3 4 1 2-Moments

Colonel Frank Seely School
Exampro A-level Physics Name:
(7407/7408) Class:
3.4.1.2 Moments
Author:
Date:
Time: 342
Marks: 281
Comments:

Page 1
Q1.(a) Define the moment of a force about a point.
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(2)
(b) The system shown in the diagram below is in equilibrium. The uniform rod, CD, has
a weight of 15 N and is suspended by two lengths of string, A and B. A ball of
weight 3.0 N is attached to the rod in the position shown.
(i) Accurately draw an arrow onto the diagram to represent the weight of the rod.
You need not represent the magnitude of the weight.
(2)
(ii) X is the point at which string A is attached to the rod. By taking moments
about point X, determine the tension in string B.
(2)
(iii) Determine the tension in string A.

(1)
(Total 7 marks)
Q2.The diagram shows a uniform door hanging from two hinges 2.5 m apart.
Page 2
The moment of the couple that the hinges exert on the door is
A 150 N m
B 200 N m
C 250 N m
D 500 N m
(Total 1 mark)
Q3.The rectangular objects, A, B, C and D are each 2 cm long and 1 cm high. Which one of the
bodies is in equilibrium?

(Total 1 mark)
Page 3
Q4.A uniform square block is sliding with uniform speed along a rough surface as shown in the
diagram.
The force used to move the block is 200 N. The moment of the frictional force acting on
the block about the centre of gravity of the block is

A 150 N m, clockwise
B 150 N m, anticlockwise
C 300 N m, clockwise
D 300 N m, anticlockwise
(Total 1 mark)
Q5.The figure below shows a simple ‘mobile’. This is a suspended ornament that moves in a
slight breeze.
The weights of the objects are such that they are in equilibrium. The weights of the
horizontal bars are negligible.
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(a) State the principle of moments.
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(2)
(b) The weight of the fish is 1.50 N.
Calculate the weight of:
(i) the butterfly;
(2)
(ii) the bird.
(2)
(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
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(2)
(Total 8 marks)
Q6.(a) State the principle of moments.
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(3)
(b) To increase the extension of a stiff spring for a given load, a student set up the
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system shown in the diagram. The weight of the metal bar was 5.0 N and the
tension the student achieved in the spring was 37 N.
the gravitational field strength, g = 9.8 N kg–1
(i) Apply the principle of moments to calculate the mass of the load that the
student used.
(4)
(ii) Calculate the magnitude of the force exerted on the metal bar at the pivot.
(1)
(iii) Draw on an arrow on the diagram to show the direction of the force calculated
in part (ii).
(1)
(c) The spring stiffness k of the spring was 550 N m–1. Calculate the energy stored in the
spring.
(2)
(Total 11 marks)
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(2)
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(b) Figure 1 shows a student of weight 550 N doing a “press up”. In the position shown
the body is horizontal and the forearms are vertical.
Figure 1
Assuming that each arm experiences the same force and that the forces acting on
each foot are equal, calculate the compression force acting:
(i) in each of the student’s forearms;

(2)
(ii) on each of the student’s feet.

(1)
(c) Another student attempts the same exercise but with the forearms at an angle of 30°
to the ground, as shown in Figure 2.
Figure 2
(i) The directions of some of the forces acting on the hands have been indicated.
Indicate, on Figure 2, any other forces acting on the hands
(1)
(ii) State the cause of these additional forces.
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(1)
(iii) The reaction force at each hand is 210 N. Calculate the magnitude of the
compression force in each forearm in this position.
(1)
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(Total 8 marks)
Q8.In the system shown a light rigid beam, pivoted at X, is held in position by a string which is
fixed at Y. The beam carries a load of 200 N. The load is moved towards X. Which one of
the following statements is correct?

A The tension in the string increases
B The compression force in the beam increases
C The moment of the load about X increases
D The magnitude of the vertical component of the reaction at X increases
(Total 1 mark)
Q9.(a) Define the moment of a force about a point.

(2)
(b) The diagram below shows a model bridge consisting of a uniform plank of wood.
The plank is 1.0 m long and weighs 10 N. A toy car of weight 5 N is placed on it. The
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bridge is suspended from a rigid support by two strings and is in equilibrium. The
plank does not touch the shaded blocks.
(i) Show and label the forces acting on the bridge.

(2)
(ii) By taking moments about point P, calculate the tension in string A.

(3)
(iii) Calculate the tension in string B.

(1)
(Total 8 marks)
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(3)
(b) The diagram below shows a horizontal beam pivoted close to one end. The beam is
supported by a spring and is loaded with weights of 2.0 N and 5.0 N as shown. All
dimensions are marked on the diagram and are measured from the pivot.
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By taking moments about the pivot, calculate the tension in the spring when the
beam is horizontal.
Tension = ..................................................
(3)
(Total 6 marks)
Q11.The diagram below shows a student standing on a plank that pivots on a log. The student
intends to cross the stream.
(a) The plank has a mass of 25 kg and is 3.0 m long with a uniform cross-section. The
log pivot is 0.50 m from the end of the plank. The student has a mass of 65 kg and
stands at the end of the plank. A load is placed on the far end in order to balance
the plank horizontally.
Draw on the diagram the forces that act on the plank.

(3)
(b) By taking moments about the log pivot, calculate the load, in N, needed on the right-
hand end of the plank in order to balance the plank horizontally.
Page 10
Gravitational field strength, g = 9.8 N kg–1
Load ..............................................
(3)
(c) Explain why the load will eventually touch the ground as the student walks towards
the log.
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(2)
(Total 8 marks)
Q12.The diagram below shows three children A, B and C sitting on a balanced, horizontal see-
saw of mass 35 kg. The centre of mass of the see-saw is vertically above the pivot.
A has a weight of 650 N and B has a weight of 550 N. A sits 1.2 m from the pivot and B
sits 0.5 m from the pivot of the see-saw.
(a) C sits 2.1 m from the pivot.
By taking moments about a suitable point, calculate the weight of C.
Weight of C ..........................................................
(3)
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(b) Calculate the force on the pivot of the see-saw.
gravitational field strength of Earth, g = 9.8 N kg−1
Force on pivot ......................................................

(2)
(Total 5 marks)
Q13. (a) State the principle of conservation of momentum.
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(2)
(b) Two carts A and B, with a compressed spring between them, are pushed together
and held at rest, as shown in Figure 1. The spring is not attached to either cart. The
carts are then released. Figure 2 shows how the force, F, exerted by the spring on
the carts varies with time, t, after release.
Figure 1
Figure 2
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When the spring returns to its unstretched length and drops away, cart A is moving
at 0.60 m s .
–1
(i) Calculate the impulse given to each cart by the spring as it expands.

(2)
(ii) Calculate the mass of cart A.

(2)
(iii) State the final total momentum of the system at the instant the spring drops
away.

(1)
(Total 7 marks)
Q14.The diagram below shows a laboratory experiment to test the loading of a uniform
horizontal beam of weight W. The length of the beam is 1.50 m. The load, M, has a
weight of 100 N and its centre of mass is 0.40 m from the pivot. The beam is held in a
horizontal position by the tension, T, in the stretched spring.
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(a) Add clearly labelled arrows to the diagram above so that it shows all of the forces
acting on the beam.
(2)
(b) The tension, T = 36 N. Calculate the moment of T about the pivot.
Moment .............................
(2)
(c) Calculate the weight, W, of the beam.
Weight W ..........................
(3)
(Total 7 marks)
Q15. A student set up the apparatus shown in the figure below to demonstrate the
principle of moments.
Page 14
(a) Using the values on the figure calculate:
(i) the magnitude of the moment about the pivot due to the tension of the spring
in the spring balance;
moment due to spring tension .............................................

(1)
(ii) the magnitude of the moment about the pivot produced by the 2.0 N weight;
moment due to 2.0 N weight ................................................

(1)
(iii) the weight of the wooden bar.
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weight .....................................................
(1)
(b) (i) Calculate the magnitude of the force exerted on the bar by the pivot.
magnitude of force ..................................

(1)
(ii) State the direction of the force on the pivot.
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(1)
(Total 5 marks)
Q16.
The mass of a retort stand and clamp is 1.6 kg and their combined centre of mass lies
Page 16
along the line XY. A spring which has a negligible mass is attached to the clamp and
supports a mass of 0.90 kg, as shown in the diagram. The spring requires a force of 6.0 N
to stretch it 100 mm.
(a) Calculate the extension of the spring.
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(2)
(b) Show that this arrangement will not tip (i.e. will not rotate about A) when the 0.90 kg
mass is at rest in its equilibrium position.
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(2)
(c) If the mass is lifted up and released, it will vibrate about the equilibrium position.
Explain, without calculation, why the stand will tip if the amplitude exceeds a certain
value.
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(3)
(Total 7 marks)
Q17.A public house sign is fixed to a vertical wall as shown in the diagram.
Page 17
A uniform metal bar 0.75 m long is fixed to the wall by a hinged joint that allows free
movement in the vertical plane only. The wire is fixed to the wall directly above the hinge
and to the free end of the horizontal metal bar. The wire makes an angle of 40° with the
wall.
A single support holds the sign and is mounted at the mid point of the metal bar so that
the weight of the sign acts through that point.
(a) (i) Draw on the diagram three arrows showing the forces acting on the metal bar,
given that the system is in equilibrium. Label the arrows A, B and C.
(ii) State the origin of the forces.
A ...........................................................................................................
B ...........................................................................................................
C ...........................................................................................................
(5)
(b) The combined mass of the metal bar and sign is 12 kg and the mass of the wire is
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negligible. By taking moments about the hinged end of the bar, or otherwise,
calculate the tension in the wire.
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(4)
(Total 9 marks)
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(2)
(b) (i) A uniform plank of length 1.5 m and mass 9.0 kg is placed horizontally on two
narrow vertical supports as shown. A block, X, of mass 3.0 kg is placed at the
end of the plank immediately above the centre of the right-hand support.
Calculate the magnitude of the downward force on
the right-hand support, ....................................................................
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the left-hand support .......................................................................
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(ii) The block X is now moved so that its centre of mass is immediately above a
point 1.0 m from the right hand edge of the plank.
Calculate the magnitude of the downward force on
the right-hand support, ....................................................................
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the left-hand support .......................................................................
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(6)
(Total 8 marks)
Q19.The diagram shows a uniform bar, AB, which is 1.6 m long and freely pivoted to a wall at B.
The bar is maintained horizontal and in equilibrium by an angled string which passes over
a pulley and which carries a mass of 2.0 kg at its free end.
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(a) The pulley is positioned as shown in the diagram, with the string at 30° to the
vertical.
(i) Calculate the tension, T, in the string.
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(ii) Show that the mass of the bar is approximately 3.5 kg.
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(4)
(b) A mass, M, is attached to the bar at a point 0.40 m from A. The pulley is moved
horizontally to change the angle made by the string to the vertical, and to maintain
the rod horizontal and in equilibrium.
Determine the largest value of the mass, M, for which this equilibrium can be
maintained.
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(4)
(Total 8 marks)
Page 21
Q20.(a) (i) Define the moment exerted by a force F about a point P. You may draw a
diagram if you wish,
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(ii) State the unit of moment ...................................................

(3)
(b) The long arm of the car-park barrier shown in the diagram is a tube of mass 12.0 kg
which is free to rotate about a fixed pivot P near one end. A counterweight is
attached firmly to one end of the tube so that the barrier is in equilibrium with its long
arm horizontal. Points C and T on the diagram show the locations of the centre of
mass of the counterweight and tube, respectively.
Page 22
(i) Draw on the diagram the lines of action and directions of all the forces acting
on the tube and counterweight.
(ii) Calculate the weight of the tube.
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(iii) Calculate the mass of the counterweight.
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(5)
(Total 8 marks)
Q21.(a) The torque of a couple is given by
torque = Fs.
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(i) With the aid of a diagram explain what is meant by a couple. Label F and s on
your diagram.
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(ii) State the unit for the torque of a couple.
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(4)
(b) The see-saw shown in the diagram consists of a uniform beam freely pivoted at the
centre of the beam. Two children sit opposite each other so that the see-saw is in
equilibrium.
Explain why
(i) the see-saw is in equilibrium,
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(ii) the weight of the beam does not affect equilibrium.
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(3)
(c) The diagram shows the see-saw with three children of weights 400 N, 250 N and
200 N sitting so that the see-saw is in equilibrium.
Calculate the distance, d.
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(2)
(Total 9 marks)
Page 25
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(2)
(b) The diagram shows a uniform metre ruler, AB, freely pivoted at its centre of mass.
Explain what is meant by the centre of mass.
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(1)
(c) A 1.0 N weight is placed on the ruler 0.30 m from the middle of the ruler towards A.
(i) Explain which way the pivot must be moved in order for equilibrium to be
restored.
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(ii) Calculate the distance the pivot needs to be moved to restore equilibrium

when the weight of the ruler is 0.50 N.
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(5)
(Total 8 marks)
Q23. A uniform wooden beam of mass 35.0 kg and length 5.52 m is supported by two
identical vertical steel cables A and B attached at either end, as shown in Figure 1.
Figure 1
(a) Calculate
(i) the weight of the beam,
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(ii) the tension in each cable.
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(2)
(b) Each unstretched cable has a diameter of 8.26 mm and a length 2.50 m. Calculate
the extension of each cable when supporting the beam.
The Young modulus for steel = 2.10 × 10 Pa 11
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(4)
(c) An object of mass 20.0 kg is hung from the beam 1.00 m from cable A, as shown in
Figure 2.
Figure 2
(i) Show that the new tension in cable A is 332 N.
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(ii) Calculate the new tension in cable B.
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(6)
(Total 12 marks)
Page 28
Q24. A waiter holds a tray horizontally in one hand between fingers and thumb as shown
in the diagram.
P, Q and W are the three forces acting on the tray.
(a) (i) State two relationships between the forces that must be satisfied if the tray is
to remain horizontal and in equilibrium.
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(ii) If the mass of the tray is 0.12 kg, calculate the magnitude of the force W.
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(iii) Calculate the magnitudes of forces P and Q.
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(6)
(b) The waiter places a glass on the tray. State and explain where the glass should be
positioned on the tray if the force, P, is to have the same value as in part (a).
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(2)
(Total 8 marks)
Q25. (a) Define the moment of a force.
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(2)
(b) The diagram shows a uniform diving board of weight, W, that is fixed at A. The
diving board is supported by a cylinder at C, that exerts an upward force, P, on the
board.
Page 30
(i) By considering moments about A, explain why the force P must be greater
than the weight of the board, W.
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(ii) State and explain what would be the effect on the force P of a girl walking
along the board from A to B.
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(4)
(Total 6 marks)
Q26. The figure below shows a supermarket trolley.
Page 31
The weight of the trolley and its contents is 160 N.
(a) Explain what is meant by centre of gravity.
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(2)
(b) P and Q are the resultant forces that the ground exerts on the rear wheels and front
wheels respectively. Calculate the magnitude of
(i) force P,
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(ii) force Q.
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Page 32
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(3)
(c) Calculate the minimum force that needs to be applied vertically at A to lift the front
wheels off the ground.
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(2)
(d) State and explain, without calculation, how the minimum force that needs to be
applied vertically at A to lift the rear wheels off the ground compares to the force you
calculated in part (c).
You may be awarded marks for the quality of written communication in your answer.
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(3)
(Total 10 marks)
Q27. The figure below shows an apparatus used to locate the centre of gravity of a non-
uniform metal rod.
Page 33
The rod is supported horizontally by two wires, P and Q and is in equilibrium.
(a) State two conditions that must be satisfied for the rod to be in equilibrium.
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(2)
(b) Wire Q is attached to a newtonmeter so that the force the wire exerts on the rod can
be measured. The reading on the newtonmeter is 2.0 N and the weight of the rod is
5.0 N.
Calculate
(i) the force that wire P exerts on the rod,
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(ii) the distance d.
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(3)
(Total 5 marks)
Page 34
Q28. The diagram below shows a dockside crane that is used to lift a container of mass
22000 kg from a cargo ship onto the quayside. The container is lifted by four identical
‘lifting’ cables attached to the top corners of the container.
(a) When the container is being raised, its centre of mass is at a horizontal distance 32
m from the nearest vertical pillar PQ of the crane’s supporting frame.
(i) Assume the tension in each of the four lifting cables is the same. Calculate the
tension in each cable when the container is lifted at constant velocity.
answer ........................... N
(2)
(ii) Calculate the moment of the container’s weight about the point Q on the
quayside, stating an appropriate unit.
answer ...........................
(3)
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(iii) Describe and explain one feature of the crane that prevents it from toppling
over when it is lifting a container.
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(2)
(b) Each cable has an area of cross–section of 3.8 × 10 m . –4 2
(i) Calculate the tensile stress in each cable, stating an appropriate unit.
answer ..................................
(3)
(ii) Just before the container shown in the diagram above was raised from the
ship, the length of each lifting cable was 25 m. Show that each cable extended
by 17 mm when the container was raised from the ship.
Young modulus of steel = 2.1 × 10 Pa 11

(2)
(Total 12 marks)
Page 36
Q29. Heavy duty coil springs are used in vehicle suspensions. The pick-up truck shown in
the diagram below has a weight of 14 000 N and length of 4.5 m. When carrying no load,
the centre of mass is 2.0 m from the rear end. The part of the vehicle shown shaded in
grey is supported by four identical springs, one near each wheel.
(a) (i) Define the moment of a force about a point.
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(2)
(ii) State and explain which pair of springs, front or rear, will be compressed the
most.
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(2)
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(iii) By taking moments about axle B, calculate the force exerted on the truck by
each rear spring.
answer = ...................................... N
(4)
(b) The spring constant for each of these springs is 100 000 N m . –1
Calculate the distance that each of these rear springs is compressed by this vehicle
as shown in the diagram above.
answer = ..................................... m
(2)
(c) The springs must not be compressed by more than an additional 0.065 m. Calculate
the maximum load that could be placed at point X, which is directly above the centre
of the rear axle A, as shown in the diagram above.
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answer = ...................................... N
(2)
(Total 12 marks)
Q30. Galileo used an inclined plane, similar to the one shown in the figure below, to
investigate the motion of falling objects.
(a) Explain why using an inclined plane rather than free fall would produce data which is
valid when investigating the motion of a falling object.
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(2)
(b) In a demonstration of Galileo’s investigation, the number of swings of a pendulum

was used to time a trolley after it was released from rest. A block was positioned to
mark the distance that the trolley had travelled after a chosen whole number of
swings.
See the figure below.
The mass of the trolley in the figure above is 0.20 kg and the slope is at an angle of
1·8º to the horizontal.
(i) Show that the component of the weight acting along the slope is about 0.06 N.
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(2)
(ii) Calculate the initial acceleration down the slope.
answer = ............................. m s –2
(2)
(c) In this experiment, the following data was obtained. A graph of the data is shown
below it.

time / pendulum swings distance travelled /m
1 0.29
2 1.22
3 2.70
4 4.85
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From the graph above, state what you would conclude about the motion of the
trolley?
Give a reason for your answer.
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(2)
(d) Each complete pendulum swing had a period of 1.4 s. Use the graph above to find
the speed of the trolley after it had travelled 3.0 m.
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answer = ............................. m s –1
(3)
(Total 11 marks)
Q31. The figure below shows a motorcycle and rider. The motorcycle is in contact with the
road at A and B.
The motorcycle has a weight of 1100 N and the rider’s weight is 780 N.
(a) State the Principle of Moments.
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(2)
(b) Calculate the moment of the rider’s weight about B. Give an appropriate unit.
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answer = ......................................
(2)
(c) By taking the moments about B, calculate the vertical force that the road exerts on
the front tyre at A. State your answer to an appropriate number of significant figures.
answer = ................................. N
(4)
(d) Calculate the vertical force that the road exerts on the rear tyre at B.
answer = ................................. N
(1)
(e) The maximum power of the motorcycle is 7.5 kW and it has a maximum speed of
26 m s , when travelling on a level road.
–1
Calculate the total horizontal resistive force for this speed.
answer = ................................. N
(2)
(Total 11 marks)
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Q32. Which line, A to D, in the table shows correctly whether the moment of a force, and
momentum, are scalar or vector quantities?

moment of force momentum
A scalar scalar
B scalar vector
C vector scalar
D vector vector
(Total 1 mark)
Q33. Horses were once used to power machinery in factories, mines and mills. The figure
below shows two horses attached to a beam which turns a wheel. This wheel drives
machinery.
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(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.
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(2)
(ii) Calculate the moment of the couple exerted by the horses, stating an
appropriate unit.
answer = ......................................
(2)
(b) The horses move at a constant speed of 0.91ms . Calculate the combined power
–1
output of the two horses. Give your answer to an appropriate number of significant
figures.
Page 45

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)
Q34. The figure below shows an aircraft designed to take off and land vertically and also
to hover without horizontal movement. In order to achieve this, upward lift is produced by
directing the jet engine outlet downwards. The engine also drives a vertical lift fan near the
front of the aircraft. The weight of the aircraft is 180 kN. The distance between the lift fan
and the centre of mass is 4.6 m and the distance between the jet engine outlet and the
centre of mass is 2.8 m.
Page 46
(a) (i) Calculate the moment caused by the weight of the aircraft about the point X.
answer = .............................. Nm
(2)
(ii) By taking moments about X, calculate the lift fan thrust if the aircraft is to
remain horizontal when hovering.
answer = .............................. N
(3)
(iii) Calculate the engine thrust in the figure above.
answer = .............................. N
(1)
Page 47
(b) Having taken off vertically, the jet engine outlet is turned so that the engine thrust
acts horizontally. The aircraft accelerates horizontally to a maximum velocity. The
forward thrust produced by the jet is 155 kN. The weight of the aircraft is 180 kN.
(i) When the resultant horizontal force is 155 kN, calculate the horizontal
acceleration of the aircraft.
answer = .............................. ms –2
(2)
(ii) State and explain one characteristic of the aircraft that limits its maximum
horizontal velocity.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(2)
(iii) On the axes below, sketch the velocity-time graph for the horizontal motion of
the aircraft as it accelerates from zero to its maximum horizontal velocity.
(2)
(c) State how a velocity-time graph could be used to find the maximum acceleration.
Page 48
........................................................................................................................
(1)
(Total 13 marks)
Q35. The figure below shows an aircraft designed to take off and land vertically and also
to hover without horizontal movement. In order to achieve this, upward lift is produced by
directing the jet engine outlet downwards. The engine also drives a vertical lift fan near the
front of the aircraft. The weight of the aircraft is 180 kN. The distance between the lift fan
and the centre of mass is 4.6 m and the distance between the jet engine outlet and the
centre of mass is 2.8 m.
(a) (i) Calculate the moment caused by the weight of the aircraft about the point X.
answer = .............................. Nm
(2)
(ii) By taking moments about X, calculate the lift fan thrust if the aircraft is to
remain horizontal when hovering.

Page 49
answer = .............................. N
(3)
(iii) Calculate the engine thrust in the figure above.
answer = .............................. N
(1)
(b) Having taken off vertically, the jet engine outlet is turned so that the engine thrust
acts horizontally. The aircraft accelerates horizontally to a maximum velocity. The
forward thrust produced by the jet is 155 kN. The weight of the aircraft is 180 kN.
(i) When the resultant horizontal force is 155 kN, calculate the horizontal
acceleration of the aircraft.
answer = .............................. ms –2
(2)
(ii) State and explain one characteristic of the aircraft that limits its maximum
horizontal velocity.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(2)
(iii) On the axes below, sketch the velocity-time graph for the horizontal motion of
the aircraft as it accelerates from zero to its maximum horizontal velocity.
Page 50
(2)
(c) State how a velocity-time graph could be used to find the maximum acceleration.
........................................................................................................................
(1)
(Total 13 marks)
Page 51

M1.(a) force × distance from the point

C1
force × perpendicular distance of the force from the point

A1
(2)
(b) (i) arrow drawn from mid-point of rod

M1
vertically down
A1
(2)
(ii) correct moments equation

C1
2.3 N
A1
(2)
(iii) 15.7 N (18 – (ii))

B1
(1)
[7]
M2.A
[1]
M3.B
[1]
M4.A
Page 52
[1]
M5.(a) clockwise moments = anticlockwise moments

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]
M6.(a) when in equilibrium

B1
clockwise moments = anticlockwise moments
C1
(i.e. a superficial response)
sum (or Σ) of the clockwise moments = sum of the anticlockwise moments
or no resultant moment or torque
Page 53
A1
(3)
(b) (i) attempt to take moments with an omission or a distance error

C1
correct moments equation
C1
3.9 N (condone s.f. if they go no further)
B1
0.40 kg
B1
allow this for their force / 9.8
(4)
(ii) 28 N (37– 5– their (i))

B1
(1)
(iii) arrow shown downwards

B1
(1)
(c) extension = 37 / 550 = 0.067 m

or use of 0.5 F2 / k or ½ k (Δl)2 and k = F / (Δl)
C1
allow 1 for ½ F Δl = ½ k (Δl) 2
1.24 J (c.n.a.o)
A1
(2)
[11]
M7.(a) vague statement:

e.g. clockwise moments = anticlockwise moments
or recognition of the equilibrium condition
precise statement: must have ‘sum of’ and equilibrium condition
i.e. when in equilibrium sum of clockwise moments =
sum of anticlockwise moments (about any point)
C1
or Σclockwise moments = Σanticlockwise moments

or vector sum of moments = 0
or no resultant moment (or torque)
A1
(2)
Page 54
(b) (i) correct moments equation (354 N seen)

C1
175 N to 180 N (177 N)

A1
(2)
(ii) 95 N to 100 N (98 N)
or 275 – (i)
or 550 – 354 = 196 N
(i.e. e.c.f. for those who forget about two hands and feet;
also allow reverse answers as e.c.f.)

A1
(1)
(c) (i) two friction forces correctly shown at ground level
(at least one on the line)

B1
(1)
(ii) friction between the hands and the floor

or resistance to relative motion of hands and floor
B1
(1)
(iii) 420 N
B1
(1)
[8]
M8.D
[1]
Page 55
M9.(a) force × distance

B1
perpendicular distance (from force) to pivot

B1
(2)
(b) (i) both string tension directions labelled and correct

B1
both weight force directions labelled and correct;

B1
(2)
(ii) statement or use of sum of moments = zero

B1
5 × 0.15 + 10 × 0.25 = TA × 0.5

TA = 2(0.75 + 2.5) = 3.25 × 2 = 6.5 N
A1
(3)
(iii) TB = 15 – 6.5 = 8.5 N (e.c.f.)

A1
(1)
[8]
M10.(a) equilibrium statement

B1
clockwise moment = anticlockwise moment
B1
sum of anticlockwise moments = sum of clockwise
B1
(3)
(b) attempt to use moment formula

[force x distance is needed as minimum]
B1
T × 0.03 = 5.0 × 0.24 + 2.0 × 0.47
B1
= 1.20 + 0.94 = 2.14 N m; T = 71 N (71.3)
B1
(3)
Page 56
[6]
M11.(a) wt of person + load marked vertically downwards

B1
wt of plank marked in centre downwards
B1
upward force at pivot marked
inappropriate reaction forces loses one mark
B1
(b) clear attempt to equate moments in both senses

C1
65g × 0.5 = 25g × 1.0 + L × 2.5
C1
L = 29.4 [N]
A1
(c) anticlockwise / student moment becomes smaller

B1
clockwise moment now larger or plank rotates clockwise
B1
[8]
M12.(a) Use of moment formula

Cl
0.5 × 550 + 1.2 × 650 = Weight C × 2.1

Cl
Weight C = 502 N
Al
(b) Weight of see-saw = 9.8 × 35 = 343 N or total people wt = 1200 + C

ecf
Bl
Total weight = 2.05 kN

Bl
[5]
Page 57
M13. (a) momentum before (a collision) = momentum after

(the collision) total (resultant) momentum constant
or momentum of system is constant
allow m v + m v = etc
1 1 2 2
or
reference to isolated/closed system or that no external
forces act
C1
resultant/total/sum of momentum of a system is

constant/same before and after a collision/interaction
provided no external forces act/in an isolated system
A1
2
(b) (i) impulse = Ft ; or I = area under graph (condone ½ Ft)

or clear attempt to multiply a force by a time e.g.
multiplies 1.8 by 0.15
C1
0.135 (0.14) Ns or kg m s –1
A1
2
(ii) impulse = change in momentum or 0.135 = m × 0.6

(condone Ft = mv )
C1
0.225/0.233 (0.23) kg (ecf from (b)(i))
A1
2
(iii) 0 (no unit penalty)
B1
1
[7]
Page 58
M14.(a) two correct weight arrows with labels (100N, W)
arrows must act on beam (horiz. scope: M, 50 m respectively)
B1
normal reaction arrow at pivot point (with label)
B1
(2)
(b) Use of 36 × a distance

C1
moment = 43.2 Nm (36 × 1.3 = 46.8)
A1
(2)
(c) clockwise moment = anti-clockwise moment

C1
43.2 = 0.40 × 100 + 0.55w
M1
w = 5.8 N
A1
allow ecf from (b) (46.8 gives 12.4 N)

(2)
[7]
M15. (a) (i) 1.05 (1.1) N m (up for J)
B1
1
(ii) 0.70 N m (condone 1 sf)
B1
1
(iii) weight of bar = 1.59 N (1.8 if (a) (i) = 1.1)
B1
1
(b) (i) 3.4 N (3.2 N if weight = 1.8 N) {ecf 5 – (a) (iii)}
B1
1
(ii) upwards (not clockwise)
Page 59
(allow ecf for answer consistent with weight
i.e. down if (weight +2)>7)
B1
1
[5]
M16.(a) use of mg = kΔl (or 0.90 × 9.81 = 60Δl)(1)

Δl = 0.15 m (1)
(2)
(b) no tipping if moment of weight of clamp about A > moment of 0.90 kg (1)
moment of 0.90 kg about A = 0.90 g × 0.18 = 0.16 g
moment of weight of clamp about A = 1.60 g × 0.12 = 0.19 g
∴ no tipping (1)
(2)
(c) as mass vibrates tension changes (1)

maximum tension increases as amplitude increases because maximum length
increases (1)
tipping when moment of tension exceeds moment of weight of clamp (1)
(3)
[7]
M17.(a) (i)
n.b. B must make an appreciable angle with wall and bar
Page 60
(ii) A weight of sign and bar (accept gravity) (1)

B reaction of wall (1)
C tension in wire (1)
max 5
(b)
use of mg (1)
clockwise moments 118 × 0.375 (1)
= anticlockwise moments (Tcos40° (1)) × 0.750 (1)
T = 77 N (1)
max 4
[9]
M18.(a) for equilibrium(1)

clockwise moment = counterclockwise moment (1)
(2)
(b) (i) right hand support
W = 88 (N) and W = 29 (N) (1)

p x
F = 44 + 29 = 73 N (1)
left hand support
F = 44 N (1)
(ii) right hand support, moments about left hand support
Page 61
88 × 0.75 + 29 × 0.5 = F × 1.5 gives F = 54 N (1)
left hand support
F + F = 118 (N) (1) so F = 64 N (1)

L R L
(6)
[8]
M19.(a) (i) T = 2.0 × 9.8 = 19.6 N (1)
(ii) moments about B
19.6cos30° × 1.6 (1) = mg × 0.8 (1)
mass = (1) (= 3.46 kg)

(4)
(b) maximum support when wire vertical (1)

moments about B
2.0 × 9.8 × 1.6 = (M × 9.8 × 1 .2) (1) + 33.9 × 0.8 (1)
∴ M = 0.36 kg (1)
[n.b. 0.33 kg if 3.5 used]
(4)
[8]
M20.(a) (i) a force multiplied by a distance

perpendicular distance from line of action of the force to the point P (1)
(stated or from diagram)
(ii) N m (1)
(3)
(b) (i) force up at pivot (1)
Page 62
two downward forces at correct points (1)
(ii) weight of tube (= mg) = 12.0 × 9.81 = 118 N (1)
(iii) moments about pivot equated (1)

118 × 1.6 = W × 0.3 gives W = 629 (N) (1) (allow e.c.f. for weight in
(ii))
mass = = 64.1 kg (1) (allow e.c.f. for W)

(5)
[8]
M21.(a) (i)

two forces opposing (1)
forces parallel (1)
s correct (1)

(ii) N m (1)
(4)
(b) (i) anticlockwise moments = clockwise moments (1)
Page 63
(ii) weight of beam acts at centre (1)
this is through the pivot (1)
(3)
(c) (equating moments gives) 400 × 1.0 = 200 × 0.50 + 250 × d (1)
∴ 400 – 100 = 250 × d and d = 1.2 m (1)
(2)
[9]
M22.(a) sum of clockwise moments equals sum of anticlockwise moments (1)

for a body in equilibrium (1)
2
(b) point in the body through which the weight / mass (appears to) acts
[or point where resultant torque / moment is zero]
[or point where body would balance] (1)
1
(c) (i) towards A (1)

so that weight of ruler (1)
provides balancing moment (1)
(ii) (moments about pivot give) 1.0 × (0.30 – d) = 0.50 × d (1)

1.5 d = 0.30 and d = 0.20 m (1)
5
[8]
M23. (a) (i) (35 × 9.81) = 343 N
(ii) tension in each cable = 172 N (1)

2
(b) area of cross-section (= )= = 5.36 × 10 (m )

–5 2
Page 64
(c) (i) moments about T , (cable B) gives

2
5.52 T (1) = 343 × 2.76 (1) + 196 × 4.52 (1)

1
T = 1 (1) (= 332 N)
(ii) T + T = 343 + 196 = 539 (N) (1)

1 2
T = 539 – 332 = 207 N (1)

2
(allow C.E. for. value of T , from (i))

1
[or moments about T gives 5.52 T = (343 × 2.76) + (196 × 1.) (1)
1 2
T =1143/5.52 = 207 N (1)

2
6
[12]
M24. (a) (i) resultant force acting on tray is zero [or P + W = Q] (1)
resultant torque is zero
[or correct moments equation
or anticlockwise moments = clockwise moments] (1)
(ii) W= 0.12 × 9.81 = 1.2N (1) (1.18N)
(iii) (taking moments about P gives)

Q × 0.1 = 0.12 × 9.81 × 0.25 (1)
Q = 2.9 N (2.94 N) (1)
P = 2.9 – 1.2 = 1.7 N (1) (or 2.94 – 1.18 = 1.76 N)
(allow C.E. for values of W and Q)
6
Page 65
(b) placed at Q (1)
no additional turning moment about Q (1)
2
[8]
M25. (a) product of the force and the perpendicular distance (1)
reference to a point/pivot (1)
2
(b) (i) since W is at a greater distance from A (1)

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

since moment of girl’s weight increases as she moves from A to B (1)
correct statement about how P changes
(e.g. P minimum at A, maximum at B, or P increases in a
linear fashion) (1)
max 4
[6]
M26. (a) the point (in a body) (1)
where the weight (or gravity) of the object appears to act
[or resultant torque zero] (1)

2
(b) (i) P × 0.90 = 160 × 0.50 (1)

P = 89 N (88.9 N)
(ii) Q = (160 − 89) = 71 N (1)

(allow C.E. for value of P from (i))
3
(c) (minimum) force × 0.10 = 160 × 0.40 (1)
Page 66
force = 640 N (1)
2
(d) force is less (1)
because distance to pivot is larger (1)
smaller force gives large enough moment (1)

3
[10]
M27. (a) resultant force zero (1)

resultant torque about any point zero (1)
2
(b) (i) force due to wire P = 5.0 - 2.0 = 3.0 N (1)
(ii) (moments give) 5.0 × d = 2.0 × 0.90 (1)

d= 0.36 m (1)
3
[5]
M28. (a) (i) weight of container (= mg = 22000 × 9.8(1)) = 2.16 × 10 (N) (1)
5
tension (= ¼ mg) = (5.39) 5.4 × 10 (N) or divide a weight by 4 (1)

4
(ii) moment (= force × distance) = 22000 g × 32 (1) ecf weight in (a) (i)
= 6.9 or 7.0 × 10 (1) N m or correct base units (1) not J, nm, NM

6
(iii) the counterweight (1)
Page 67
provides a (sufficiently large) anticlockwise moment (about Q)
or moment in opposite direction ( to that of the container to
prevent the crane toppling clockwise) (1)
or
left hand pillar pulls (down) (1)
and provides anticlockwise moment
or
the centre of mass of the crane(‘s frame and the counterweight)
is between the two pillars (1)
which prevents the crane toppling clockwise/to right (1)

7
(b) (i) (tensile) stress ecf (a) (i) (1)
= 1.4(2) × 10 (1) Pa (or N m ) (1)

8 –2
(ii) extension = (1)
= and (= 1.7 × 10 m) = 17 (mm) (1)

–2
5
[12]
M29. (a) (i) force × perpendicular distance (1)
between line of action of force and the point (1)

2
(ii) rear (1)
at rear + idea that centre of mass is closer to the rear wheel

(than to the front wheel) (1)
2
Page 68
(iii) 14000 × 1.4 = F × 2.5 (1)
F = 7840 (N) (1)
divides their final answer by 2 (1)
= 3900 (N) (1) (3922)

4
(b) (F = kΔl) or (Δl =) (1)
= 0.039 (m) (1) ecf

2
(c) F = (100000 × 0.065 =) 6500 (N) (1)
F = (2 × 6500) = 13000 (N) (1)

2
[12]
M30. (a) any two from
freefall is too quick (any indication of slower motion) (1)
(Galileo had) no (accurate) method to time freefall (or valid

comment regarding timing of freefall or inclined plane) (1)
correct reference to air resistance or drag (not ‘wind’) (1)

max 2
(b) (i) 0.20 × 9.81 = 1.962 (N) (1)
(1.962 sin 1.8 =) 0.0616 or 0.062 seen (1) (allow 0.061)

(0.0628 for use of g = 10 gets 1 mark)
2
(ii) 0.06(16)/0.20
Page 69
or use of a = F/m with a clearly identified force but not the weight
or g sinθ = g sin 1.8° (1)
0.31 (m s ) (1) (0.308)

–2
accept 0.3 or 0.30 correct answer only for second mark
or (a = 2s/t ) 2
= 2 × 0.29/1.4 (1) = 0.31 (1) or use of other values from table

2
(c) accelerating (1) (accept increasing speed, etc but not increasing
acceleration/quicker motion, etc)
greater distance for each additional swing (‘per unit time’ must be implied)
or gradient/ steepness/ slope increasing (1) (accept curves upwards)
2
(d) tangent used:
tangent drawn at 3.0 m ± 0.3 on graph (1)
their time from graph × 1.4 (1)
= 1.28 to 1.44 (m s ) (1) –1
or suvat used:
use of v = or v = (u) + at with a from (b) (ii) (1)
(t =) 4.4 to 4.5 (s) (1)
(speed =) 1.3 to 1.4 (m s ) (1) –1
3
[11]
M31. (a) (sum of) clockwise moments (about a point) =(sum of) anticlockwise
moments (1)
(for a system) in equilibrium (1)

accept balanced not stationary
Page 70
2
(b) (780 × 0.35 =) 270 (Nm) (1) (273)
Nm (1) or newton metre(s) accept Newton metre(s)

(not J, nm or nM, Nms, etc)
2
(c) (b) + (1100 × 0.60) (1)
(=) F × 1.3 (1) (F = 660 + 273/1.3 gets both marks)

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

ecf (b)
2 sf only (1)
independent mark
4
(d) (780 + 1100 – (c)) = 1200 (1) (1162 N)

ecf (c)
1
(e) (1)
must be arranged in this form
= 290 (N) (1) (288.46)

2
[11]
M32. D
[1]
Page 71
M33. (a) (i) (one) force × distance between the forces
(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
(c) to enable comparison between steam and horses
or mill owners/engineers etc needed to know which steam

engine would be suitable
or would easily be able to compare the cost/time saved
or good marketing ploy for steam engines
or easily understood (by industrialists or the public)
or other suitable valid reason

1
[8]
M34. (a) (i) 180000 × 2.8
= 500000 (504000 Nm) ecf from first line for incorrect power of 10

2
(ii) 7.4 × lift fan thrust
= 180000 × 2.8 (504000 Nm) ecf from part ai
Page 72
F = 68000 or 68 k (N) (68108 N) ecf
3
(iii) 180k − 68.1k = (111.9 =) 112 k (N) ecf from part aii
or by taking moments
1
(b) (i) (m = W/g) = 180 000/9.81 (= 18349 kg)
a = F/m = 155 000/18349 = 8.4 (8.4475 ms ) −2
ecf for use of 180 in 1 mark

st
use of weight rather than mass gets zero

2
(ii) cross-sectional or surface area / shape / streamlining / aerodynamics /

nature of surface / drag coefficient
correctly linked to its effect on air resistance/drag
or maximum thrust/force power of engine
counterforce increases with speed
or when drag equals thrust (forces are balanced)

2
line starting at zero and curving with decreasing gradient
Page 73
reaching a constant velocity
2
(c) steepest/maximum gradient

1
[13]
M35. (a) (i) 180000 × 2.8
= 500000 (504000 Nm) ecf from first line for incorrect power of 10

2
(ii) 7.4 × lift fan thrust
= 180000 × 2.8 (504000 Nm) ecf from part ai
F = 68000 or 68 k (N) (68108 N) ecf

3
(iii) 180k − 68.1k = (111.9 =) 112 k (N) ecf from part aii
or by taking moments
1
(b) (i) (m = W/g) = 180 000/9.81 (= 18349 kg)
a = F/m = 155 000/18349 = 8.4 (8.4475 ms ) −2
ecf for use of 180 in 1 markst
use of weight rather than mass gets zero

2
(ii) cross-sectional or surface area / shape / streamlining / aerodynamics /

nature of surface / drag coefficient
correctly linked to its effect on air resistance/drag
or maximum thrust/force power of engine
Page 74
counterforce increases with speed
or when drag equals thrust (forces are balanced)

2
line starting at zero and curving with decreasing gradient
reaching a constant velocity

2
(c) steepest/maximum gradient

1
[13]
Page 75

E6.(a) Many candidates gained the mark for the loose statement that ‘clockwise moments =
anticlockwise moments’. Many, however, failed to mention that it was the sum of the
moments that was relevant (as distinct from how many moments there are) and / or
that the principle applies when the system is in equilibrium.
(b) (i) The majority of the candidates tried taking moments but many omitted one of
the moments or included an incorrect distance in the equation. A common
error was to use 0.70 m in the equation instead of 0.85 m. A few equated
moments to a force.
Candidates gained a mark for converting from the force to the mass whether
or not they had calculated the force correctly. Many neglected to carry out this
stage of the problem.
(ii) Many were able to complete this successfully either correctly or allowing error
carried forward.
(iii) There was a significant proportion of candidates who did not attempt this part.
To gain the mark the candidates needed to show a force acting downwards at
the pivot. Many who drew a downward force placed it either to the right or left
of the pivot.
(c) The fact that there were two stages involved proved too much for many candidates.
Candidates needed to determine the extension first. This could be done either by
use of the equation F = kΔl directly or by application of the formulae sheet equation
½FΔl = ½k(Δl)2 which led to the same thing. Many who quoted the equation were
unable to use the data to make further progress.
E9.(a) Many referred to the principle of moments and an equal number simply quoted ‘force ×
distance’ ignoring the need to specify the perpendicular distance from point to line of
action.
(b) (i) In the diagram the weights of the plank and the toy car were usually correctly
labelled and drawn, but the string tensions were often incorrect. Arrows were
frequently drawn away from the strings, labels were missing, and so on.
(ii) The calculation was correct in about 40% of cases although many more got
some way there by giving a clear sense of their method (equating moments)
and by substituting correctly.
(iii) Many wasted time here by failing to realise that the sum of the string tensions
has to equal the total downward force. There were many inaccurate attempts
to take moments for a second time.
Page 76
E10.(a) Many candidates scored 3 marks for faultless statements of the moments principle. 2
out of the 3 marks was also common, with many forgetting to state that the sum of
the clockwise moments equals the anticlockwise sum
(b) This calculation was done well by a large number. Candidates have obviously been
well drilled in this type of problem since it was set on a previous occasion.
E11.It was rare to see a reaction force drawn at the point where the log met the plank. The
weights of the load and the plank itself were often present, however. Drafting skills were
poor, and the substantial number of non-vertical forces were penalized.
As ever, moment calculations proved difficult. Many could give some balanced equation of
anticlockwise and clockwise moments. Fewer could incorporate g correctly or correctly
state all three terms. Weak candidates attempted the calculation in small individual parts
and usually came to grief over signs. Even candidates who negotiated all these hurdles
often quoted the answer as a mass (load was required and the unit was given in the
question as an additional hint).
Too often examiners found themselves marking a question in which the candidate crossed
the log.
Candidates must take time to read the questions carefully. However, those who
understood what was required gave correct explanations.
E12.(a) Answers to the first part were mostly good with only significant figure errors marring
the answer. Candidates appear to have improving standards in respect to these
moment calculations.
(b) There were only a few complete answers. Many were able to suggest that the
weight of the see-saw was 343 N or that the total weight (excluding the see-saw)
was 1700 N. Few could combine the two.
E13. (a) A good proportion of the candidates appeared to have made an effort to learn
a formal statement of the principle. Most candidates were able to gain at least one
mark for the definition. The most common errors were either not giving the condition
Page 77
of no external force or failing to refer to the total momentum in the definition. It was
therefore unclear whether the definition referred to the momentum of a body or the
system of bodies.
(b) (i) Most realised that impulse = Ft but a calculation using the maximum force and
total time was common. Many misread the time axis as 1.5 s and the unit was
a problem for a small minority of the candidates. The counting squares etc
route was a long way round to the answer in this instance.
More concerning was the significant proportion who, having calculated the
area correctly, decided that the impulse had to be halved since half of it would
be given to A and half to B.
(ii) Allowing errors carried forward this was generally well done.
(iii) This caught out a large proportion who thought a calculation necessary but
many spotted the application of the principle of momentum conservation.
E14.Generally the force arrows were poorly drawn and / or not labelled, or left out altogether.
Parts (b) and (c) were often well answered although unit errors were quite common.
E15. (a) (i&ii) The structuring allowed most candidates to calculate the magnitudes
of the moments correctly but many incurred a unit penalty here.
(iii) Many candidates had no appreciation of how to apply the principle of

moments to this situation. A common mistake was to assume the mass to be
concentrated at the end of the wooden bar.
(b) (i) The simple idea of equating the sums of the upward and downward forces to
determine the force necessary to maintain the equilibrium of the bar was
appreciated by relatively few candidates.
(ii) Candidates were expected to appreciate that the pivot must exert a downward
force on the bar to maintain equilibrium so that there would be an upward
force on the pivot.
Page 78

E17.As mentioned earlier, there were many poorly drawn arrows in part (a)(i). Candidates
appeared to draw arrows hurriedly in a crude manner, even though there appeared to be
no evidence to support the idea that they were short of time on the paper as a whole.
Most candidates were able to show the line of action of the tension in the wire and the
combined weight of the sign and metal bar. However, very few candidates were able to
show the line of action of the reaction force between the hinge and the bar. The most
common mistake was to show an arrow directed perpendicular to the wall rather than at
an acute angle upwards between the bar and the wall. Nevertheless, in part (a)(ii) many
candidates correctly referred to the reaction force between the hinge and the bar. Weaker
candidates referred to the mass of the sign and bar rather than their combined weight.
In general, part (b) was answered poorly by all but the better candidates. Most candidates
had difficulty in resolving the vertical component of the force that the wire exerts on the
bar and hence in determining the counterclockwise moment. Other candidates ignored the
fact that the force the wire exerts on the bar was not perpendicular to the bar.
E18.Candidates found this to be a very difficult question and it was only the very good
candidates who got anywhere with it. Part (a) was a fairly easy starter, but a significant
number of candidates simply defined the moment of a force.
The calculation was quite unusual and, consequently, average and weak candidates
found it difficult. Common mistakes were failure to convert the masses to weights, and to
set up moments equations and quote the moment of the force on the supports rather than
the force itself There was evidence that candidates spent quite a considerable time on this
question. often with little success.
E19.For this question a pleasing number of candidates produced clear, fully explained answers
which earned full marks, but many wrote down equations without indicating whether they
Page 79
were taking moments, or about what point, and often got into difficulties.
Those candidates who calculated the tension wrongly in part (a)(i) often lost marks in part
(ii) because they did not use their answer but adjusted the moments equation to get the
correct result. Many candidates confused weight and mass, introducing g at the last
moment to get the answer given, and then carrying on their mistake to part (b). Other
candidates ignored the reaction at B and resolved forces, adjusting wherever necessary to
get the required answer.
Many candidates lost the first mark in part (b) by not stating that the string should be
vertical for the largest mass, whilst others were unclear about which point they were
taking moments. The most common error was to multiply force by distance in some terms
in the equation and mass by distance in others.
E20.This question was answered well by the majority of candidates. Most scored full marks in
part (a)(i); perpendicular distance being usually stated but occasionally inferred from a
correct diagram. Very few candidates did not know the correct unit of moment in part (a)
(ii).
In part (b)(i), the reaction force upwards at the pivot was often missing or placed
elsewhere. The calculation of weight in part (b)(ii) was almost always correct but the
answer often expressed to an inappropriate number of significant figures, usually too
many but occasionally too few (the use of g = 10 N k–1 was not appropriate here). The
moments calculation in part (iii) was usually correct but many candidates used mass
instead of weight and were awarded no marks. A significant number of candidates did not
complete the calculation by converting the weight of the counterweight to its mass,
E21.Part (a) was well answered and full explanations were often given although a minority
defined moment rather than torque. Most candidates were familiar with the unit of the
torque of a couple.
Answers to part (b) were generally appropriate although some candidates did find it
difficult to explain clearly why the weight of the beam did not need to be considered. The
calculation in part (c) was done well by all but the weakest of candidates.
E22.As with the question on moments in previous examination papers, this question was
Page 80
usually answered well, although explanations as to why the pivot should be moved to the
right tended to be a little vague. In general, attempts at the calculation in part (c) were well
done and balancing of moments seems to be a well understood concept.
E23. In part (a) some candidates did not gain both marks as a result of a significant figure
penalty. The calculation in part (b) was generally done well but some candidates
calculated the area of cross-section incorrectly or used the weight of the beam instead of
the tension in each cable.
Only a minority of candidates made progress in part (c)(i). The majority were unable to
give the correct equation using the Principle of Moments. Some candidates worked out
the correct answer without providing a satisfactory explanation, using little more than
knowledge of the answer to guide them. However, a large number of candidates knew
how to proceed in part (ii) and were able to gain full credit.
E24. The first question on the paper was done well and candidates coped with the
moments calculation in an impressive way. They performed less confidently in part (a)(i)
where the majority of candidates only gave one of the necessary conditions for
equilibrium. In part (b) the majority of candidates knew intuitively that the drinking glass
should be placed at the point Q. Explaining why this was the case proved more of a
challenge.
E25. This question proved to be a success with excellent discrimination and good
accessibility. In part (a) most candidates defined the moment of a force although some did
lapse into woolly explanations of the effects of moments.
Part (b) worked well, with candidates of all abilities making a good attempt at sorting out
the relationship between the forces P and W. The better candidates made good use of
Physics principles and expressed themselves cogently.
Page 81
E26. Candidates found this question not very accessible. This was probably due to the
trolley having two sets of wheels in contact with the ground as opposed to only one set in
the previous paper. This meant that unless candidates were familiar with this type of
problem, there was no obvious pivot point about which to take moments. This unfamiliarity
was noticeable in the calculations for part (b), which caused difficulties for large numbers
of candidates, and it was clear that not all centres had given candidates experience of this
type of question on moments. Part (c) proved to be even more difficult and only the more
able candidates were able to calculate the force necessary to lift the front wheels off the
ground. Part (d) was answered consistently better, with even less able candidates
explaining why the required force would be less than that in part (c).
E27. The January 2006 examination paper contained a question on moments that was
answered very poorly. The evidence from this paper is that candidates had learned from
the earlier question and consequently answered this question very well indeed. Many
scored full marks with the only significant omission being a second condition for
equilibrium.
E28. A surprisingly large number of candidates divided the mass by four to get a .weight.
of 5500 kg in part (a) (i). Many also forgot to divide by four in what should have been a
fairly uncomplicated question.
In part (a) (ii), many candidates simply multiplied the mass of 22000 kg by 32, indicating a
surprising confusion between weight and mass. For the unit mark there were many
common errors such as N, NM, Nm , Nm , J, nm, kg and Nkg .
–1 –2 –1
A very easy mark for mentioning the .counterweight. was picked up by most candidates in
part (a) (iii). However, not many went on to discuss the .anticlockwise moment. that this
provides.
Most picked up the first two marks to part (b) (i), some as a result of the ecf for the
tension. Many candidates used wrong units; pa, PA, Nm , being common rather than Pa.
–1
Those with an ecf in (b) (i) generally failed to get both marks to part (b) (ii) because they
did not arrive at 17 mm. This may have given some candidates a clue that one of their
previous answers was incorrect. The candidates who were successful on the first parts of
the question invariably scored both marks here.
Page 82
E29. In part (a) (i), the majority of candidates stated ‘force × perpendicular’ distance but
only 16% stated the full definition. Many did not recall the definition accurately or did not
say the distance was between the line of action of the force and the point. Many said
‘force × perpendicular distance from the line of action’ or ‘force × perpendicular distance to
the point’. These candidates were only awarded one mark. A significant number of
candidates stated the Law of moments rather than the definition of a moment and some
produced a vague description of a turning effect rather than a definition. Students should
be encouraged to learn the full definition off by heart.
In part (a) (ii) 57% scored two marks very easily. However, a surprising number selected
the front springs rather than the rear due to ‘a larger distance from the pivot causing a
greater moment on the front’; confusing the centre of mass with the ‘pivot’. Some
candidates assumed the centre of mass is always closer to the front of a truck. However,
the question shows a rear-engined pick-up. Some candidates thought that the rear springs
were 2.0 m from the centre of mass having incorrectly interpreting the dimensions on the
diagram. Some felt that since the truck was in equilibrium, both sets of springs would be
equally compressed.
For such a simple moments question, part (a) (iii) was done poorly by the majority.
Perhaps the context made it seem more difficult than it really was, but many chose the
wrong distances and equated a moment with a force rather than another moment.
Common incorrect answers were 14000 × 1.4 = 19600 and 14000 × 1.4 = 14000 × 1.1.
Many common answers given were greater than the weight of the truck. Most of those
who couldn’t pick up any marks for the moments calculation did realise that it would be
necessary to divide by two at the end and so most scored at least one mark.
In part (b) most gained two marks with the error carried forward from their previous
answer.
The poor response to part (c) was very surprising. Only 5% gained two marks with 47%
getting zero and 18% not attempting the question. Perhaps those who had struggled on
previous parts of this question made the assumption that this would be difficult as it was
the final part of the question. However, it was perhaps the easiest part of the question and
was independent of the previous parts.
E30. In part (a), candidates did not have to have encountered Galileo’s method for
investigating freefall to be successful. Many showed awareness that either air resistance
would not be a significant factor or that timing would be easier due to the lesser speeds
when using an inclined plane.
Considerably less than half candidates were able to resolve to find the component of the
weight acting down the slope in part (b) (i). Some used just the mass rather than mg and
this response gained zero marks.
Part (b) (ii) was a straight forward use of a = F/m and the majority of candidates gained full
marks.
Page 83
In part (c), many candidates thought the trolley was accelerating at an increasing rate
because of the upward curve. Some did not use the term ‘acceleration’ in their answer
and some thought that the rate of acceleration was decreasing because the curve was
getting straighter. The data plotted on the graph does not support the view that the
acceleration decreases. The distance between each pendulum swing increases in such a
way to support uniform acceleration.
A very large majority of candidates did not recall that the gradient of a distance time graph
gives the speed in part (d). Most of these calculated the average speed using v = s/t with
s = 3.0 and t = 3.15 × 1.4 rather than the instantaneous speed at 3.0 m.
E31. This question was perhaps easier than the moments question on the January paper,
as the context was much simpler. However June 2009’s paper featured a calculation of a
moment but no use of the principle of moments.
In part (a), candidates were asked to state the Principle of Moments. A relatively small
number of candidates managed to gain both marks. We accepted ‘lockwise moments
equal anticlockwise moments when balanced’ as the minimum to gain both marks. If we
had insisted on a more strict definition including the phrases ‘um of’ and ‘equilibrium’ the
percentage gaining full marks would have dropped to less than 10%.
It was surprising to find that so many students had not remembered to learn this definition.
Improving candidate’ recall of definitions such as this is clearly an area that could be
worked on by many centres. A large number of candidates gave the definition of a
moment instead of the principle of moments and many simply gave a vague description of
the topic.
For part (b), quite a few candidates did not read the question and calculated the moment
of bike and rider together or they chose the wrong distance. Candidates were often
confused about the unit of moment. The most common errors seen were N or Nm . –1
Part (c) was a straight forward moments calculation. It was very similar to a question set in
January and the number of candidates scoring zero marks decreased significantly in
comparison to the January paper. Those who struggled on this question appeared not to
know the difference between a moment and a force. A common incorrect approach was to
calculate the ‘force’ by adding together the two anticlockwise moments.
It was also surprising that only small number of candidates understood that the answer
should be stated to two significant figures. Indeed this seems to have been a problem
across all of the papers on this specification.
Page 84
Many students believed that rounding a number reduces the ‘accuracy’, and it is very
difficult to shift this belief. However, students need to be persuaded that the lack of
precision is in the measurements given in the question, and their final answer should not
exceed this precision.
The final answer should have the same number of significant figures as the quantity used
that has the smallest number of significant figures. It can help if students are encouraged
to write down the answer as it appears on their calculators and then give the rounded
answer on the answer line.
A common error was to assume that each tyre would experience the same force in part
(d). Many candidates who had been unsuccessful on the previous question did pick up
this mark for employing the correct method.
The majority of candidates found part (e) very easy and relatively few missed the ‘k’ in
kW.
E32. The principal hurdle in this question was to decide whether the moment of a force is
a scalar or a vector. The vector nature of momentum was known by almost all. Nearly
two-thirds of the candidates realised that a moment has an associated direction and gave
the correct response. Over a quarter chose distractor B, where moment is a scalar and
momentum a vector.
E33. Very few candidates knew the definition in part (a)(i). Many gave a vague description
of a couple. Most simply defined a moment and these responses received no credit.
Despite not having known the definition of a moment of a couple, many went on to
successfully calculate it in part (a)(ii). A few calculated 810 × d/2, instead of simply
810 × d. A significant number of candidates dropped marks by giving incorrect units.
Typical errors were: N, Nm , NM, and nm.
–1
Many candidates got the calculation correct in part (b) though some did not multiply by
two to take in to account the two horses. A significant number wrongly multiplied the
torque (instead of the power) by the velocity to get 5400. A significant figure mark was
applied to this question and a significant amount of candidates did not round to two
significant figures; needlessly losing one mark.
Many candidates came up with very sensible answers in part (c). This requires that
Page 85
candidates ‘analyse and evaluate scientific knowledge and processes’. Therefore, the
question required a little bit of thinking around science.
Very few candidates missed the question out. Many understood that a comparison was
being made between steam engines and horses due to the widespread familiarity with the
capabilities of the horse at that time.
E34. Part (a) (i) was very straightforward and most students scored two marks. Some
scored zero by attempting a moments calculation. There were a few mixn-ups with powers
of ten; some thought that kN was 10 N and some did not spot k.
6
Many students used 4.6m rather than 4.6 + 2.8 = 7.4m to calculate the moment of the lift-
fan force in part (a) (ii). There is still a lot of confusion with moments questions for
students in the January paper, and the evidence may suggest that many schools have not
practised enough of these.
The maths of this question could not be made much simpler apart from perhaps giving the
7.4m dimension on the diagram. It was again apparent that a large number of students
believed a complicated solution must be required; perhaps the context persuaded them
that this must be so. However, once the candidate has simplified the diagram, the
question is straightforward and simply dividing their previous answer by 7.4 yields all three
marks. Given the frequency of this style of question on PHYA2 papers, it is really worth
going over as many of these as possible with students.
The weight of the aircraft minus the engine thrust previously calculated yielded the mark
for most students in part (a) (iii). However, a significant number did not know this or used
the law of moments again.
In part (b) (i) a very large number of students used a=F/m with the weight of the aircraft
used for mass. This approach did not gain any marks. Many rounded their mass before
using it to calculate the acceleration, this was forgiven in this question, as was the use of
g = 10 ms . These errors are condoned here because we do not penalise the same
–2
mistake several times in a paper.
In response to part (b) (ii), many students did not realise they had to state a characteristic
of the aircraft. This meant referring to the shape or aerodynamics in some way or the
maximum thrust. Marks could not be scored unless one of these was mentioned. There
seemed to be a common misconception that ‘its air resistance’ was a characteristic of the
plane. The question was interpreted by many as ‘explain why the plane reaches a terminal
velocity’. Many believed that the mass of the aircraft would be a factor. However, the
mass would limit the acceleration rather than the top speed.
In part (b) (iii), examiners were looking for an understanding that the acceleration would
be falling towards zero as the terminal velocity was approached. Many students
recognised that the velocity would increase and then remain constant. However, a very
large proportion of students drew a straight diagonal line with an abrupt change to
constant velocity. There were also many ‘s’ shaped curves and curves that showed the
acceleration continually increasing. Many also drew straight diagonal lines that did not
‘level off’.
Part (c) was an easy question but students did not read it well and many lost the mark
Page 86
because they simply stated that the maximum acceleration is the gradient rather than the
maximum gradient. A large number also believed that the area represents the
acceleration or that the gradient at maximum velocity would be the maximum acceleration.
Note that the response; ‘the part of the graph where the gradient is steepest’ does not
make it clear that the gradient = the acceleration.
Many students lost the mark because they said the maximum acceleration was the initial
gradient. This would apply to the graph in part (b) (iii) but it was not enough for the mark.
Some students responded that ‘the gradient of the flat part of the graph’ should be found.
E35. Part (a) (i) was very straightforward and most students scored two marks. Some
scored zero by attempting a moments calculation. There were a few mixn-ups with powers
of ten; some thought that kN was 10 N and some did not spot k.
6
Many students used 4.6m rather than 4.6 + 2.8 = 7.4m to calculate the moment of the lift-
fan force in part (a) (ii). There is still a lot of confusion with moments questions for
students in the January paper, and the evidence may suggest that many schools have not
practised enough of these.
The maths of this question could not be made much simpler apart from perhaps giving the
7.4m dimension on the diagram. It was again apparent that a large number of students
believed a complicated solution must be required; perhaps the context persuaded them
that this must be so. However, once the candidate has simplified the diagram, the
question is straightforward and simply dividing their previous answer by 7.4 yields all three
marks. Given the frequency of this style of question on PHYA2 papers, it is really worth
going over as many of these as possible with students.
The weight of the aircraft minus the engine thrust previously calculated yielded the mark
for most students in part (a) (iii). However, a significant number did not know this or used
the law of moments again.
In part (b) (i) a very large number of students used a=F/m with the weight of the aircraft
used for mass. This approach did not gain any marks. Many rounded their mass before
using it to calculate the acceleration, this was forgiven in this question, as was the use of
g = 10 ms . These errors are condoned here because we do not penalise the same
–2
mistake several times in a paper.
In response to part (b) (ii), many students did not realise they had to state a characteristic
of the aircraft. This meant referring to the shape or aerodynamics in some way or the
maximum thrust. Marks could not be scored unless one of these was mentioned. There
seemed to be a common misconception that ‘its air resistance’ was a characteristic of the
plane. The question was interpreted by many as ‘explain why the plane reaches a terminal
velocity’. Many believed that the mass of the aircraft would be a factor. However, the
mass would limit the acceleration rather than the top speed.
In part (b) (iii), examiners were looking for an understanding that the acceleration would
be falling towards zero as the terminal velocity was approached. Many students
recognised that the velocity would increase and then remain constant. However, a very
Page 87
large proportion of students drew a straight diagonal line with an abrupt change to
constant velocity. There were also many ‘s’ shaped curves and curves that showed the
acceleration continually increasing. Many also drew straight diagonal lines that did not
‘level off’.
Part (c) was an easy question but students did not read it well and many lost the mark
because they simply stated that the maximum acceleration is the gradient rather than the
maximum gradient. A large number also believed that the area represents the
acceleration or that the gradient at maximum velocity would be the maximum acceleration.
Note that the response; ‘the part of the graph where the gradient is steepest’ does not
make it clear that the gradient = the acceleration.
Many students lost the mark because they said the maximum acceleration was the initial
gradient. This would apply to the graph in part (b) (iii) but it was not enough for the mark.
Some students responded that ‘the gradient of the flat part of the graph’ should be found.
Page 88

3 4 1 2-Moments

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3 4 1 2-Moments

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Colonel Frank Seely School

Exampro A-level Physics Name:

Q1.(a) Define the moment of a force about a point.

(iii) Determine the tension in string A.

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

Calculate the weight of:

Q6.(a) State the principle of moments.

the gravitational field strength, g = 9.8 N kg–1

Q7.(a) State the principle of moments.

(i) in each of the student’s forearms;

(ii) on each of the student’s feet.

(ii) State the cause of these additional forces.

B The compression force in the beam increases

C The moment of the load about X increases

D The magnitude of the vertical component of the reaction at X increases

Q9.(a) Define the moment of a force about a point.

(i) Show and label the forces acting on the bridge.

(ii) By taking moments about point P, calculate the tension in string A.

(iii) Calculate the tension in string B.

Q10.(a) State the principle of moments.

Draw on the diagram the forces that act on the plank.

(a) C sits 2.1 m from the pivot.

By taking moments about a suitable point, calculate the weight of C.

gravitational field strength of Earth, g = 9.8 N kg−1

Force on pivot ......................................................

Q13. (a) State the principle of conservation of momentum.

(ii) Calculate the mass of cart A.

(b) The tension, T = 36 N. Calculate the moment of T about the pivot.

(c) Calculate the weight, W, of the beam.

(a) Using the values on the figure calculate:

moment due to spring tension .............................................

moment due to 2.0 N weight ................................................

(iii) the weight of the wooden bar.

magnitude of force ..................................

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

(a) Calculate the extension of the spring.

(ii) State the origin of the forces.

Q18.(a) State the principle of moments.

Calculate the magnitude of the downward force on

the right-hand support, ....................................................................

the left-hand support .......................................................................

Calculate the magnitude of the downward force on

the right-hand support, ....................................................................

the left-hand support .......................................................................

(i) Calculate the tension, T, in the string.

(ii) Show that the mass of the bar is approximately 3.5 kg.

(ii) State the unit of moment ...................................................

(ii) Calculate the weight of the tube.

(iii) Calculate the mass of the counterweight.

Q21.(a) The torque of a couple is given by

(ii) State the unit for the torque of a couple.

(i) the see-saw is in equilibrium,

(ii) the weight of the beam does not affect equilibrium.

Calculate the distance, d.

Q22.(a) State the principle of moments.

Explain what is meant by the centre of mass.

(ii) Calculate the distance the pivot needs to be moved to restore equilibrium

(i) the weight of the beam,

(ii) the tension in each cable.

The Young modulus for steel = 2.10 × 10 Pa 11

(i) Show that the new tension in cable A is 332 N.

(ii) Calculate the new tension in cable B.

P, Q and W are the three forces acting on the tray.