any number to 2 sf
3

GEMS Metropole School Page 191 of 243

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) F ΔL (1) up to limit of proportionality (1)

28.
accept ‘elastic limit’

F = kΔL with terms defined gets first mark

(ii) straight line (1) through origin (1)

(iii) working shown and F ≥ 200 N (1) (500/0.385) = 1290 ± 20 (1)

N m–1 or N/m kg s–2 (1)

(b) (i) (ΔW = FΔs) so area (beneath line from origin to ΔL)
represents (work done or) energy (to compress/extend) (1)

work done (on or by the spring) linked to energy stored (1)

(area of triangle) = b × h (therefore E = FΔL) (1)

(ii) F = 360 (N) used (1) (1) = 34

(33.6) (W) (1)

ecf from wrong force

3
[13]

GEMS Metropole School Page 192 of 243

(a) (i) PE = mgΔh or mgh or correct numerical substitution
29.
(condone g = 10 m s–2)

3.6(3) × 1013 J (accept 3.6 or 3.7)(NB not only 4.0 × 1013J)

B1
2
no up

(ii) mgΔh = ½ mv2 or E = ½ mv2 or numerical substitution

n.b. not v2 = u2 + 2 as

85 (84.9) m s–1 or use of 4 × 1013J giving 89 m s–1

A1
2

(iii) E = Pt or t = ½ mv2/P or numerical substitution

i.e. time = their (i)/400 × 106 or 4 × 1013/400 × 106
or time = their (i)/100 × 106 or 4 × 1013/100 × 106
(allow attempt using incorrect v from (ii) for this mark only)
(note no further ecf for incorrect v)

90 000 s or 1 × 105 s
or 3.6 × 105 s or 4 × 105 s 100 – 112 hours
(i.e. forgetting to include factor of 4)

25 hours or 27.8 (28 h) (using 4 × 1013)

A1
3

GEMS Metropole School Page 193 of 243

(b) inefficiency of the pump or generator/turbines with no
further detail
(This is a compensation mark and is not awarded
if any of the next three marks are given)

work done/power/energy/heat lost due to friction in pumps or

generators/turbines

energy/power/heat lost in transmission/generator/pump due to

current/resistance in wires
I2R heating
collisions of electrons with lattice etc
not just energy lost in the wires

KE of water not reduced to zero in the generator/not

all KE converted to electrical energy

energy lost
due to friction between water and ground/pipes
or moving stones as water falls
or due to turbulence in water or viscosity of water

distance from reservoir to generator < lake to reservoir

not water evaporation/sound/resistance in pipes

B1
max 3
[10]

GEMS Metropole School Page 194 of 243

(a) (i) vertical speed = 22 sin 30 = 11 m s–1 (1)
30.
C1

(ii) use of v = u + at or substitution (1)

or any correct alternative using equations of motion

working leading to 1.12 s (1)

working showing that it is doubled for up and down (1)

(iii) 41.9 – 43m (1)

B1
5

(b) (i) max 3 from

tennis ball doesn’t travel as far because:

tennis ball has lower KE when hit (1)

tennis ball has a rougher surface so more friction/air

resistance) (1)

(although)rate of energy loss to air (initially) is

the same (1)

tennis ball loses KE quicker (1)

(ii) sketch showing significantly lower height and range (1)

acceptable flight path initially same (for short

distance then always below cricket ball path° (1)

A1
5
[10]

GEMS Metropole School Page 195 of 243

(a) potential energy to kinetic energy (1)
31. mention of thermal energy and friction (1)
2

(b) (use of ½ mv2 = mgh gives) ½ vh2 = 9.81 × 1.5 (1)

vh = 5.4(2)ms–1 (1)
(assumption) energy converted to thermal energy is negligible (1)
3

(c) component of weight down the slope causes acceleration (1)

this component decreases as skateboard moves further down
the slope (1) air resistance/friction increases (with speed) (1)
2

(d) (i) distance (= 0.42 × 5.4) = 2.3m (1)

(2.27m)
(allow C.E. for value of vh from (b))

(ii) vv = 9.8 × 0.42 (1)

= 4.1(l) m s–1 (1)

(iii) v2 = 4.12 + 5.42 (1)

v = 6.8 m s–1 (1)
(6.78 m s–1)
(allow C.E. for value of vh from (b))
5
[12]

(a) Tangent drawn at t = 2.0±1 s ✔

32.
Use of suvat loses first 2 marks
Guidance- take tangent point to be half-way between where the line
clearly leaves the curve
1

Mean deceleration from use of tangent using correct coordinates (correct ∆v and ∆t) and
answer in range (-)2.5 to (-)2.9 (m s–2) ✔
Ignore minus sign
=15/5.5 = 2.7(3) m s–2
Allow if answer rounds to these values
1

Use of F = ma using their a with answer

i.e. Force =1.8 × 104 × their a from an attempt at a tangent or trying to use suvat equation✔
Answers from best attempts at tangent in range 4.7 to 4.9 × 104 N
1

GEMS Metropole School Page 196 of 243

(b) Attempt to estimate area under the graph ✔
Use of suvat equation = 0
1

Correct square count 21 to 23 10 mm squares

(525-575 small squares)

distance per square = 2.5 m or 0.1 m✔

For attempt to find area using trapezium rule expect use of 1 s
intervals for this mark
1

Value in range 50 m to 60 m and conclusion

that escape lane would be long enough✔

to KE of gravel (as it is pushed aside/moved)✔

PE of gravel (as it may be ejected upwards)✔

Ignore losses due to friction
Not KE of the ground
1

transfer to thermal energy /internal energy/heating of gravel /ground/lorry

work done on the gravel/vehicle increasing internal energy/raising temperature✔

Must refer to what is heated
1
Max 2

(d) Appreciates that KE converted into PE

May be stated or by attempt to use of mgh = ½ mv2

Calculates initial KE of lorry ½1.8 × 104 × 17.52 = 2.76 ×106 (J) ✔

Height needed in escape lane = 2.76 × 106/(1.8 × 104 × 9.81) = 15.6 m

GEMS Metropole School Page 197 of 243

Length of lane required = 15.6/sin25 = 37 m (compare with 85 m)

vertical height of ramp = 35.9 m (compare with height needed 15.6 m)

maximum change in PE possible = 85 sin 25 × 9.81 × 1.8 × 104= 6.3 × 106 (J)

(compare with initial KE) ✔

Allow max 2 if height = 85 tan 25
or length of lane = 15.6/tan 25
i.e. allow these incorrect values when drawing conclusion
1

Comparison and conclusion that escape lane would be long enough. This must follow
from correct working✔

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

Deceleration produced by slope = 9.8(1) sin 25 or

4.15 (4.1 or 4.2) m s–2 seen✔

Distance to stop from v2 = 2as give s = 37 m (compare with 85 m)✔

Arriving at 37 m gets first two marks

Minimum deceleration needed = 17.52/2 × 85 = 1.8 m s–2 (compare with 4.15 m s–2)

Comparison and conclusion that escape lane would be long enough This must follow
from correct working✔
1

GEMS Metropole School Page 198 of 243

(e) The straight road of uniform gradient because:

The deceleration (condone acceleration) is uniform ✔

with the gravel the initial deceleration is larger/may vary ✔

Travelling through gravel could make the vehicle unstable/bounce erratically(owtte) ✔

Gravel because:

On the ramp the lorry would roll backwards after stopping (as it has no brakes)
Do not allow deceleration less when on gravel( It is greater initially)
Do not allow answers that (average) force using gravel lane is less
than decelerating force on the ramp (due to increased stopping
distance or stopping time)
Or because stopping time is longer
MAX 1
[12]

(a) clockwise moments = anticlockwise moments

33. or similar loose statement
C1

accurate statement
eg when a system is in equilibrium, sum (or Σ) of moments... etc
when a system is in equilibrium, total moment or torque = 0
A1
(2)

(b) (i) correct moments equation

C1
0.50 N
A1
(2)

(ii) correct moments equation (eg ecf from (i))

eg F 0.15 = (1.5 + 0.5) 0.05 or
F 0.15 = (1.5 × 0.01) + (0.5 × 0.17)
C1
0.67 N
A1
(2)

(c) no effect
M1
lower bar in equilibrium since ratios of distances are still the same
or all distances decrease by the same factor( for lower bar)
or upper bar in equilibrium since tension in threads still the same
A1
(2)
[8]

GEMS Metropole School Page 199 of 243

(a) The centre of mass of the beam and box is at the pivot ✔
34.
Idea that moments balance / sum of the moments is zero at this position ✔

The anticlockwise moment (of weight of the beam) = clockwise moment (of weight of
the box) ✔

Links pivot position to a consideration of moments ✔

Accept one route or the other, do not accept points from both.
Allow max 1 for “the pivot is to the right of the centre (of mass) of
the beam”
‘pivot’ on its own does not get the first mark
Award 2 for 1.25 × weight of beam = 1.5 × weight of empty box
Confusion of moments with eg work done/forces = max 1
2

(b) Clockwise moment = 610 × 9.81 × 1.5 (= 8976 N m) ✔

Anticlockwise moment = 250 × 4 + T sin 50 × 4.0 (N m)✔

Use of clockwise = anticlockwise✔

Use of T sin 50° seen / relates vertical component to tension✔

T (= 1994/sin 50° ) = 2600 (N)✔

Credit any evidence to work out a moment with one mark
Condone cos 50 in MP2.
Allow ecf for clockwise moment
Allow ecf for anticlockwise moment
Use of g = 10 N kg–1 gives 2990 N Omission of 4.0 m (g = 9.8)
gives 10410 N. Use of cos 50 (g = 9.8) gives 3100 N
Allow max 4 for use of g = 10 N kg–1.
5

(t = 1.2 s)

(calculate distance)

s (= ut = 18 × 1.2) = 22 (m)✔
Allow ecf from incorrect t for MP2
2

GEMS Metropole School Page 200 of 243

(d) (Range will be greater:)

component of velocity upwards ✔

rock will spend longer in the air ✔

greater t ✔

therefore the range is greater ✔

(Range will be smaller)

Counterweight will fall less far before projectile released ✔

Less energy transferred to rock ✔

Initial speed of rock less/horizontal velocity reduced ✔

therefore the range is smaller ✔

(balanced arguments)

therefore the range is unchanged / answer is indeterminate ✔

Candidates can argue from both lists to reach a balanced view
suggesting that there is no change.
Full credit can be obtained from 2 deductions from one list ✔ ✔+
consistent conclusion ✔
1 deduction from each list ✔ ✔+ consistent conclusion ✔
Do not allow an unsupported conclusion.
Conclusion must be consistent with correct statements.
Treat incorrect statements as neutral.
Do not reward arguments based on a longer time of flight.
MAX 3
[12]

(a) (i) diagram to show:

35. (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

GEMS Metropole School Page 201 of 243

[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

(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]

GEMS Metropole School Page 202 of 243

(a) Method 1:
36.
Attempts to determine area under curve / by counting squares 1✔

Multiplies their (total) area (or charge) by 24 (V) 2✔

240 (J) 3✔
Allow POT error on area of square in 1✔ and 2✔
Evidence seen by calculations or from counting squares or from
division of area into at least two recognisable geometrical shapes
(triangles, rectangles, trapezia)
answer in range 220 J to 264 J

Method 2:

Attempt to determine average current (over first 200 ms in range 45 A to 55 A) 1✔

Use of E = I × V × t 2✔

240 (J) 3✔
Substitutes current value (or ∆ current) with t = 200 ms and V = 24
V. Condone POT
Allow as two stage Q=It and E=QV
Or P = VI and E = Pt
answer in range 220 J to 264 J
3

(b) (KE (gained) =) 65(.0) (J) or

(PE (gained) =) 58(.3) (J) 1✔

Use of efficiency =
Allow output energy = 65 /58/ 120 /123 or candidate ke + pe

or (total output = 65 + 58 =) 123 (J) 2✔

Allow ecf from (a) for all 3 marks.

(Efficiency =) 0.51 or 51% 3✔

Answer to at least 2 sf. Range is 0.467 to 0.56 (46.7 % to 56 %)
3

GEMS Metropole School Page 203 of 243

(When the temperature increases) the resistance of thermistor decreases (whereas

fixed resistor remains high) 2✔

(Lower resistance from thermistor means) less wasted power 3✔

(Lower resistance from thermistor means) more pd dropped across the motor (less
wasted voltage) 3✔
Alternatively: (Lower resistance from the thermistor means) less
voltage drop across thermistor 3✔
3
[9]

(a) Use of an appropriate equation of motion ✔

37.
Where v2 = u2 + 2as is correctly stated, condone one error in
substitution e.g. sign of a
Where other equations are used it must be clear that v can be
determined.
Must see v as subject and an attempt to determine t.

(v = ) 0.35 (m s–1) ✔
Allow more than 2 sf where correct.
2

(b) Use of tan 35 = uv / 8.8

Use of u cos 35 = 8.8 and uv = u sin 35

and

6.2 or 6.16 with supporting a calculation ✔

Alternative: credit use of sine rule
Must see answer to at least two significant figures
1

GEMS Metropole School Page 204 of 243

(c) Use of an appropriate equation of motion ✔ ECF
Condone their incorrect value of u in this substitution.
Condone errors in signs in substitution Where other equations are
used it must be clear how t can be determined.
Must see t as subject and an attempt to determine s.

(t=) 0.63 (s) ✔ ECF

0.61 (s) for use of u = 6 m s–1
For MP2, where their value of u is used, the answer must be
consistent with this value. Only allow this use where their value of
u, to 1 significant figure, = (5<u<7) m s–1
Condone 1 significant figure answer where U is 1 sig fig.
2

(d) Use of an appropriate equation of motion ✔ ECF

Where equation is correctly stated, condone one error in
substitution e.g. one error on sign of a substituted value or one
incorrect value substituted (of course, ecf is acceptable)

(h =) 1.9 (m) ✔ ECF

h = 1.83 m for use of u = 6 m s–1 allow ecf on t (check (c))
For MP2, where their value of u is used, the answer must be
consistent with this value. Only allow this use where their value of
u, to 1 significant figure, = (5<u<7) m s–1
allow reverse calculation where u=0 and v = 6 m s–1
2

(e) Smooth curve with maximum turning point seen, curve starts at the ball and
finishes at X ✔
Curve should be approximately parabolic in shape.
Curve must start below the label ‘golf ball’ and ends within 5mm of
the ball or the label X. Curve must have a maximum turning point.
1

GEMS Metropole School Page 205 of 243

(f) (Increase the angle to horizontal so) the ball must go higher (and increases its
time in the air)

(Increase the angle to horizontal so) the ball must have a greater (initial)
vertical velocity ✔

(Covers the same horizontal distance over) a longer time in the air (so has a
smaller horizontal velocity) ✔

Alternative:

Increased angle (to horizontal of projection) so smaller horizontal velocity ✔

must be falling towards ground to land at X ✔

(Increase the angle to horizontal so that) the vertical velocity greater
than the horizontal / increase the vertical decreases the horizontal
2
[10]

GEMS Metropole School Page 206 of 243

AO3a : planning:
38. 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]

GEMS Metropole School Page 207 of 243

39. (a) (Use of volume (per sec) =) × 17.2 ✔

(Volume per second =) 19.45 (m3 s-1) =

× 17.2 = × 17.2

Use of ρ = ✔
Substitutes their volume (per second) and density where would
be subject. Do not award MP2 if 2 errors are made in substitution.

(mass per second =) 0.389 (kg s-1) ✔

Answer seen to at least 2 sf.
Calculator display = 0.3890548342
3

(b) Use of F = × v or (F =) 6.69 N or 6.708 (N) or 6.88 (N)

Use of W=mg

OR statement:

Upward force = weight ✔

Possible ECF from (a) where their m rounds to 0.4 kg.
W = 3.72m seen or 3.72m as the subject of a force equation.
Do not allow 3.72 x 0.4 as use of W=mg
.

Applies condition for equilibrium by setting F = mg

6.69 = 3.72 m or 6.708 = 3.72 m or 6.88 = 3.72 m✔

(m =) 1.80 (kg) ✔
Accept answer correctly rounded to at least 2 sf.
F= 6.88 N where = 0.4
m=1.85 kg or 1.8 kg
3

GEMS Metropole School Page 208 of 243

converts kWh to J ✔
(E =) 340 × 39 or 13260 (J)
(0.035 kWh =) 35 × 3600 or 126000 (J)
Alternative MP1 converts to any of the following units of energy.
• 0.34 (kW) x 0.0108 (h) or 0.00368 (kWh)
• 0.035 kWh = 35 (Wh)
• 340( W) × (h) or (Wh) or 3.683 (Wh)
Or equivalent e.g W mins
Do not accept incorrect unit.
Do not accept incorrect subject.

MP2
Do not allow answers obtained using incorrect power

such as

(=) 11% ✔
Accept answer correctly rounded to at least 2 sf.
Calculator display = 10.5238
2

GEMS Metropole School Page 209 of 243

(d) Incorrect:
• this will increase weight OR helicopter must provide a greater lift OR (more mass
therefore) greater GPE (for same height) OR (more mass therefore) greater KE (for
same speed) OR idea that more energy is required. ✔
• the helicopter must displace more (atmospheric) gas (every second to produce
greater lift force) OR blades must spin faster✔
• the helicopter must do more work every second (so will transfer stored energy at a
greater rate) OR the helicopter needs more power to fly✔

Incorrect:
• this will increase weight ✔
• atmosphere is too thin and can’t displace sufficient mass of gas per second OR
blades can’t spin fast enough✔
• can’t get off ground due to insufficient lift force ✔
Do not accept increase in resistive forces or increase in drag for
increase in weight.

Must state that it is incorrect for all 3 marks.

Maximum of 2 marks for suggestions that more than doubles flight
time.

Accept lift or thrust or upward force.

A maximum of 1 mark for MP3 and MP1 where only mark seen is :
idea that more energy is required.

MP2 can be scored independent of this.

(e) Use of an appropriate equation of motion:

v = u + at ✔
By correct substitution including signs or correct rearrangement to
make t subject.

(t =) 0.15 (s) ✔
Accept answer correctly rounded to at least 2 sf.
Calculator display = 0.14784946236559
2

GEMS Metropole School Page 210 of 243

(f) Use of v2 = u2 + 2as

Use of v = u + at and s = ut + at2 ECF

mgΔh = mv2 - mu2 ✔

(h =) 0.61 (m) ✔ ECF

MP1 (Downward journey)
Allow s = 0.65m
2.22 = 02 + 2 × 3.72 × s
OR
2.2 = 0 +3.72 t and s = 0 + 3.72 t2 ECF

OR
m × 3.72 Δh = m2.22

MP1 (Upward journey)

Allow s=0.041 m obtained from
s = 0.55 × 0.15 - 3.72 × 0.152 ECF

OR
02 = 0.552 - 2 × 3.72 × s
Check possible ECF for t from (e) used in calculation.
Condone sign suppression in MP1 where answer of 0.65 m or
0.041 m or 0.6(1) m is seen.
Accept answer correctly rounded to at least 2 sf.
Calculator display = 0.60987903225806
2

GEMS Metropole School Page 211 of 243

(g) Student is correct:

Weight is the only force acting on the helicopter.

Acceleration = (-)3.72 ms-2✔

Due to Newton’s 2 nd law, the acceleration acts in the same direction as the weight (which
is always downwards).

Due to Newton’s 2 nd law, the acceleration is constant because the (mass and) weight are
constant ✔
MP1 statement that the object is in freefall. Where (resultant) force
is mentioned must be identified as weight.
Where acceleration is quoted must have correct unit.

Accept F=ma as a statement of Newton’s 2 nd law.

MP2 Accept no mention of force being weight where mass is
included their answer, for e.g.:
Due to Newton’s 2 nd law the acceleration is constant because the
force and mass are constant.
Neutral for statements that refer to deceleration / acceleration.

Do not accept arguments based on drag or air resistance affecting

the motion of the helicopter.
Zero marks for statement that indicates the acceleration varies.
Must state that student is correct or that the acceleration is constant
to gain 2 marks.
2
[17]

(a) (i) region A: uniform acceleration

40.
(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 212 of 243

(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]

(a) (i) the extension produced (by a force) in a wire is directly

41. proportional to the force applied (1)
applies up to the limit of proportionality (1)

(ii) elastic limit: the maximum amount that a material can be

stretched (by a force) and still return to its original
length (when the force is removed) (1)
[or correct use of permanent deformation]

(iii) the Young modulus: ratio of tensile stress to tensile strain (1)
unit: Pa or Nm–2 (1)
5

GEMS Metropole School Page 213 of 243

(b) (i) length of wire (1)
diameter (of wire) (1)

(ii) graph of force vs extension (1)

reference to gradient (1)

gradient = (1)

[or graph of stress vs strain, with both defined

reference to gradient
gradient = E]

area under the line of F vs ΔL (1)

[or energy per unit volume = area under graph of stress vs strain]
6
[11]

(a) technique one (1)

42.
information derived from it (1)

technique two (1)

information derived from it (1)

(b) (i) gravitational attraction t o …(1)

…centre of gravity(mass) of mountain (1)

(ii) cancellation of some systematic errors (1)

(c) (i) calculates volume of cone (1)

mass = density × volume seen (1)

2.2 × 1012 kg (1)

(ii) sideways force/mg = tan (0.0011) (1)

sideways force = Gmsch 0.5/(1400)2 subst seen (1)

2.4 × 1024 kg (1)

(iii) his density estimate was too low (1)

or mean density of the Earth is higher than that of the mountain (1)
7
[14]

GEMS Metropole School Page 214 of 243

(a) (i) the lines are not straight (owtte) (1)
43.
(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 215 of 243

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]

correct boxes ticked

44.
gravitational potential energy (1)

potential energy and kinetic energy (1)

elastic potential energy ( in ‘rope’) (1)

(condone gravitational PE in addition)

B1
[3]

GEMS Metropole School Page 216 of 243

(a) (i) use of mg = kΔL or F = kΔL and F = mg
45.
C1

extension = 5.9 m

total length = 25.9 m (allow 20 + their extension)

B1
3

(ii) 20 + twice (5.9) amplitude + 2.6; 34.4 m;

allow ecf from ai

B1
1

(b) (i) T = 2π√m/k and T = 1/f or f = 1/2π √k/m

correct substitution: allow for calculation

of T (4.85 s)

0.21 or 0.206 (Hz)

B1
3

(ii) substitutes data in vmax = 2πfA

5.4 ms–1 (5.28 to 5.53)

A1
2

GEMS Metropole School Page 217 of 243

(iii) two complete oscillations shown with positive
and negative velocities and acceptable shape
(condone more than 2)

and two from

period of 5 s used in graph (allow ecf for T from
earlier part)

start at 0 and positive velocity change at T = 0

with positive and negative velocities shown

max velocity shown decreasing

B1
3

(c) (i) it would have to raised

rest extension would be greater/rider would be

nearer the ground if extension unchanged

the rider has to move down a distance = to the

amplitude (5.9 m) from the new rest position

or with same initial extension/energy stored in rope,

the rider would reach a lower height
amplitude would be lower
or due to the larger mass more energy (= mgh) is
needed to reach the same height

so initial extension would have to be increased

B1
3

GEMS Metropole School Page 218 of 243

(ii) the rope would become slack at the top of the
ride so the rider would go into free flight/rider
would overshoot the highest point

the rider would fall and, with negligible air

resistance, the rope would again absorb the energy
arriving back at the start point or rider is more likely
to fail to reach the ground after one oscillation
due to energy losses/air resistance

the PE gained (at the top of the flight) can (at most)
only be converted back to the elastic energy that was
stored in the rope at the start

(allow a statement to the effect that to hit the floor

would contravene conservation of energy or require an
energy input)

B1
3
[18]

(a) (i) W = 2mg cosφ ∴ m = W/(2g cosφ)✔

46.
The question says show that, so the candidates must write down
both steps.
1

(ii) Well drawn straight line of best fit.✔

The line should follow the trend of the points with an even scatter of
points on either side of the line.
1

(b) (i) Triangle drawn with smallest side at least 8 cm in length. ✔

Correct readings taken from the line for the triangle ✔
Gradient in the range 0.45 to 0.49 (0.445 to 0.494) quoted to 2 or 3 significant figures
✔
The size of the triangle can be identified from readings taken from
the line.
The third mark is independent of the other two: error carried forward
for incorrect readings (or for a poor line of best fit) which give a
gradient out of range is not allowed.
3

GEMS Metropole School Page 219 of 243

(ii) Candidate’s answer for gradient in (b)(i) correctly multiplied by g (expected answer
4.6)✔
N✔
No s.f. penalty.
The second mark is for the unit and can be awarded if the
numerical answer is incorrect.
2

(c) δx% = 0.2 and δy% = 0.5✔

δ(x/y)% = δx% + δy% = 0.2 + 0.5 = 0.7 ✔
Use of δ(x/y.)2% = 2 × δ(x/y)(%) ✔
Final answer is (±) 1.4 (%) which automatically gains all three
marks
Otherwise
Accept only 1 s.f. for 1st and/or 2nd marks.
The third mark is for the method, not the final answer
3

(d) (i) Systematic errors in measurements are errors which show a pattern or a bias or a
trend ✔
Some acceptable alternatives
• A systematic error is one which deviates by a fixed amount
from the true value of a measurement
• An error which has the same value in all readings
• A difference between the true value of a quantity and the
indicated value caused by a fault in the measuring device
• Accept a good example of systematic error.
1

(ii) y would be larger✔

because angle θ would be smaller
or
because friction would be opposing the increasing weight of m✔
2
[13]

GEMS Metropole School Page 220 of 243

(a) (i) gradient (allow ‘slope’/’ steepness of the line’)
47. 1

(ii)

single straight line sloping down from X to t2

passes through zero at t1

increases to a maximum negative value at t2

(ignore all lines beyond t2)
or allow line from zero at t1 to a positive velocity at
t2 greater than the initial velocity
3

(b) (i) ball exerts force on ground and ground exerts

force (on ball)/reaction

and these forces are equal and opposite

(ii) recognise that the downward force is the weight of

the ball (accept gravity)

recognition that the upward/reaction force (on the ball)

is greater than the downward force on the ball
2
[8]

(a) idea that moments are balanced or that there is no resultant moment ✔
48.
Answer must relate to the context e.g. reference to Q or weight of
food/spoon
Allow ‘force × distance’ or ‘F × d’ for ‘moment’.

(because)

(overall) centre of mass is now beneath/at Q

line of action of (overall) weight is through Q ✔

‘Anticlockwise moment of weight of spoon about Q = clockwise
moment of weight of M about Q’ gains both marks.
2
GEMS Metropole School Page 221 of 243
(b) statement of balanced moments seen e.g. mgx = Mg(16 - 4 - x), leading to required formula
✔✔
For 1 mark: condone absent g if credible evidence for ‘12 - x’
presented e.g. mx = M(16 - 4 - x) or mx = M(28 - 16 - x)
OR
condone lack of evidence for ‘12 - x’ if g is shown e.g. mgx = Mg(12
- x).
Need to see g and evidence for ‘12 - x’ for both marks. Evidence for
‘12 - x’ need not be in an expression of a moment.
Allow 9.81 or 9.8 instead of g.
2

(c) max two from: ✔ ✔

• reads off a pair of values (e.g. 115 g, 5.0 cm)
• substitutes into formula
• multiplies their m by g

answer that rounds to 1.5 or 1.6 (N) ✔

Allow correct conversion of M to kg and/or x to m for read offs or in
the substitution.
Expect to see 160 g for mass of spoon.
Allow credit for an algebraic solution to get m:

e.g. when m = M, =1

So, 12 = 2x, x = 6.0 cm. Reads off M at 6.0 cm to get 160 g.

(d) (absolute) uncertainty in M increases as M increases ✔

(because) as M increases:

marks on the scale get closer OR range of values of M for a fixed range of x increases (or
vice versa) ✔

the gradient (in Figure 3) increases so the scale markings are unequal owtte ✔
MP1 only awarded supported by some relevant explanation. Treat
‘percentage’ uncertainty as neutral.

Allow MP2 and MP3 for quantitative evidence given using Figure 3
e.g. from 0 g to 25 g, Δx ~ 1.5 cm; from 175 g to 200 g, Δx ~ 0.4 cm
OR calculates gradients at low and high M.
3
[10]

GEMS Metropole School Page 222 of 243

(a) (i) 0.416 or 0.417 and 0.495 or 0.496
49. 1

(ii) Both plotted points to nearest mm✓

Straight line of best fit ✓
The line should be a straight line with approximately an equal
number of points on either side of the line.
2

(iii) Large triangle drawn (at least 8cmx8cm) ✓

Correct values read from graph✓

Gradient value in range 0.805 to 0.837 to 2 or 3 sf✓
3

(iv) (1) For showing correct vertical component of at least one of the forces / tensions
as mgcosθ or both vertical components as 2 mgcosθ
Question specifically referred to resolving forces so component must include
g.✓
1

(2) cosθ = = ✓

= compared to y = mx ✓

(Hence gradient is )
2

(3) Magnitude of m correct from

E.g middle gradient value gives m = 0.609 kg

✓ kg and 2 or 3 sf ✓
Allow ecf from gradient value.
Sf and unit mark depends on correct calculation of m from the
gradient value.
2

(v) (1) Friction at the pulleys ✓

(2) Take a mean value of readings from loading and unloading ✓

GEMS Metropole School Page 223 of 243

(b) (i) Description of technique:
Use small plane mirror beneath string / use of set square / bright light source to
project shadow of the strings onto the paper, and marking points on shadow to
aid drawing lines ✓

Explanation:
Line of sight not perpendicular from string to paper / mark on paper depends on
the angle the eye is positioned at / reference to parallax error. ✓
2
Markers should measure the angle to check that no scaling error
has been introduced in the photocopying of the paper. If the angle is
different, mark accordingly.
Answers should be consistent with protractor precision stated by
the candidate.

(ii) (1) Value of θ quoted as 30o or 31o (for a protractor with precision ±1o)
OR
θ = 30.0, 30.5, 31.0
(for a protractor with precision ± 0.5o) ✓

Correct computation of % uncertainty, answer quoted to 2 or 1sf ✓

Allow ecf for incorrect angle (penalised in 1st marking point).(e.g. if
using a protractor with 1o precision % uncertainty will be 1/31 ×
100% = 3.2% or 3% OR for candidates who measured the angle 2 θ
% uncertainty = 1/62 × 100 = 1.6% or 2%. With a protractor with
precision ± 0.5o the % uncertainties will be half these values)
This is because the question specifically stated “as accurately as
possible”. It should be clear from the candidate’s percentage
uncertainty calculation whether 2θ or θ has been measured.

Extra mark for a candidate who measures the angle 2θ (rather than just the
single angle θ) ✓
(This 3rd mark can also be awarded for a candidate who has measured θ on
both sides of the ‘vertical line’,and taken the mean value)
3

(2) Evidence of right angled triangle drawn on to the diagram with

dimensions of two sides also shown on the diagram. The minimum
dimension shown must be 70mm. ✓
Correct use of cosine rule without right angled triangle is
acceptable.

Angle correctly computed using sine cosine or tangent, with value quoted in the
range 30.0o to 31.4o ✓
Angle quoted to 3 sf/to 0.1o
2nd mark is still available to a candidate who didn’t achieve the 1 st
mark.
2

GEMS Metropole School Page 224 of 243

(iii) Plot a graph of cos θ against 1/m
AND
Statement that it should give a straight line through origin. ✓
Allow graphs of 1/m against cos θ, against 1/cos θ against m,
which would all be straight lines through the origin.
1
[21]

(a) between A and C: (each) series resistance = 100Ω (1)

50.
(parallel resistors give) + = gives RAC = 50Ω (1)
2

(allow C.E. for incorrect series resistance)

(b) between A and B: series resistance = 150Ω (1)

parallel = (1)

(allow C.E. for series resistance)

RAB = 37.5Ω (1) (38Ω)

3
[5]

GEMS Metropole School Page 225 of 243

(a) (i) maximum distance from 1st to 5th image = 139 mm (allow 138 to 140mm) ✔
51.
Any other correctly measured distance(s), to provide additional data, but do not allow
the distance from 1st to 2nd image (as this is too small).

Alternatively allow a repeat measurement of the maximum distance for this mark. ✔
E.g. 1st to 4th image distance = 79 mm, 1st to 3rd image distance =
34 mm (allow ± 1mm on these values)
If a candidate measures distances which do not go back to the first
image the initial velocity, u, will not be zero. Use of the ‘suvat’
equations is then considerably more complicated. A mark can still
be awarded, provided the candidate illustrates how g can be
calculated or correctly calculates g from this value in (a)(ii).
If the printing process in your centre alters the scale of this
diagram, measure the values on your printed papers and mark
the scripts accordingly. (Send details to the moderator).
If the candidate is visually impaired and is using a modified
paper that alters the scale of this diagram, measure the values
on the printed paper and mark the script accordingly.
2

(ii) Evidence of correct number of time intervals to match the distance used.(e.g Using
distance from 1st to 5th marble with 4 time intervals, time = 0.174 s) ✔

Value of g = 9.18 or 9.2 m s–2 (based on 139 mm and 0.174 s)

Allow ecf from value of time in (a),and ecf from incorrect
measurements in (b), but to allow ecf candidate must show
workings of the calculation and not just state a value for g

(Allow also 918 or 920 cm s–2 and 9180 or 9200 mm s –2) Answer must have correct
unit ✔
Allow this mark based on a correct calculation from just one
measurement of distance in (a)(i)
No sf penalty
2

(b) So image is sharp / less blurred / image is well defined

OR
Any answer referring to ‘motion blurring’
Allow reference to ‘image’ or ‘marble’
1
[5]

52. (a) I = P / V = 48 / 12 = 4.0 A

B1
(1)

(b) (i) 0.5 A

ecf their (a) / 8
B1
(1)

GEMS Metropole School Page 226 of 243

(ii) R = V / I = 12 / 0.5
M1
= 24 ohm
A1
(2)

(c) (i) candidate (a) value

B1
(1)

(ii) 1.50 / 4
M1
= 0.37(5) ohm [ecf ]
A1
(2)

(d) failure of one element breaks whole unit

B1
(1)

(e) (i) ohm-metre [allow correct symbols]

B1
(1)

(ii) p = RA / I [= 0.375 (e.c.f.) × (3.0 × 10–3) × (0.12 × 10–3) / 0.75]

M1
= 1.8 × 10–7 [ Ω m]
A1
(2)
[11]

(a) extension of wire Q = 2.7 (mm) ✔

53.
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 227 of 243

(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 228 of 243

(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) attempt to apply principle of moments either about pivot or (LH) end of ruler 1✔
54.
mass = 127(.04) (g) 2✔

assumption is that ruler is uniform / mass evenly distributed OR

weight acts at the centre/mid-point/middle OR

centre of mass / gravity is at the centre/mid-point/middle 3✔

for 1✔ for evidence of moments taken expect clockwise and
anticlockwise moment;
for moment about pivot expect to see either 29 or 49; for use of LH
end of ruler expect 30 or 50
don’t insist on seeing masses in kg, distances in m or the inclusion
of 9.81 or g in the working; condone g seen on one side only
rounding to 127 g earns 1✔ and 2✔
3

GEMS Metropole School Page 229 of 243

(b) force on wire is upwards OR ↑ 1✔

current is from P to Q OR rightwards OR (left) to (the) right OR → 2✔

states direction of force and direction of current (or 3✔= 0) and makes a suitably justified
deduction, eg

using left-hand rule OR LH rule

AND

B is into the page OR into plane of Figure 3 OR ⊗ 3✔

for 1✔ condone ‘motion is upwards’
for 2✔ ‘towards Q’ OR ‘positive to negative’ are not enough
allow logically correct (using LH rule) 3✔ for either downwards force
with correct current AND/OR upwards force with wrong current
increased flux density below wire is acceptable alternative to LH
rule
3

evidence of g = 9.81 or 9.8 correctly used in working for σ or B 2✔

|B| in range 1.76 × 10–2 to 1.87 × 10–2 or 1.8 × 10–2 (T) 3✔

for 1✔ expect (–)0.28 (g A–1); do not penalise for missing – sign
for 2✔ look for σ = their gradient × 9.81 (× 10–3 N)

OR ; condone POT

errors
for 3✔CAO by correct method only; ignore – sign if provided; no
limit on maximum sf
3

GEMS Metropole School Page 230 of 243

(d)
Reduced No effect Increased
Force acting on
1✔
wire
Force acting on
2✔
prism
Gradient of graph 3✔
Vertical intercept 4✔

1✔ = 1 mark
2✔ = 1 mark
3✔ and 4✔= 1 mark
allow any distinguishing mark as long as only one per row
for ✔ and ✗ in same row ignore ✗
for ✔ and ✔ in same row give no mark
ignore any crossed-out response unless only distinguishing mark on
row
3

(e) any complete circuit connecting the power supply in Figure 6 to X and to Y that produces
currents in X and in Y that travel left to right 1✔

wiring correct so that X and Y are in series (see below) 2✔

allow parallel circuit for 1✔ but reject use of additional power supply
if X and/or Y is/are short-circuited award no marks;
for impractical circuits eg voltmeter added in series, award no
marks
ignore any current arrows added to diagram
2

GEMS Metropole School Page 231 of 243

(f) strategy:

states that readings of M (as the dependent variable) will be measured for different values
of independent variable, I or d only 1✔

clearly identifies the correct control variable, d or I only;

condone = constant if I varied OR I2L OR IL = constant if d varied;

it must be clear how the value of the control variable is known 2✔

states that L will be measured or gives value eg L = 5.0 cm 3✔

use of g to convert M reading to F; evidence may be found in expression for k 4✔

for 1✔ condone F identified as the dependent variable or as the
balance reading;
reject ‘measure change in mass / change in F’
failure to make M or F the dependent variable cannot score 1✔ or
2✔

for 2✔if d is being varied and I = 5.0 A is stated, this can be taken to
mean I is the control variable and the value is known
for 1✔ and for 3✔ insist that M and L are being read OR measured
OR recorded
for 4✔ ‘work out force’ is not enough; reject ‘acceleration’ for g
MAX 3

GEMS Metropole School Page 232 of 243

analysis:

suggests a plot with M or F [by itself or combined with another factor] on the vertical axis
and some valid manipulation of their independent variable on the horizontal axis 5✔

identifies correctly how k can be found using the gradient of their graph; k must be the
subject of the expression given 6✔ OR

if suggesting a plot with log M or log F on the vertical axis etc identifying correctly how k
can be found from the graph intercept 6✔

suggesting a plot with M or F on the vertical axis etc and identifying correctly how k is
found using the area under the line 56 ✔ = 1 MAX
the intention to plot M against I2 is taken to mean that M is the
dependent variable and is plotted on the vertical axis
examples: plot M against I2 will earn 5✔

and then will earn 6✔

or plot F against will earn 5✔ and then

will earn 6✔ (note that when F is the dependent

variable g will not appear in the expression for k)

2
[19]

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

55.
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 233 of 243

(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 234 of 243

(a) 37.8 ✔
56.
CAO
1

(b) random (error)

condone ‘statistical’ ✔
the following are neutral:
‘parallax’ / ‘human (error)’ / ‘(some) results are anomalous’
1

(c) advantage (of using thinner beam):

(same load produces) larger (values of) s or wtte 1✔

the percentage uncertainty / error (in s) is reduced 2✔

for 1✔ accept ‘beam bends / deflects more’
‘beam extends more’ / ‘easier to bend’ are neutral
for 2✔ the following are neutral:
‘easier to make readings’ / ‘values (of s) are more accurate’ / ‘more
precise’ / ‘less mass needed’ / ‘wider range of readings’

disadvantage (of beam bending more):

idea that beam may undergo plastic deformation 3✔

the graph will be non-linear / curve or wtte 4✔

beam ‘may break’ / ‘slip off knife edges’ and relevant comment about safety / health /
hazard / ‘cannot get unload data’

reduces range of m or wtte and relevant comment about the effect on the graph, eg
increase scatter 34✔ = 1 MAX
for 3✔ accept / ‘beam may become permanently deformed’ or wtte /
‘necking may occur’ / ‘hysteresis may occur’ / ‘beam can reach (go
past) elastic limit’
the following are neutral:
‘causes systematic error’ / ‘beam may go past limit of
proportionality’ / ‘need to increase height of supports’ / ‘beam may
bend under own weight’
MAX 3

GEMS Metropole School Page 235 of 243

(d) E ≈ 109

1.14 × 109 seen 1✔

for 1✔ accept 109 seen in working
1

correct manipulation seen in body of answer of

for 2✔ either
substitution of their E and data from Figure 8
leaving η as only unknown: allow POT in s but not in m

substitution of their E and result of a gradient calculation: allow POT

in ∆s but not in ∆m
eg η = 1.14 × 109 ×1.02 (×10−1) or
calculation involving orders of magnitude (expect 10−1 but allow 102
for gradient)
eg η ≈ 109 × 10−1
2

correct raw result (allow POT in E) 3✔

for 3✔ expect 1.16 × 108 but allow 1 sf gradient eg leading to
1.14 × 108

(on answer line) order of magnitude consistent with their raw result 4✔
for 4✔ η = 108 or 8 only; allow use of their E
award 34✔ = 1 MAX for use of gradient ≈ 100
leading to order of magnitude = 1011 or 11 only
1

GEMS Metropole School Page 236 of 243

(e) identifies that s and L are linked by a power law ✔
accept any correct expression (unless there is talk-out) with s or log
s as the subject;
treat any quantities other than s and L as constant except E and η
possible answers are:
s ∝ Ln
allow s ∝ Lm if m identified as constant
s ∝ L3
s = kLn
log s = n log L+ (log) k
log s = 3 log L+ (log) k
log s = log L3+ (log) k
reject
s = Ln
log s = n log L
log s ∝ n log L
10s ∝ 10L
‘ s and L are linked logarithmically’
‘ s is directly proportional to L’
1

(f) (log L =) −0.097 seen

for 1✔ accept any log L rounding to −0.097;
1

or
working on Figure 5 confirming a value of log L between −0.095 and −0.100 1✔

uses Figure 5 to obtain s in range 2.9 to 3.1 × 10−2 (m) 2✔

working can be suitable ruled line or mark on the best-fit line / on
graph axes
for 2✔ accept 29, 30 or 31 mm etc
reject 1sf 3 × 10−2 (m)
1

use of wrong base

ln L = −0.22(3);

uses Figure 5 to obtain s in range 1.49 to 1.51 × 10−1 or 1.5 × 10−1 (m) 12✔
accept 15 cm etc

GEMS Metropole School Page 237 of 243

(g) use of Figure 4 to determine M ✔
their (final answer to) (f) × gradient of Figure 4 (9.8 ± 2.5%)
minimum 2sf
condone use of 1sf s
1
[13]

(a) place mirror behind ruler 1✔

57.
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

GEMS Metropole School Page 238 of 243

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

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) (moment = ) Force x perpendicular distance ✓

58.
between line of action (of force) and pivot / point ✓
both marks need to be clear − avoid bod
if the force is named specifically (e.g. weight) mark the work but
give a maximum of 1 mark
ignore extra material such as law of moments
2

GEMS Metropole School Page 239 of 243

(b) (i) moment = 250 × 0.048 = 12 ✓ (allow 12000 for this mark)
only allow answers in other units if consistent e.g. 1200 N cm

N m ✓ (stand alone mark if no number is present but only for N mm, N cm and
N m)
no working shown can gain full marks if answer and unit are
consistent
newton should be upper case if a symbol and metre should be in
lower case (but only penalise if it is very obviously wrong)
2

(ii) Y × 0.027 = 12 OR Y = 12 / 0.027 ✓

(allow use of 12 and 27 for this mark)
= 440 (N) ✓ (444.4 N) CE from (i)
Y = (i) / 0.027
treat power of 10 error as an AE
note 450 N is wrong
1 sig fig is not acceptable
2

(iii) (k = F / ΔL)
= 444.4 / 0.015 ✓ CE from (ii)
= 3.0 × 104 (Nm-1) ✓ (29630 Nm-1 )
k = (ii) / 0.015
treat power of 10 error as an AE
using 440 gives 2.9 × 104 (Nm-1)
1 sig fig is not acceptable
2

(iv) W (= ½ F ΔL ) = ½ × 444.4 × 0.015

Or
W (= ½ k ΔL2 ) = ½ × 29630 × 0.0152 ✓
(give this mark for seeing the digits only ie ignore powers of 10 and allow CE
from (ii) or (iii) as appropriate
= 3.3 (J) ✓ (3.333 J)
W = ½ × (ii) × 0.015
W = ½ × (iii) × 0.0152
treat power of 10 error as an AE
if either equation misses out the ½ no marks
common CE is to use F = 250 N which can be
used giving W = 1.9 J
2
[10]

59. (a) (i) v=s/t

19 (18.7) m s–1
A1

GEMS Metropole School Page 240 of 243

(ii) zero tolerate missing unit
B1

(iii) v2 = (u2) + 2as v = u + at2 s = ut + 1 / 2at2

v = √(2 × 9.8 × 11)

15 m s–1 / 14.7 m s–1

(b) (i) use of Pythagoras

18.72 + 14.72 = v2 OR v2 = √(their (a)(i)2 + their (a)(iii)2)

24 (23..7 or 23.8) ms–1 ecf

OR velocities drawn correctly to scale

suitable scale used and quoted

23 – 25 m s–2
A1

(ii) 38° to 39° 37° to 40° for scale drawing

ecf tan–1
B1

(c) when kicked / when landing has max KE

has no PE at this point / has max speed and KE = ½mv2

or loses energy because of (work done against) air resistance

total energy greatest just after it’s been kicked

B1
[12]

GEMS Metropole School Page 241 of 243

(a) (i) ∆E = mg∆h
60.
B1

= (16.8+1.2)9.8 × 0.5 or a mass × 9.8 × 0.5

= 88.2 (J)

B1
3

(ii) 108 J or answer to (a) (i) + 20 J

B1
1

(iii) 108/0.40 allow ecf from (ii) (i.e. their (ii)/0.40)

270 N {68/.4 = 170}

A1
2

(b) gain in KE = loss in PE - work done

= 88-20 = 68

KE = ½ mv2

v = 2.7(5) m s–1 no ecf

A1
4

GEMS Metropole School Page 242 of 243

(c)

graph starts at origin and forms a full rounded peak

exactly two cycles (4 peaks) shown but not arches

height of peaks decreases and peaks approximately equally

spaced

B1
3
[13]

GEMS Metropole School Page 243 of 243

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