P2 2 Standard Questions

Q1. The diagram shows a child on a playground swing.
(a) The playground surface is covered in rubber safety tiles. The tiles reduce the risk of
serious injury to children who fall off the swing.
The graph gives the maximum height that a child can fall onto rubber safety tiles of
different thicknesses and be unlikely to get a serious head injury.
(i) Describe how the maximum height of fall relates to the thickness of the rubber safety
tile.
...............................................................................................................
...............................................................................................................
(1)
(ii) The maximum height of any of the playground rides is 2 metres.
What tile thickness should be used in the playground?
...............................................................................................................
Give a reason for your answer.
...............................................................................................................
...............................................................................................................
(2)
Page 1 of 68
(b) Use phrases from the box to complete the following sentences.
the force on the work done to stop the time taken to stop
(i) Falling onto a rubber surface compared to a hard surface increases
................................................................................... the child.

(1)
(ii) Momentum is lost more slowly falling onto a rubber surface than onto a hard surface.
This reduces ......................................................................... the child.

(1)
(Total 5 marks)
Q2. The diagram shows an athlete at the start of a race. The race is along a straight track.
In the first 2 seconds, the athlete accelerates constantly and reaches a speed of 9 m/s.
(a) (i) Calculate the acceleration of the athlete.
Write down the equation you use.
Show clearly how you work out your answer.
Give the unit.
...............................................................................................................
...............................................................................................................
...............................................................................................................
Acceleration = ...........................................
(3)
(ii) Complete the following sentence.
The velocity of the athlete is the ............................................................

of the athlete in a given direction.
(1)
Page 2 of 68
(b) Many running shoes have a cushioning system. This reduces the impact force on the
athlete as the heel of the running shoe hits the ground.
The bar chart shows the maximum impact force for three different makes of running shoe
used on three different types of surface.
Page 3 of 68
In this question you will be assessed on using good English, organising information clearly
and using specialist terms where appropriate.
Analyse and evaluate the performance of the running shoes on the three surfaces.
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(6)
(Total 10 marks)
Q3. The diagram shows an athlete at the start of a race. The race is along a straight track.
Page 4 of 68
(a) Calculate the acceleration of the athlete.
Write down the equation you use.
Give the unit.
........................................................................................................................
........................................................................................................................
........................................................................................................................
Acceleration = ..........................................
(3)
Page 5 of 68
In this question you will be assessed on using good English, organising information clearly
and using specialist terms where appropriate.
Analyse and evaluate the performance of the running shoes on the three surfaces.
........................................................................................................................
........................................................................................................................
........................................................................................................................
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(6)
(Total 9 marks)
Page 6 of 68
Q4. Some students are investigating a catapult.
The catapult has a spring attached to two fixed points, as shown in Figure 1.
The spring is pulled down and stretched. It is then released so that the catapult fires a ball into
the air.
Figure 1
(a) Suggest one safety precaution the students should take when using the catapult.
........................................................................................................................
........................................................................................................................
(1)
(b) What type of energy is stored in the stretched spring?
........................................................................................................................
(1)
Page 7 of 68
(c) The students stretch the spring by different amounts and measure the height the ball
reaches each time. Figure 2 shows the ball after it has been fired into the air.
Figure 2
(i) Suggest two sources of error when measuring the height the ball reaches.
1 .............................................................................................................
...............................................................................................................
2 .............................................................................................................
...............................................................................................................
(2)
(ii) The ball is fired into the air and reaches a height of 1.8 metres.
The mass of the ball is 20 g.
The gravitational field strength is 10 N / kg.
Calculate the gravitational potential energy gained by the ball and give the unit.
Use the correct equation from the Physics Equations Sheet.
...............................................................................................................
...............................................................................................................
...............................................................................................................
Energy = ........................................ Unit ....................

(3)
Page 8 of 68
(d) After reaching a maximum height, the ball accelerates towards the ground.
Figure 3 shows the two forces acting on the ball as it accelerates.
Figure 3
(i) Label the forces A and B, on Figure 3.

(2)
(ii) Draw a ring around the correct answer to complete the sentence.
As the ball accelerates, its gravitational potential energy decreases
increases.
and its kinetic energy stays the same.
decreases.
(1)
(Total 10 marks)
Q5. To get a bobsleigh moving quickly, the crew push it hard for a few metres and then jump in.
(a) Choose from the following words to complete the sentences below.
distance energy force speed time
You can calculate the work done by the bobsleigh crew like this:
work done = ............................ .................................
The work done by the crew is transferred to the bobsleigh as kinetic ......................
(3)
Page 9 of 68
(b) Which of the following units is used for the amount of work done?
Underline the correct one.
joules newtons metres metres per second

(1)
(Total 4 marks)
Q6. A cyclist accelerates from a set of traffic lights.
The driving force of the back tyre on the ground is 250 N.
(a) How much work is done by this force when the cyclist travels 5 metres?
(Show your working.)
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
Answer ............................ joules (J)

(2)
(b) What happens to the energy transferred by this force?
.....................................................................................................................................
.....................................................................................................................................
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(2)
(Total 4 marks)
Q7. A cyclist accelerates from a set of traffic lights.
The driving force of the back tyre on the ground is 250 N.
(a) How much work is done by this force when the cyclist travels 5 metres?
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Answer ............................... joules (J)

(2)
Page 10 of 68
(b) What happens to the energy transferred by this force?
....................................................................................................................................
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(2)
(Total 4 marks)
Q8. A mans car will not start, so two friends help him by pushing it.
By pushing as hard as they can for 12 seconds they make the car reach a speed of
3 metres per second.
(a) Calculate the acceleration they give to the car.
....................................................................................................................................
....................................................................................................................................
.............................................................................................. Answer ................ m/s2

(2)
(b) Whilst pushing the car the two friends together do a total of 2400 joules of work.
Calculate their total power.
....................................................................................................................................
....................................................................................................................................
............................................................................................ Answer ................ watts

(2)
(c) Another motorist has the same problem. The two friends push his car along the same
stretch of road with the same force as before.
It takes them 18 seconds to get the second car up to a speed of 3 metres per second.
What does this tell you about the mass of the second car?
(You can ignore forces of friction.)
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(2)
Page 11 of 68
(d) On a flat stretch of a motorway a lorry driver changes into top gear. He then makes the
lorry go as fast as he can.
The graph shows what happens to the speed of the lorry.
Explain why the speed of the lorry increases at first but then levels out.
....................................................................................................................................
....................................................................................................................................
(3)
(Total 9 marks)
Q9. When you slide a book across a table, there is a force of friction between the book and the
table.
(a) Which arrow shows the force of friction that acts on the book? ...............................
(1)
(b) The force of friction will slow the book down.

Write down one other effect that the force of friction will have on the book.
....................................................................................................................................
(1)
(Total 2 marks)
Page 12 of 68
Q10. A crane is used to lift a steel girder to the top of a high building.
When it is lifted by the crane:
the girder accelerates from rest to a speed of 0.6 m/s in the first 3 seconds;
it then rises at a steady speed.
(a) Calculate the acceleration of the girder.
.....................................................................................................................................
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(3)
(b) (i) What is the weight of the steel girder?
Answer ............................................. N
(1)
(ii) Calculate the power of the crane motor as it lifts the girder at a steady speed of
0.6 m/s.
(Show your working. You can ignore the weight of the cable and hook which is small
compared to the weight of the girder.)
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Answer .......................................... W
(2)
Page 13 of 68
(c) A new motor is fitted to the crane. This motor accelerates the girder at 0.3 m/s2.
Calculate the force which the crane applies to the girder to produce this acceleration.
.....................................................................................................................................
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Answer ........................................... N
(3)
(Total 9 marks)
Q11. A book weighs 6 newtons.
A librarian picks up the book from one shelf and puts it on a shelf 2 metres higher.
(a) Calculate the work done on the book. [Show your working].
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(3)
Page 14 of 68
(b) The next person to take the book from the shelf accidentally drops it.
The book accelerates at 9.8m/s.
Use this information to calculate the mass of the book. [Show your working].
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
Answer ................................. kg.

(3)
(c) If the book was dropped from an aeroplane high in the sky, it would accelerate to
begin with. Eventually it would fall at a steady speed.
Explain, in as much detail as you can, why this happens.
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(3)
(Total 9 marks)
Q12. Complete the following sentences.
When you drop a ball, it falls to the ground.
This happens because the .................................. pulls the ball
towards it with a force called ...................................................... .
Forces are measured in units called ............................................ .

(Total 3 marks)
Page 15 of 68
Q13. A forklift truck was used to stack boxes on to a trailer.
It lifted a box weighing 1900 N through 4.5 m.
Calculate the work done on the box. Show your working.
...............................................................................................................................................
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...............................................................................................................................................
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Work done = .............................. J

(Total 3 marks)
Page 16 of 68
Q14. When you transfer energy to a shopping trolley, the amount of work done depends on the
force used and the distance moved.
Complete the table by using the correct units from the box.
joule (J) metre (m) newton (N)
The first one has been done for you.
Quantity Unit
energy (transferred) joule
force
distance (moved)
work done
(Total 2 marks)
Q15. A crane on a barge lifts a girder and then carries it along the river.
The girder has a weight of 1 000 000 N and is lifted to a height of 1500 cm.
Page 17 of 68
(a) Complete the sentence.
The weight of the girder is caused by the Earths gravitational field strength acting on
its ............................................................. .
(1)
(b) Calculate the work done in lifting the girder.
Write the equation you are going to use.
....................................................................................................................................
(1)
Show clearly how you work out your answer and give the unit.
....................................................................................................................................
....................................................................................................................................
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Work done = ..............................................................

(3)
(c) The velocitytime graph represents the motion of the barge after the girder had been lifted.
Page 18 of 68
To gain full marks in this question you should write your ideas in good English. Put them in
a sensible order and use the correct scientific words.
Describe the motion of the barge over this period of seven hours. You must refer to the
points A, B, C, D, E and F in your description.
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(5)
(Total 10 marks)
Q16. The manufacturer of a family car gave the following information.
Mass of car 950 kg
The car will accelerate from 0 to 33 m/s in 11 seconds.
(a) Calculate the acceleration of the car during the 11 seconds.
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(2)
(b) Calculate the force needed to produce this acceleration.
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(2)
Page 19 of 68
(c) The manufacturer of the car claims a top speed of 110 miles per hour. Explain why there
must be a top speed for any car.
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(3)
(Total 7 marks)
Q17. The diagram below shows one way of lifting a bucket of bricks.
(a) When the free end of the rope is pulled down, the load is lifted.
Complete the following sentence.
The work done in pulling the rope down is used to increase the .............................
energy of the ..................................... and bricks.

(2)
Page 20 of 68
(b) The weight of the bricks is 100 N and they are lifted 3 m.
Calculate the work done on the bricks.
.....................................................................................................................................
.....................................................................................................................................
Answer ............................................ J
(2)
(Total 4 marks)
Q18. (a) A chair lift carries two skiers, Greg and Jill, to the top of a ski slope. Greg weighs 700
N and Jill weighs 500 N.
(i) Write down the equation that links distance moved, force applied and work done.
...........................................................................................................................
(1)
(ii) Calculate the work done to lift Greg and Jill through a vertical height of 200 m. Show
clearly how you work out your answer and give the unit.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
work done = ....................................................................

(3)
Page 21 of 68
(b) The chair takes 5 minutes to move from the bottom to the top of the ski slope.
Use the following equation to calculate the power required to lift Greg and Jill to the top of
the ski slope. Show clearly how you work out your answer.
power =
.....................................................................................................................................
.....................................................................................................................................
power = .................................................................. watts

(2)
(c) The chair lift is driven by an electric motor.
(i) Why would the power output of the electric motor need to be larger than your answer
to part (b)?
...........................................................................................................................
...........................................................................................................................
(1)
(ii) Complete the following sentence.
When the ski lift is working ........................................ energy supplied to the motor
is usefully transferred as gravitational ........................................ energy.

(1)
(Total 8 marks)
Q19. The picture shows an advert for an electric mobility scooter.
(a) The batteries are joined in series.
(i) What is the potential difference provided by the batteries to the motor?
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(1)
Page 22 of 68
(ii) The batteries supply a direct current (d.c.).
What is a direct current (d.c.)?
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(1)
(b) At 2.5 m/s on flat ground, the motor takes a current of 3.0 A from the batteries.
(i) Explain why a bigger current is taken from the batteries when the scooter is going
uphill at 2.5 m/s.
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(2)
(ii) What effect does travelling uphill have on the range of the scooter?
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(1)
(c) The mass of the scooter driver is 80 kg.
Use the equation in the box to calculate the kinetic energy of the scooter and driver when
they are travelling at maximum speed.
Q20. (a) The diagram shows an athlete at the start of a race. The race is along a straight
track.
Page 23 of 68
(i) Use the equation in the box to calculate the acceleration of the athlete.
...........................................................................................................................
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Acceleration = ..............................
(2)
(ii) Which one of the following is the unit for acceleration?
Draw a ring around your answer.
J/s m/s m/s2 Nm

(1)
(iii) Complete the following sentence.
The velocity of the athlete is the .................................................................... of the
athlete in a given direction.

(1)
Page 24 of 68
(iv) Complete the graph to show how the velocity of the athlete changes during the first 2
seconds of the race.
(2)
Page 25 of 68
(i) Which one of the three makes of running shoe, A, B or C, has the best cushioning
system?
...........................................................................................................................
Explain the reason for your answer.
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(3)
(ii) The data needed to draw the bar chart was obtained using a robotic athlete fitted with
electronic sensors.
Why is this data likely to be more reliable than data obtained using human athletes?
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(1)
(Total 10 marks)
Page 26 of 68
Q21. The diagram shows the passenger train on part of a rollercoaster ride.
(a) Which arrow shows the direction of the resultant force acting on the passenger train?
Put a tick ( ) in the box next to your choice.
(1)
(b) At the bottom of the slope, the passengers in the train all have the same speed but they
each have a different kinetic energy.
Why is the kinetic energy of each passenger different?
.....................................................................................................................................
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(1)
(c) For part of the ride, the maximum gravitational field strength acting on the passengers
seems 3 times bigger than normal.
Normal gravitational field strength = 10 N/kg
(i) Calculate the maximum gravitational field strength that seems to act on the
passengers during the ride.
...........................................................................................................................
...........................................................................................................................
Maximum gravitational field strength = .............................. N/kg

(1)
Page 27 of 68
(ii) One of the passengers has a mass of 80 kg.
Use the equation in the box to calculate the maximum weight this passenger seems
to have during the ride.
weight = mass gravitational field strength
...........................................................................................................................
...........................................................................................................................
Maximum weight = .............................. N

(2)
(Total 5 marks)
Q22. (a) The diagram shows a car travelling at a speed of 12 m/s along a straight road.
(i) Use the equation in the box to calculate the momentum of the car.
momentum = mass velocity
Mass of the car = 900 kg
...........................................................................................................................
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...........................................................................................................................
...........................................................................................................................
Momentum = .............................. kg m/s

(2)
(ii) Momentum has direction.
Draw an arrow on the diagram to show the direction of the cars momentum.
(1)
Page 28 of 68
(b) The car stops at a set of traffic lights.
How much momentum does the car have when it is stopped at the traffic lights?
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(2)
(Total 5 marks)
Q23. (a) The diagram shows a cable car used to take skiers to the top of a mountain.
(i) The total mass of the cable car and skiers is 7500 kg.
Use the equation in the box to calculate the weight of the cable car and skiers.
weight = mass gravitational field strength
gravitational field strength = 10 N/kg
Show clearly how you work out your answer and give the unit.
...............................................................................................................
...............................................................................................................
Weight = .........................................................................................
(3)
Page 29 of 68
(ii) The cable car moves at a constant speed. It lifts skiers through a vertical height of
800 metres in 7 minutes.
Use the following equation to calculate the work done to lift the cable car and skiers.
work done = force applied distance moved in the direction of force
...............................................................................................................
...............................................................................................................
Work done = ............................................... J

(2)
(b) The diagram shows a skier who is accelerating down a steep ski slope.
(i) Draw an arrow on the diagram to show the direction of the resultant force acting on
the skier.
(1)
(ii) How and why does the kinetic energy of the skier change?
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(2)
Page 30 of 68
(c) Last year, 18 000 skiers suffered a head injury. It is thought that nearly 8000 of these
injuries could have been avoided if the skier had been wearing a helmet.
However, at present, there are no laws to make skiers wear helmets.
Suggest why skiers should be made aware of the benefits of wearing a helmet.
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(1)
(Total 9 marks)
Q24. (a) The diagram shows a builder using a plank to help load rubble into a skip.
The builder uses a force of 220 N to push the wheelbarrow up the plank.
Use information from the diagram and the equation in the box to calculate the work done to
push the wheelbarrow up the plank to the skip.
work done = force applied distance moved in the direction of force
........................................................................................................................
........................................................................................................................
Work done = ............................................................ J

(2)
Page 31 of 68
(b) A student investigated how the force needed to pull a brick up a slope, at a steady speed,
depends on the angle of the slope.
The apparatus used by the student is shown in the diagram.
The student used the results from the investigation to plot the points for a graph of force
used against the angle of the slope.
(i) Draw a line of best fit for these points.

(1)
(ii) How does the force used to pull the brick up the slope change as the angle of the
slope increases?
...............................................................................................................
...............................................................................................................
(1)
Page 32 of 68
(iii) Consider the results from this experiment.
Should the student recommend that the builder use a long plank or a short plank to
help load the skip?
Draw a ring around your answer.
long plank short plank
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(2)
(Total 6 marks)
Q25. (a) A car is being driven along a straight road. The diagrams, A, B and C, show the
horizontal forces acting on the moving car at three different points along the road.
Describe the motion of the car at each of the points, A, B and C.
(3)
Page 33 of 68
(b) The diagram below shows the stopping distance for a family car, in good condition, driven
at 22 m/s on a dry road. The stopping distance has two parts.
(i) Complete the diagram below by adding an appropriate label to the second part of the
stopping distance.
.............................................................
.............................................................
(1)
(ii) State one factor that changes both the first part and the second part of the stopping
distance.
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(1)
(c) The front crumple zone of a car is tested at a road traffic laboratory. This is done by using
a remote control device to drive the car into a strong barrier. Electronic sensors are
attached to the dummy inside the car.
(i) At the point of collision, the car exerts a force of 5000 N on the barrier.
State the size and direction of the force exerted by the barrier on the car.
...............................................................................................................
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(1)
(ii) Suggest why the dummy is fitted with electronic sensors.
...............................................................................................................
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(1)
Page 34 of 68
(iii) The graph shows how the velocity of the car changes during the test.
Use the graph to calculate the acceleration of the car just before the collision with the
barrier.
Show clearly how you work out your answer, including how you use the graph, and
give the unit.
...............................................................................................................
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Acceleration = ............................................................
(3)
(Total 10 marks)
Q26. A car has an oil leak. Every 5 seconds an oil drop falls from the bottom of the car onto the
road.
(a) What force causes the oil drop to fall towards the road?
........................................................................................................................
(1)
Page 35 of 68
(b) The diagram shows the spacing of the oil drops left on the road during part of a journey
Describe the motion of the car as it moves from A to B.
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(3)
(c) When the brakes are applied, a braking force slows down and stops the car.
(i) The size of the braking force affects the braking distance of the car.
State one other factor that affects the braking distance of the car.
...............................................................................................................
(1)
(ii) A braking force of 3 kN is used to slow down and stop the car in a distance of 25 m.
Calculate the work done by the brakes to stop the car and give the unit.
...............................................................................................................
...............................................................................................................
...............................................................................................................
Work done =..................................................

(3)
(Total 8 marks)
Page 36 of 68
Q27. The figure below shows a slide in a childrens playground.
(a) A child of mass 18 kilograms goes down the slide.
The vertical distance from the top to the bottom of the slide is 2.5 metres.
Calculate the decrease in gravitational potential energy of the child sliding from the top to
the bottom of the slide.
Gravitational field strength = 10 N / kg
........................................................................................................................
........................................................................................................................
........................................................................................................................
Decrease in gravitational potential energy = .............................. J

(2)
(b) The slide is made of plastic.
(i) The child becomes electrically charged when he goes down the slide.
Explain why.
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...............................................................................................................
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(2)
Page 37 of 68
(ii) Going down the slide causes the childs hair to stand on end.
What conclusion about the electrical charge on the childs hair can be made from
this observation?
...............................................................................................................
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...............................................................................................................
...............................................................................................................
(2)
(iii) Why would the child not become electrically charged if the slide was made from
metal?
...............................................................................................................
...............................................................................................................
(1)
(Total 7 marks)
Page 38 of 68
M1. (a) (i) the thicker the tile, the greater the (fall) height
1
(ii) 60 (mm)
accept any number or range between 60 and 85 inclusive if units
are given must match range
1
(minimum thickness) needed to reduce risk of injury

1
(b) (i) the time taken to stop

1
(ii) the force on

1
[5]
M2. (a) (i) 4.5

allow 1 mark for correct substitution ie 9 2
2
m/s2
mark independently
1
(ii) speed
1
(b) Marks awarded for this answer will be determined by the

Quality of Written Communication (QWC) as well as the
standard of the scientific response.
No relevant content.
0 marks
There is a brief description of the performance of the running

shoes on the three surfaces.
Level 1 (12 marks)
There is some description of the performance of the

running shoes on the three surfaces.
Level 2 (34 marks)
There is a clear, balanced and detailed description of the

performance of the running shoes on the three surfaces.
Level 3 (56 marks)
Page 39 of 68
examples of the physics points made in the response
the lower the impact the better (performance)
make B better / lower impact on polyurethene
make C better / lower impact on acrylic
make B better / lower impact on grass
make B best overall / make A worst overall
little difference in performance of make C on all surfaces

[10]
M3. (a) 4.5

allow 1 mark for correct substitution ie 9 2
2
m/s2
mark independently
1
(b) Marks awarded for this answer will be determined by the

Quality of Written Communication (QWC) as well as the
standard of the scientific response.
No relevant content.
0 marks
There is a brief description of the performance of the

Level 1 (12 marks)
There is some description of the performance of the

Level 2 (34 marks)
There is a clear, balanced and detailed description of the

performance of the running shoes on the three surfaces.
Level 3 (56 marks)
Page 40 of 68
examples of the physics points made in the response
the lower the impact the better (performance)
make B better / lower impact on polyurethene
make C better / lower impact on acrylic
make B better / lower impact on grass
make B best overall / make A worst overall
little difference in performance of make C on all surfaces

[9]
M4. (a) any one from:

ignore reference to finger injuries
make sure no one is looking over the ball
ensure everyone is beyond the area it will fall.
allow aim away from people
watch the ball during its entire flight
wear safety spectacles / goggles
1
(b) elastic potential (energy)

1
(c) (i) any two from:
meter rules not being vertical

parallax
allow eyes not being in line with ball and ruler
difficult to see where ball stops
allow ball only stops for a short time
ball not close to ruler
allow ball does not travel straight (up)
can measure from top or bottom of ball
ignore ball moves too fast
ignore reference to reaction time
if no other mark awarded allow one mark for misreading ruler
2
(ii) 0.36
allow 1 mark for correct substitution, i.e.
Ep = 0.02 x 10 x 1.8
allow 1 mark for an answer of 360
2
J or joules
do not accept j
allow mJ or millijoules if an answer of 360 is given
1
Page 41 of 68
(d) (i) (A) drag / air resistance / friction
allow upthrust
1
(B) weight / gravity

1
(ii) increases
1
[10]
M5. (a) force distance (either way round)

energy
for 1 mark each
3
(b) joules
for 1 mark
1
[4]
M6. (a) [NB e.c.f not allowed from incorrect formula]

work done = force distance or 250 5
gains 1 mark
but
1250
gains 2 marks
2
(b) (mainly) transferred as kinetic / movement energy

[not makes bike move]
(some) lost / wasted / transferred as heat / sound

or
used to overcome friction / air resistance
each for 1 mark
2
[4]
Page 42 of 68
M7. (a) work done = force distance or 250 5 NB if formula given must
be correct
gains 1 mark
but
1250
gains 2 marks
[In this and similar examples, a correct answer only gets full marks.
From an incorrect formula, do not allow marks for error carried forward
2
(b) (mainly) (transferred as) it is kinetic / movement energy (not mechanical)
(some) lost / wasted / transferred as heat / sound

[Answers must refer to energy. Do not allow it drives the bike]
or
used to overcome friction / air resistance
each for 1 mark
2
[4]
M8. (a) evidence of or
gains 1 mark
but 0.25 or
gains 2 marks
2
(b) evidence of or
gains 1 mark
but 200
gains 2 marks
2
Page 43 of 68
(c) idea that
second car has a bigger mass

(allow bigger weight/heavier)
gains 1 mark
but
second car has 1.5 times bigger mass
or
second car has mass of 1200 kg
gains 2 marks
2
(d) friction/resistance increases with speed

gains 1 marks
but
friction with/resistance of air increases with speed
gains 2 marks
increase in speed because driving force greater than friction
steady speed when friction = driving force
or
increases in speed until friction = driving force
each for 1 further mark to maximum of 3
3
[9]
M9. (a) D
for 1 mark
1
(b) wear it away or make it warmer

for 1 mark do not accept stops it
1
[2]
Page 44 of 68
M10. (a) *evidence of acceleration = or
gains 1 mark
but 0.2
gains 2 marks
units m/s2
for 1 mark
3
(b) (i) 2000 or 1960

for 1 mark
1
(ii) evidence of power = or weight speed (credit figures)/
(iii)
gains 1 mark
but 1200/1176 or figure consistent with (b)(i)

gains 2 marks
2
(c) evidence of force = mass acceleration or 200 0.3

gains 1 mark
but 60
gains 2 marks
but 60 + weight of girder (2060/2020*) (or figure consistent with (b)(i))

gains 3 marks
3
[9]
M11. (a) WD = force distance or 6 2

gains 1 mark
but 12 gains 2 marks

units J/joules [credit Nn]
for 1 mark
3
Page 45 of 68
(b) 0.6 (i.e. using the recalled 10N/kg)
gains 1 mark
but evidence of force = mass acceleration

or of correct substitution e.g. 6/9.8
gains 2 marks
but 0.61 (2...)

gains 3 marks
3
(c) any reference to

initial acceleration due to gravity
(force due to) friction/air resistance
each for 1 mark
ideas that
this increases as speed increases
forces eventually balance
each for 1 further mark
9
[9]
##
(centre of the) Earth [not ground]

gravity
newtons (allow N)
each for 1 mark
[3]
M13. 8550
correct answer with no working = 3
if incorrect, allow 1 mark for work = force / weight distance, 2
marks for = 1900 4.5
N.B. correct answer from the incorrectly recalled relationship mass
distance = 2 marks
[3]
Page 46 of 68
M14. newton or N
metre or m
joules or J
all three correct 2 marks
two or one correct 1 mark
[2]
M15. (a) mass

1
(b) work (done) = force (applied) distance (moved in the direction of the force)
do not accept correctly substituted figures for this equation mark
accept W = Fs or W = Fd or W = Fh (well done) = force height)
mark formula independently
1
1 000 000 15
allow 1 000 000

1
= 15 000 000
= 15 000
1
J / joules
KJ / kilojoules
1
allow 1 000 000 1500

= 15 00 000 000 for 1 mark
only no unit mark
allow 3 marks for correct answer if no working / correct working is
shown
(c) Quality of written communication

The answer to this question requires ideas in good English, in a sensible order with correct
use of scientific terms. Quality of written communication should be considered in crediting
points in the mark scheme
Max.4 if ideas not well expressed
A B not moving
accept stationary or at rest
1
Page 47 of 68
B - C acceleration or C D
acceleration
accept increases speed / velocity accept gets faster
1
comparison made that the acceleration

B C is less than C D
accept comparison made that the
acceleration C-D is greater than B-C
1
D E constant velocity
accept steady speed or at 0.4 m/s
1
E F deceleration
accept decreases speed / velocity
accept gets slower
1
[10]
M16. (a) 3
gains 1 mark
m/s2
gains 1 mark
else working gains 1 mark

2
(b) 2850 ecf

gains 1 mark
N
gains 1 mark
else working
gains 1 mark
2
(c) friction/air resistance increases with speed;

till frictional = max forward force;
then force/acceleration is zero
for 1 mark each
alternative limitation for safety

gains 1 mark only
3
[7]
Page 48 of 68
M17. (a) potential; bucket/pulley
for 1 mark each
2
(b) 300
gains 2 marks
else working
gains 1 mark
2
[4]
M18. (a) (i) work (done) = force (applied) distance (moved)

accept W = F s or W = F d
accept provided subsequent method is correct

1
(ii) 240 000

allow 1 mark for correct substitution or correct use of 1200 (N)
2
joules
accept J
do not accept j / Nm
1
(b) 800 (watts)

accept 0.8 kW
accept their (a)(ii) 300 correctly evaluated for 2 marks
allow 1 mark for correct substitution
(a)(ii) 5 correctly evaluated for 1 mark
2
(c) (i) any one from:
needs to raise the chair / lift
lifting more than one chair

allow lifting more than 2 people
implication of a heavier weight
energy transfer to the surroundings

correctly qualified
accept loss for transfer
do not accept motor inefficient
do not accept motor gets hot
do not accept friction unless the location is specified as external to
the motor
1
Page 49 of 68
(ii) electrical
accept electric
potential
both answers required for the mark
1
[8]
M19. (a) (i) 24(V)

1
(ii) current always flows in the same direction
or current only flows one way

1
(b) (i) more power / force needed

accept energy transformed faster
1
work done to lift the scooter uphill

accept it moves against gravity
or work done against gravity

accept energy is transformed to gravitational potential energy
1
(ii) reduces it
1
(c) 375
1 mark for correct substitution
1 mark for an answer = 250
1 mark for an answer = 125
2
[7]
M20. (a) (i) 4.5

allow 1 mark for correct substitution i.e. 9 2
2
(ii) m/s2
accept answer given in (a)(i) if not contradicted here
1
Page 50 of 68
(iii) speed
1
(iv) straight line from the origin passing through (2s, 9m/s)
allow 1 mark for straight line from the origin passing through to t = 2
seconds
allow 1 mark for an attempt to draw a straight line from the origin
passing through (2,9)
allow 1 mark for a minimum of 3 points plotted with no line provided
if joined up would give correct answer. Points must
include(0,0) and (2,9)
2
(b) (i) B
if A or C given scores 0 marks in total
1
smallest (impact) force

1
on all/ every/ any surfaces

these marks are awarded for comparative answers
1
(ii) (conditions) can be repeated
or
difficult to measure forces with human athletes

accept answers in terms of variations in human athletes e.g.
athletes may have different weights area / size of feet may be
different difficult to measure forces athletes run at different speeds
accept any answer that states or implies that with humans the
conditions needed to repeat tests may not be constant
e.g.
athletes unable to maintain constant speed during tests (or during
repeat tests)
do not accept the robots are more accurate
removes human error is insufficient
fair test is insufficient
1
[10]
Page 51 of 68
M21. (a) correct box ticked
(b) each passenger has a different mass

accept weight for mass
ignore other irrelevant factors about the person e.g. mass and
height
do not accept a list with incorrect factors e.g. mass and position
accept passengers started with different (gravitational) potential
energy
1
(c) (i) 30
ignore added units
1
(ii) 2400
accept their (c)(i) 80 correctly calculated for both marks
allow 1 mark for correct substitution of their (c)(i) and 80
an answer of 800 gains 1 mark only if answer to (c)(i) is not 10
2
[5]
M22. (a) (i) 10800

allow 1 mark for correct substitution i.e. 900 12
2
(ii) arrow pointing towards the left

allow anywhere on the diagram or at bottom of the page
1
Page 52 of 68
(b) zero
accept 0 / none / nothing
1
velocity is zero
accept speed for velocity
accept stopped / not moving
accept a calculation i.e. 900 0 = 0
1
[5]
M23. (a) (i) 75 000

accept correct substitution for 1 mark
ie 7500 10
2
newtons / N
do not accept n
full credit for using g = 9.8 or 9.81
1
(ii) 60 000 000

accept for both marks
their (a)(i) 800 correctly calculated
accept correct substitution for 1 mark
ie their (a)(i) 800
2
(b) (i) arrow drawn parallel (to) and down (the) slope
accept arrow drawn anywhere on the diagram
1
(ii) increases
1
GPE transformed to KE
or
speed increasing
accept is accelerating
however speed increasing only scores if correctly linked to
increasing kinetic energy
1
Page 53 of 68
(c) so more likely to wear one
or
they know wearing a helmet is likely to / will reduce (risk) head injury
or
so can make an (informed) choice (about wearing one)
1
[9]
M24. (a) 572

allow 1 mark for correct substitution,
ie 220 2.6
allow 1 mark for
220 260 = 57 200
or
220 2600 = 572 000
but to score this mark the entire calculation must be shown
2
(b) (i) smooth curve drawn

accept a line that is extrapolated back to 0 degrees, but not through
the origin
accept a straight line of best fit (point at 40 degrees can be treated
as anomalous and line may stop at 30 degrees)
do not accept straight lines drawn dot to dot or directly from first to
last point or a line going through the origin
1
(ii) increases
accept a positive correlation
do not accept proportional
1
(iii) long plank

no mark for this, the marks are for the explanation
makes the angle small(er) (than a short plank)

accept increases the distance
accept small(er) slope
1
Page 54 of 68
a small(er) force is needed
or
short plank
no mark for this, the marks are for the explanation
a large(r) force is used over a short(er) distance (1)
less work done (1)

accept less energy transfer
1
[6]
M25. (a) A constant speed / velocity

accept steady pace
do not accept terminal velocity
do not accept stationary
1
B acceleration
accept speeding up
1
C deceleration
accept slowing down
accept accelerating backwards
accept accelerating in reverse
do not accept decelerating backwards
1
(b) (i) the distance the car travels under the braking force
accept braking distance
1
(ii) speed/velocity/momentum
1
(c) (i) 5000 (N) to the left

both required
accept 5000(N) with the direction indicated by an arrow drawn
pointing to the left
accept 5000(N) in the opposite direction to the force of the car (on
the barrier)
accept 5000(N) towards the car
1
(ii) to measure/detect forces exerted (on dummy / driver during the collision)
1
Page 55 of 68
(iii) 4
allow 1 mark for showing a triangle drawn on the straight part of the
graph
or correct use of two pairs of coordinates
2
m/s2
do not accept mps2
1
[10]
M26. (a) gravitational / gravity / weight

do not accept gravitational potential
1
(b) accelerating
accept speed / velocity increases
1
the distance between the drops increases

1
but the time between the drops is the same

accept the time between drops is (always) 5 seconds
accept the drops fall at the same rate
1
(c) (i) any one from:
speed / velocity
(condition of) brakes / road surface / tyres
weather (conditions)
accept specific examples, eg wet / icy roads
accept mass / weight of car friction is insufficient
reference to any factor affecting thinking distance negates this
answer
1
(ii) 75 000
allow 1 mark for correct substitution, ie 3000 25 provided no
subsequent step shown
or allow 1 mark for an answer 75
or allow 2 marks for
75 k(+ incorrect unit), eg 75 kN
2
Page 56 of 68
joules / J
do not accept j
an answer 75 kJ gains 3 marks
for full marks the unit and numerical answer must be consistent
1
[8]
M27. (a) 450

allow 1 mark for correct substitution,
ie 18 10 2.5 provided no subsequent step shown
2
(b) (i) friction between child (s clothing) and slide

accept friction between two insulators
accept child rubs against the slide
accept when two insulators rub (together)
1
causes electron / charge transfer (between child and slide)

accept specific reference, eg electrons move onto / off the child /
slide
reference to positive electrons / protons / positive charge / atoms
transfer negates this mark
answers in terms of the slide being initially charged score zero
1
(ii) all the charges (on the hair) are the same (polarity)
accept (all) the charge/hair is negative / positive
accept it is positive/negative
1
charges / hairs are repelling

both parts should be marked together
1
(iii) charge would pass through the metal (to earth)

accept metal is a conductor
accept metal is not an insulator
accept there is no charge / electron transfer
accept the slide is earthed
accept metals contain free electrons
1
[7]
Page 57 of 68
E4. (a) The examiners were looking for safety procedures that would be followed if they were
to do the experiment, so wearing hard hats was not worthy of a mark and neither was an
answer in terms of trapping skin in the spring. To make sure it doesnt hit anyone was not
enough for the safety instruction, but quite a lot of students did refer to aiming away from
people, ensuring a clear area and not standing in front of the catapult, which were all
worthy of a mark. Many students referred to googles in the answer and they were not
penalised here. A few students were concerned with the safety of the fixed points despite
being told they were fixed.
(b) This was poorly answered and it is worth reminding students that they need to make sure
they know the specific technical terms for energy types as given in the specification. The
majority of students wrote just elastic as their answer which was not enough for the mark.
(c) (i) By far the most common mistake with this question was students thinking the ball
was travelling too quickly to measure, instead of realising the ball was stationary at
its maximum height and therefore it was the short amount of time it has stopped for
that was important. Students are asked about the height the ball reaches so any
reference to zero error and errors related to distance travelled were ignored. A
considerable number looked at the diagram and incorrectly thought the ruler was
broken or was not long enough. Some students lost marks by not expressing their
ideas fully like ruler not being straight rather than not being vertical.
(ii) Students need reminding that at this level they are expected to do more that put
numbers direct into an equation and multiply them together on a calculator. In this
case they needed to convert the mass to the correct SI unit, which only a few did.
The most common answer was 360. Few students knew the correct answer for the
unit of energy, with many alternatives being given.
(d) (i) There were a number of creditworthy ways the students expressed the downward
gravitational force such as gravity, weight or gravitational pull. A few offered
gravitational energy which was not worth a mark. For the upward force the common
correct answers were air resistance (resistance by itself was not enough to gain the
mark), drag, and friction. Upthrust was an allowed answer because although not
the main force it is a (very small) part of the upward force. A few students used
motion terms like acceleration and velocity as their answers. A small number
incorrectly used pull / push / upward / downward as their labels.
(ii) Just over three quarters of students knew the kinetic energy increases as the ball
accelerates towards the ground. Each of the distractors proved equally attractive.
E8. Paper I3
Good answers calculated the acceleration as 0.25 m/s/s and the power as 200 watts. Weaker
candidates in (a) got change in speed over time or 3/12 and gave the answer 4. In (c) many
candidates noted the second car was heavier but could not suggest its mass. In (d) very few
candidates noted that air resistance increases with speed until it equals the driving force and the
bus then travels at a constant speed.
Paper H5
Parts (a) and (b) were correctly answered by an encouragingly large number of candidates,
though a minority gained the second mark for a quantitative response in (b).
(c) More able candidates gained full marks for this part of the question, though some lost
marks because they used an incorrect value for the acceleration and/or quoted the wrong
unit.
Page 58 of 68
(d) This part of the question was poorly done by the majority of even the more able
candidates. Answers simply stating that the lorry reaches a top speed or, slightly better,
that it reaches a terminal velocity were common. Very few referred to air resistance
increasing with speed or attempted to explain the initial acceleration and eventual steady
speed in terms of unbalanced and balanced forces respectively.
E9. Many answers correctly referred to wear or slight rise in temperature. Incorrect answers
repeated that the book would slow down, or that friction would prevent it from falling off the table.
E10. Paper 3 Option Q
This question was on the whole poorly answered. Answers often included a variety of numbers
either multiplied or divided with very little explanation.
In part (a) good answers showed 0.6 divided by 3 to give 0.2. Unfortunately the units were often
given as m/s rather than the correct m/s2 (or m/s/s).
Few candidates were able to convert the 200 kg mass into a weight of 2000N in (b)(i).
Very few candidates could give power as work done/time or weight x speed in (b)(ii)
In (c) few candidates were able to show that force = mass x acceleration. Those that could then
went on to get 60N.
Where candidates miscalculated the weight of the girder in (b)(i) credit was given in (b)(ii) and
(c) for calculations using the incorrect figure.
Paper 5 Option R
For part (a) most candidates correctly calculated 0.2, though some quoted the units as m/s or
did not quote units at all.
In (b)(i) 40N was a common incorrect response, presumably obtained using f = ma and the
value for the acceleration calculated in (a).
In (b)(ii) relatively few candidates realised that weight x speed was a very simple route to the
answer. Most used a longer route and thus had to work hard for the 2 marks available. Even
though 25/0.6 was allowed as a calculation of time, an error made somewhere along the route
often meant that only one mark was gained.
For part (c) a majority of candidates correctly used f = ma to calculated the net 60N force
needed to accelerate the girder but almost invariably failed to gain the further mark for adding the
weight of the girder.
In (d) most candidates were able to indicate the increase in stability and/or lowering of the centre
of mass/gravity. Some, however, inappropriately attempted to respond in terms of pressure.
Page 59 of 68
E11. (a) This was generally well answered, although a minority of candidates gave 3 (ie. 6/2)
as their answer.
(b) Again, a number of candidates were unable to rearrange F = ma and calculated 9.8/6.
(c) Fully correct and clearly stated responses were surprisingly rare, though most candidates
gained some credit by referring to the downwards/(initially) accelerating force of gravity
and the opposing air resistance/friction/drag. The increase of the latter with speed until it
equalled weight/gravity was mentioned far less often.
E12. Many candidates gave gravity for the first answer and were then uncertain how to complete
the sentence. The spelling of Newtons was poor.
E13. Foundation Tier
This was reasonably well answered, although some of the candidates who correctly wrote 1900
4.5 were unable to obtain the correct answer.
Higher Tier
This was generally well answered. The relationship was not as well known as expected and a
mark was often lost for referring to mass rather than force or weight.
E14. The majority of candidates knew the correct units for each of the quantities.
(a) Many candidates correctly gave mass, though many others gave weight.
(b) The equation in some correct form was often given or used. Many of the candidates who
attempted this part, simply multiplied 1 000 000N by 1500 cm. Only the best candidates
realised that 1500 cm should be converted into metres for the calculation but several who
did this correctly, frequently lost a mark by writing the unit incorrectly, for example j or KJ.
(c) The candidates who described the motion of the barge rather than the vertical movements
of the girder achieved most of the marks. Of these candidates, too many did not use
correct terminology, such as velocity/speed or acceleration in their descriptions. The
weakest candidates did not use the letters/points as required or often referred to the barge
as stopped between 2 and 5 hours.
Page 60 of 68
Higher Tier
(a) Many candidates correctly gave mass, though weaker ones gave weight.
(b) The correct equation in some correct form was often given or used. This time the weaker
candidates gave mass rather than weight. Most of the candidates who attempted the
calculation simply multiplied 1 000 000 N by 1500 cm. Only the best candidates realised
that 1500 cm should be converted into metres for the calculation but several who did this
correctly, frequently lost a mark by writing the unit incorrectly, for example j or KJ.
(c) The candidates who described the motion of the barge rather than the vertical movements
of the girder achieved most of the marks. These candidates usually lost only one mark by
failing to state that the acceleration between C and D was greater than between B and C.
Weaker candidates tended to state that the barge was moving at constant velocity
between A and B or that it was stationary between D and E.
E16. Parts (a) and (b) were quite well answered, the main loss of marks being due to unit errors
or omissions. Part (c) was not well answered and there was little evidence of candidates being
familiar with the syllabus statements on this topic.
E17. The question was generally quite well answered with many candidates tackling the
calculations well.
(a) (i) A significant number of candidates wrote an appropriate equation, but many errors
occurred in the substitution of numbers, some involving an incorrect transformation
of their original equation. Although a unit was asked for, many candidates failed to
provide one.
(b) The substitution was completed in most cases, but often without the conversion of
minutes into seconds.
(c) Many candidates realised that the electric motor needed more power in order to lift chairs,
heavier people etc. Unfortunately, there were few correct completions of the sentences
requiring knowledge of energy transfers. This was despite the term electric motor being
used earlier and the inclusion of the word gravitational.
Page 61 of 68
Higher Tier
This question was generally answered well.
(a) The equation was well known and the calculation generally correct, although a significant
number of candidates lost marks for omitting the unit or giving an incorrect one.
(b) The most common error was to complete the calculation with time left in minutes.
(c) Many candidates realised that the electric motor needed more power in order to lift chairs,
heavier people etc. Unfortunately, there were few correct completions of the sentences
requiring knowledge of energy transfers. This was despite the term electric motor being
used earlier and the inclusion of the word gravitational.
E19. (a) (i) Surprisingly only just over half of the candidates gave the correct answer. A
fairly large minority gave answers of 12V or 6V. Other candidates showed equations
that they were trying to use.
(ii) There were many misconceptions, most commonly that 'the current went directly to
the motor', descriptions of series not parallel circuits as 'direct' and answers about
not altering or not varying.
(b) (i) This was generally quite well answered and differentiated between students who
understood the ideas and those who would mention anything. A fairly common error
made was candidates confusing resistance to motion due to gravity with electrical
resistance altering current.
(ii) Most candidates understood the idea of range but a disappointingly large minority
clearly didnt.
(c) A small majority of candidates managed to substitute correctly and work out the correct
answer. The most common mistakes were not using total mass of scooter and driver or
not squaring the value of speed correctly.
(a) (i) This was well answered with most candidates gaining both marks.
(ii) It is surprising that only just over 50 % of the candidates knew the unit of
acceleration.
(iii) For a standard piece of recall it was surprising that only 50 % of candidates scored a
mark.
(iv) Less than 50 % of candidates drew the correct line and gained 2 marks. Many
candidates did not take into account the final velocity of 9 m/s. Others did not relate
the idea of constant acceleration to a straight line.
Page 62 of 68
(b) (i) Candidates that chose the correct shoe of the three on test often gave a suitable
reason for their choice to achieve 2 marks, but then failed to appreciate that this
shoe was the best on all of the listed types of surface.
However nearly 50% of candidates were unable to interpret the bar chart correctly
and chose either A or C.
(ii) Most correct answers were in terms of human variability but many candidates
mentioned the robots consistency. A significant number of candidates did not
recognize the importance of the word reliable and answered in terms of sensor
accuracy.
Higher Tier
(a) (i) Most candidates obtained the correct answer although a few candidates multiplied 9
2 instead of dividing.
(ii) The majority of candidates knew that the unit of acceleration was m/s2.
(iii) The majority of candidates gave the correct answer.
(iv) Most candidates produced a straight line with a ruler from the origin to (2,9). Those
who did not obtain full marks were generally not accurate enough. A number of
candidates did not link the idea of constant acceleration with the need to draw a
straight line.
(b) (i) Many candidates correctly chose B but then failed to compare this shoe with both A
and C or mention that it was the best shoe on all three surfaces. However a
significant number of candidates did score all three marks.
(ii) The majority of candidates obtained the mark, usually giving answers in terms of
variations in human athletes eg weight / size of foot may be different and they run at
different speeds. A common fault was to be too vague and say that the robots are
more accurate or they remove human error; a few answered with the standard
response its a fair test without qualifying the statement.
(a) Many candidates made this question more difficult than intended and did not link the
direction of travel with the resultant force.
(b) Many candidates realised that the different kinetic energies possessed by the passengers
at the bottom of the slope was due to differing body masses. However some went on to
give another incorrect factor such as the position occupied on the train.
(c) (i) Most candidates were able to complete this calculation correctly.
(ii) The majority of candidates scored both marks. Many that did not scored 1 mark by
calculating the weight of the passenger at rest.
Higher Tier
(a) Most candidates ticked the correct box, although the directions of the frictional force and
the gravitational force were favoured by a significant minority of candidates.
Page 63 of 68
(b) Whilst most candidates recognised that riders had different masses, too few had the
confidence to write succinct answers. There was a tendency to hedge bets and negate
correct responses by referring to speed, position, and involuntary movement. Many
candidates read the question too superficially and referred, for example, to where the rider
was on the slope.
(c) (i) The majority of candidates gave correct answers.
(ii) Most candidates gave a correct answer. The two commonest errors were in
calculating the actual weight of the rider, 800 N, not the apparent weight, and
substituting 80 and 30 correctly but multiplying them to obtain just 240.
E22. (a) (i) The majority of candidates correctly substituted the data into the equation and
calculated a correct answer.
(ii) This was generally answered well. Unfortunately, a number of candidates chose to
draw several arrows rather than the requested single arrow.
(b) This part of the question was answered well but there were some instances where
candidates had given the momentum as 900 then explained the reason by substituting
numerical values for the mass and velocity and presented the equation 900 0 = 900.
E23. (a) (i) The calculation was completed successfully by most candidates although few
gave the correct unit. Many candidates ignored completely the invitation to supply a
unit.
(ii) Few candidates were able to score any marks in this part question, the commonest
errors being to simply multiply the 800 meters by 7 minutes or to use mass from part
(a)(i) instead of their calculated force.
(b) (i) Only just over a third of candidates identified the correct direction. Many candidates
gave at least two arrows in different directions. Some candidates labelled them air
resistance.
(ii) Most candidates seemed to misread this question and provided a restatement of the
stem which stated that the kinetic energy would change rather than stating how and
why the kinetic energy changed, ie if it would increase or decrease. There were also
many responses referring to the changing levels and directions of the forces eg
friction, air resistance, acting during the skier.s descent and eventual stopping. The
statement that the skier was accelerating, given in the stem of the question, was
normally ignored.
(c) The number of correct responses to this part question were in a very small minority (a
tenth) with most candidates simply restating the possible fate of those skiers who were
either unaware of the dangers or chose to disregard the possible benefits of wearing a
helmet. The correct answer to this part question is about making an informed choice
based on available information.
Page 64 of 68
E24. (a) Nearly three quarters of candidates gained both marks for this part question. The
main reasons for incorrect responses were either through adding the height of the skip to
the length of the plank or by failure to multiply correctly the two numbers required.
(b) (i) The standard of graph line drawing was high with nearly two thirds of candidates
drawing an appropriate line of best fit for the points provided. A significant number of
candidates chose to simply join the first and last points or to try to extrapolate their
line to (0, 0).
(ii) This part question was answered well. The main sources of error were candidates
responses in terms of the mass of the brick changing or a change in gravity as the
brick gained height.
(iii) Just under a third of candidates received full credit for translating the result of the
students investigation into the practical requirement of a building site by choosing
the long plank and stating that a smaller angle would require less force to move the
wheelbarrow. The few candidates who did choose the short plank found it difficult to
achieve any marks for the explanation of their choice.
Page 65 of 68
E25. (a) Nearly 60% of students scored all three marks. However, standing still or stationary
was a common wrong answer to A, even though the students were told the car was
moving. Often, in B and C, students calculated the resultant force and did not describe the
motion, just the direction; forwards for B or backwards for C.
(b) (i) Most students correctly gave the distance travelled while braking. Some students
correctly wrote about the distance travelled after braking, or distance travelled in the
braking time. A common wrong answer was to involve total distance travelled before
the car stops, since this would include the reaction time. Many students lost the
mark by putting a list of braking and stopping distance.
(ii) Only 25% of students scored this mark. Students often wrote about factors affecting
stopping and braking distance; bad weather conditions was a very common wrong
answer. Also tiredness, being drunk, condition of road and state of vehicle were often
given.
(c) (i) This mark was for giving both 5000 N and a clear direction. A lack of a simple arrow
drawn in the correct direction kept many students from gaining this mark. Some
students simply wrote a very large force rather than quantifying it. A common
incorrect answer was 5000 N on the car. One of the most common responses was
5000 N towards the car, which gained credit. Some students failed to include 5000
N in their answer, just stating that the resultant force was equal and opposite.
(ii) This question is about a dummy being used to measure/record the effects of
impact/force. Many students wrote around this answer. To see the force was a
common incorrect answer. Many students answered in terms of how much damage
the dummy received, not mentioning measurement of the forces causing the
damage and many students wrote about impact, instead of force, and did not gain
credit for their answer.
(iii) A great number of students knew how to find the gradient of a velocity-time graph in
order to calculate the acceleration, However, they failed to use only the straight line
part of the graph - between 2 and 4 seconds. As a result, 10/4 was a common
answer, giving 2.5 instead of 4. Often, the unit was the only credit-worthy part of an
answer, although there were a number of mps, mph, km/s, etc. An answer of 40 was
also quite common, multiplying 10 by 4. About half the students gave the correct unit;
although m/s was a common incorrect answer. Some students drew a triangle
correctly, but failed to use it, gaining one mark only. Some students correctly found 2
and 8, or 1 and 4, but then didnt know how to calculate the acceleration; obtaining 16
or 0.25.
Page 66 of 68
E26. (a) Most students gave a correct answer. The only common incorrect responses seen
were gravitational potential and gravitational potential energy.
(b) This was well answered with most students gaining at least two marks. Most students
identified that the car was accelerating and that the distance between the oil drops was
increasing. Fewer students appreciated that the oil drops falling at regular time intervals
was also relevant to confirming that the speed was increasing.
(c) (i) Over half of the students gave a relevant factor. Students failing to gain the mark
usually gave thinking time / distance or a factor that affects thinking distance.
(ii) Very few students were able to complete all the steps required in order to gain all
three marks. Many students failed to change the 3 kN value to 3000 N, but some of
these students went on to give an answer of 75 with the unit kJ and so did score full
marks. However it was more common for the answer 75 to have no unit attached or
an incorrect one, N/m being common.
E27. (a) This was well answered with just over four fifths of the students scoring both marks. A
small number of students used the correct equation but changed the mass into grams.
Some of the students were unsure of the positioning of the decimal point after their
multiplication of the values provided.
(b) (i) Less than half of the students indicated that the electrical charge was due to the
friction between the slide and the child. There were few answers indicating that this
charge would be transferred between the child and the slide. Unfortunately many
answers were in terms of positive charge movement or positive electrons.
(ii) This part question provided few answers which deserved any marks, the majority of
the students writing that the child's hair stood on end due to attractive forces or
repulsion from the slide.
(iii) Again poorly answered with only a quarter of the students scoring the mark. Some of
the students realised that a metal slide would result in the charges going to earth, but
most of the students scored the mark for simply stating that metal is a conductor of
electricity.
Page 67 of 68
Page 68 of 68

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Q1. The diagram shows a child on a playground swing.

(ii) The maximum height of any of the playground rides is 2 metres.

What tile thickness should be used in the playground?

Give a reason for your answer.

(i) Falling onto a rubber surface compared to a hard surface increases

................................................................................... the child.

This reduces ......................................................................... the child.

(a) (i) Calculate the acceleration of the athlete.

Write down the equation you use.

Show clearly how you work out your answer.

Give the unit.

(ii) Complete the following sentence.

The velocity of the athlete is the ............................................................

Write down the equation you use.

Show clearly how you work out your answer.

Give the unit.

(b) What type of energy is stored in the stretched spring?

The mass of the ball is 20 g.

The gravitational field strength is 10 N / kg.

Use the correct equation from the Physics Equations Sheet.

Energy = ........................................ Unit ....................

Figure 3 shows the two forces acting on the ball as it accelerates.

(i) Label the forces A and B, on Figure 3.

As the ball accelerates, its gravitational potential energy decreases

distance energy force speed time

work done = ............................ .................................

joules newtons metres metres per second

Q6. A cyclist accelerates from a set of traffic lights.

The driving force of the back tyre on the ground is 250 N.

Answer ............................ joules (J)

(b) What happens to the energy transferred by this force?

Q7. A cyclist accelerates from a set of traffic lights.

The driving force of the back tyre on the ground is 250 N.

Answer ............................... joules (J)

(a) Calculate the acceleration they give to the car.

.............................................................................................. Answer ................ m/s2

............................................................................................ Answer ................ watts

The graph shows what happens to the speed of the lorry.

(b) The force of friction will slow the book down.

When it is lifted by the crane:

it then rises at a steady speed.

(a) Calculate the acceleration of the girder.

(Show your working.)

(b) (i) What is the weight of the steel girder?

(Show your working.)

Q11. A book weighs 6 newtons.

The book accelerates at 9.8m/s.

Answer ................................. kg.

Explain, in as much detail as you can, why this happens.

Q12. Complete the following sentences.

When you drop a ball, it falls to the ground.

This happens because the .................................. pulls the ball

towards it with a force called ...................................................... .

Forces are measured in units called ............................................ .

It lifted a box weighing 1900 N through 4.5 m.

Calculate the work done on the box. Show your working.

Work done = .............................. J

joule (J) metre (m) newton (N)

The first one has been done for you.

energy (transferred) joule

(b) Calculate the work done in lifting the girder.

Write the equation you are going to use.

Work done = ..............................................................

Q16. The manufacturer of a family car gave the following information.