Colonel Seely School Physics Document

Colonel Frank Seely School
Exampro A-level Physics Name:
(7407/7408) Class:
3.4.2.1 Bulk properties of solids
Author:
Date:
Time: 391
Marks: 353
Comments:

Page 1
Q1.A stone is projected horizontally by a catapult consisting of two rubber cords. The cords,
which obey Hooke’s law, are stretched and released. When each cord is extended by x,
the stone is projected with a speed v. Assuming that all the strain energy in the rubber is
transferred to the stone, what is the speed of the stone when each cord is extended by
2x?
A v
B
C 2v
D 4v
(Total 1 mark)
Q2.The force on a sample of a material is gradually increased and then decreased. The graph
of force against extension is shown in the diagram.
The increase in thermal energy in the sample is represented by area
A R
B P + Q
C P + Q + R
D P + Q − R
(Total 1 mark)
Q3.Figure 1 and Figure 2 both show the side view of a steel bolt.
Page 2
Figure 1 Figure 2
(a) Show on Figure 1 forces acting on the bolt which would produce a tensile strain.
(1)
(b) The ultimate tensile stress of steel is 5.0 × 108 Pa, the elastic limit is 2.5 × 108 Pa
and the Young modulus of steel is 2.0 × 1011 Pa.
Defining any terms used, state what is meant by:
(i) tensile stress;
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(1)
(ii) tensile strain;
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(1)
(iii) the elastic limit.
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(1)
(c) When the main engines of a space shuttle are fired, they develop a total thrust of
4.5 × 106 N. In a test firing the shuttle is held to the launch pad by 8 steel bolts each
of diameter 9.0 × 10–2 m. Using data given in (b):
Page 3
(i) calculate the strain for each bolt during the test;
(4)
(ii) determine the minimum number of bolts that could have been used when
carrying out the test.
(3)
(Total 11 marks)
Q4.The graph shows the variation of stress with strain for a ductile alloy when a specimen is
slowly stretched to a maximum strain of εm and the stress is then slowly reduced to zero.
The shaded area

A represents the work done per unit volume when stretching the specimen
represents the energy per unit volume recovered when the stress is
B
removed
C represents the energy per unit volume which cannot be recovered
D has units of J m–1
(Total 1 mark)
Q5.A load of 4.0 N is suspended from a parallel two-spring system as shown in the diagram.
Page 4
The spring constant of each spring is 20 N m–1. The elastic energy, in J, stored in the
system is

A 0.1
B 0.2
C 0.4
D 0.8
(Total 1 mark)
Q6.The figure below shows a person of weight 800 N, crossing the gap between two buildings
on a nylon rope.
Before the crossing commenced the rope was horizontal and just taut. When the person is
halfway across the rope sags by 5.0°.
(a) Explain briefly why, however taut the rope is, the rope must sag when the person is
on it.
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(1)
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(b) By calculation or scale drawing, determine the tension in the rope when the person
is half way across.
(3)
(c) The nylon rope has an ultimate tensile stress of 7.0 × 107 Pa. Calculate the minimum
diameter of the rope that could be used.
(3)
(Total 7 marks)
Q7.For which of the following relationships is the quantity y related to the quantity x by the
relationship

x y
A energy stored in a spring extension of the spring
B gravitational field strength distance from a point mass
C de Broglie wavelength of an electron momentum of the electron
D period of a mass-spring system spring constant (stiffness) of the spring
(Total 1 mark)
Q8.The four bars A, B, C and D have diameters, lengths and loads as shown. They are all
made of the same material.
Which bar has the greatest extension?
Page 6

(Total 1 mark)
Q9.(a) State what is meant by the yield stress of a material.
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(3)
(b) A steel piano wire has a diameter of 1.8 × 10−3 m and a length of 1.55 m. When
tightened to emit a note of the required frequency it extends by 1.3 × 10−3 m. The
Young modulus of the steel is 2.1 × 1011 Pa.
(i) Calculate the force exerted on the frame of the piano by this wire.
(3)
(ii) Calculate the strain energy stored in this stretched wire.

(2)
(Total 8 marks)
Q10.The diagram below shows a lorry of mass 1.2 × 103 kg parked on a platform used to weigh
vehicles. The lorry compresses the spring that supports the platform by 0.030 m.
Page 7
Calculate the energy stored in the spring.
gravitational field strength g = 9.8 N kg–1
Energy stored = ...........................................

(Total 3 marks)
Q11.(a) Explain why an engineer needs to consider the yield stress of a metal such as steel
when deciding on its suitability for use in the construction of a building or a bridge.
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(2)
(b) In order to prevent the collapse of walls of old buildings a metal rod is often used to
tie opposite walls together, as shown below.
In one case a steel tie rod of diameter 19 mm is used as shown above. When the
nuts are tightened, the rod extends by 1.5 mm. The Young modulus of steel is 2.1 ×
1011 Pa.
Calculate:
Page 8
(i) the force exerted on the walls by the rod;
(3)
(ii) the elastic strain energy in the rod when it is extended by 1.5 mm.
(2)
(Total 7 marks)
Q12.
The mass of a retort stand and clamp is 1.6 kg and their combined centre of mass lies
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)
Q13.(a) State what is meant by
(i) a free vibration,
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(ii) a forced vibration.
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(2)
(b) A car and its suspension can be treated as a simple mass-spring system. When four
people of total weight 3000 N get into a car of weight 6000 N, the springs of the car
are compressed by an extra 50 mm.
(i) Calculate the spring constant, k, of the system.
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(ii) Show that, when the system is displaced vertically and released, the time
period of the oscillations is 0.78 s.
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(3)
(c) The loaded car in part (b) travels at 20 m s–1 along a road with humps spaced 16 m
apart.
(i) Calculate the time of travel between the humps.
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(ii) Hence, state and explain the effect the road will have on the oscillation of the
car.
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(3)
(Total 8 marks)
Q14. (a) The graph shows the variation of tensile stress with tensile strain for two wires
X and Y, having the same dimensions, but made of different materials. The
materials fracture at the points FX and FY respectively.
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You may be awarded marks for the quality of written communication provided in
your answer to the following questions.
State, with a reason for each, which material, X or Y,
(i) obeys Hooke’s law up to the point of fracture,
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(ii) is the weaker material,
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(iii) is ductile,
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(iv) has the greater elastic strain energy for a given tensile stress.
Page 12
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(8)
(b) An elastic cord of unstretched length 160 mm has a cross-sectional area of 0.64
mm . The cord is stretched to a length of 190 mm. Assume that Hooke’s law is
2
obeyed for this range and that the cross-sectional area remains constant.
the Young modulus for the material of the cord = 2.0 × 10 Pa 7
(i) Calculate the tension in the cord at this extension.
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(ii) Calculate the energy stored in the cord at this extension.
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(5)
(Total 13 marks)
Q15. (a) Define the density of a material.
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(1)
Page 13
(b) Brass, an alloy of copper and zinc, consists of 70% by volume of copper and 30%
by volume of zinc.
density of copper = 8.9 × 10 kg m 3 –3
density of zinc = 7.1 × 10 kg m 3 –3
(i) Determine the mass of copper and the mass of zinc required to make a rod of
brass of volume 0.80 × 10 m . –3 3
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(ii) Calculate the density of brass.
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(4)
(Total 5 marks)
Q16. The diagram below shows how the impact force on the heel of a runner’s foot varies
with time during an impact when the runner is wearing cushioned sports shoes.
Page 14
(a) Estimate the maximum stress on the cartilage pad in the knee joint as a result of this
force acting on the cartilage pad over a contact area of 550 mm . 2
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(4)
(b) On the diagram above, sketch the graph of force against time you would expect to
see if a sports shoe with less cushioning had been used.
(3)
(Total 7 marks)
Q17. (a) When determining the Young modulus for the material of a wire, a tensile
stress is applied to the wire and the tensile strain is measured.
Page 15
(i) State the meaning of
tensile stress .......................................................................................
.............................................................................................................
tensile strain ........................................................................................
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(ii) Define the Young modulus ..................................................................
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(3)
(b) The diagram below shows two wires, one made of steel and the other of brass,
firmly clamped together at their ends. The wires have the same unstretched length
and the same cross-sectional area.
One of the clamped ends is fixed to a horizontal support and a mass M is
suspended from the other end, so that the wires hang vertically.
(i) Since the wires are clamped together the extension of each wire will be the
same.
If E is the Young modulus for steel and E the Young modulus for brass, show
S B
that
where F and F are the respective forces in the steel and brass wire.
S B
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(ii) The mass M produces a total force of 15 N. Show that the magnitude of the
Page 16
force
F = 10 N.
S
the Young modulus for steel = 2.0 × 10 Pa 11
the Young modulus for brass = 1.0 × 10 Pa 11
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(iii) The cross-sectional area of each wire is 1.4 × 10 m and the unstretched –6 2
length is 1.5 m. Determine the extension produced in either wire.
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(6)
(Total 9 marks)
Q18. (a) State Hooke’s law for a material in the form of a wire and state the conditions
under which this law applies.
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(2)
(b) A length of steel wire and a length of brass wire are joined together. This
combination is suspended from a fixed support and a force of 80 N is applied at the
bottom end, as shown in the figure below.
Page 17
Each wire has a cross-sectional area of 2.4 × 10 m . –6 2
length of the steel wire = 0.80 m

length of the brass wire = 1.40 m
the Young modulus for steel = 2.0 × 10 Pa 11
the Young modulus for brass = 1.0 × 10 Pa 11
(i) Calculate the total extension produced when the force of 80 N is applied.
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(ii) Show that the mass of the combination wire = 4.4 × 10 kg. –2
density of steel = 7.9 × 10 kg m 3 –3
density of brass = 8.5 × 10 kg m 3 –3
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(7)
(c) A single brass wire has the same mass and the same cross-sectional area as the
Page 18
combination wire described in part (b). Calculate its length.
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(2)
(Total 11 marks)
Q19. An aerial system consists of a horizontal copper wire of length 38 m supported

between two masts, as shown in the figure below. The wire transmits electromagnetic
waves when an alternating potential is applied to it at one end.
(a) The wavelength of the radiation transmitted from the wire is twice the length of the
copper wire. Calculate the frequency of the transmitted radiation.
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(1)
(b) The ends of the copper wire are fixed to masts of height 12.0 m. The masts are held
in a vertical position by cables, labelled P and Q, as shown in the figure above.
(i) P has a length of 14.0 m and the tension in it is 110 N. Calculate the tension in
the copper wire.
Page 19
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(ii) The copper wire has a diameter of 4.0 mm. Calculate the stress in the copper
wire.
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(iii) Discuss whether the wire is in danger of breaking if it is stretched further due
to movement of the top of the masts in strong winds.
breaking stress of copper = 3.0 × 10 Pa 8
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(7)
(Total 8 marks)
Page 20
Q20. (a) (i) Describe the behaviour of a wire that obeys Hooke’s law.
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(ii) Explain what is meant by the elastic limit of the wire.
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(iii) Define the Young modulus of a material and state the unit in which it is
measured.
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(5)
(b) A student is required to carry out an experiment and draw a suitable graph in order
to obtain a value for the Young modulus of a material in the form of a wire.
A long, uniform wire is suspended vertically and a weight, sufficient to make the wire
taut, is fixed to the free end. The student increases the load gradually by adding
known weights. As each weight is added, the extension of the wire is measured
accurately.
(i) What other quantities must be measured before the value of the Young
modulus can be obtained?
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(ii) Explain how the student may obtain a value of the Young modulus.
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Page 21
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(iii) How would a value for the elastic energy stored in the wire be found from the
results?
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(6)
(Total 11 marks)
Q21. (a) (i) Explain what is meant by the spring constant k of a spring.
.............................................................................................................
(ii) Give the unit of k.
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(2)
(b) The figure below shows the stages in a bungee jump.
Page 22
In bungee jumping, the participant jumps from a high point attached to an elastic
cord
(step 1). After a period of free fall, the cord slows the fall of the jumper (step 2) with
the system eventually undergoing oscillation (step 3).
A bungee jump is to be set up from a suspension bridge with the jumper of weight
700 N falling towards the river below. The roadway of the bridge is 76 m above the
river surface. The bungee cord is adjusted so that the jumper just reaches the river
surface at the bottom of the first oscillation.
The unstretched length of the elastic cord is to be 12 m.
(i) Calculate the time taken before the cord begins to stretch.
(ii) Show that, when jumping from the bridge to the river, the jumper loses about
53 kJ of gravitational potential energy.
(iii) Calculate the extension of the cord when the jumper is at the bottom of the
first oscillation.
(iv) The gravitational potential energy is stored in the bungee cord.

Calculate the spring constant of the cord.
(v) Calculate the time period of oscillation of the jumper.

(12)
(c) (i) Calculate the tension in the cord when the jumper comes to rest for the first
time.
(ii) Forces on astronauts and ‘thrill seekers’ are often specified in terms of the g
force acting on the participants.
1g is equivalent to an acceleration of 9.8 m s . −2
Calculate the maximum g force that acts on the jumper.
Page 23
(iii) Hardened thrill seekers prefer their sports to generate 3g or more. Without
carrying out detailed calculations, suggest the changes that would need to be
made to the cord in order to produce a greater g force for the 700 N jumper.
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(6)
(Total 20 marks)
Q22. A student investigated how the extension of a rubber cord varied with the force used
to extend it. She measured the extension for successive increases of the force and then
for successive decreases. The diagram below shows a graph of her results.
(a) (i) Give a reason why the graph shows the rubber cord does not obey Hooke’s
law.
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Page 24
(1)
(ii) Give a reason why the graph shows the rubber cord does not exhibit plastic
behaviour.
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(1)
(iii) What physical quantity is represented by the area shaded on the graph
between the loading curve and the extension axis?
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.............................................................................................................
(1)
(b) Describe, with the aid of a diagram, the procedure and the measurements you
would make to carry out this investigation.
The quality of your written answer will be assessed in this question.
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Page 25
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(6)
(Total 9 marks)
Q23. English longbows from the time of Henry VIII were found on board a sunken Tudor
warship.
The diagram below shows how the horizontal force, F, exerted by an archer on the bow
string varies with the horizontal displacement, d, of the arrow as the bow is drawn.
(a) (i) Show that the energy stored in the bow is
Fmaxdmax
where Fmax is the maximum force in the bow and dmax is the maximum
displacement of the bow string.
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.............................................................................................................
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(2)
(ii) Show that the maximum speed, v, with which an arrow can leave the bow is
given by
Page 26
v=
where m is the mass of the arrow.
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(2)
(b) Each arrow had a mass of 0.060 kg and the bow string was displaced by a
maximum of 0.60 m before releasing the arrow. The archers needed to exert a
maximum force of 650 N.
(i) Show that the maximum speed of the arrow as it leaves the bow is about 80 m
–1
s .
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(2)
(ii) State one reason why the speed of the arrow as it leaves the bow is likely to
be less than 80 m s . –1
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.............................................................................................................
(1)
(c) The initial speed of an arrow as it leaves a bow is 65 m s . When leaving the bow –1
the arrow travels at an angle of 55° to the horizontal. Assume that the air resistance
is negligible.
(i) Show that the vertical component of the initial speed of the arrow is about
53 m s .
–1
.............................................................................................................
Page 27
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(1)
(ii) The arrow is fired from ground level across a flat, level field.
Show that the arrow is in flight for about 11 s.
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(3)
(iii) Calculate the horizontal distance travelled by the arrow when fired from level
ground.
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horizontal distance travelled .......................................... m

(2)
(Total 13 marks)
Q24. 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
Page 28
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)
(iii) By taking moments about axle B, calculate the force exerted on the truck by
each rear spring.
Page 29

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.
answer = ...................................... N
(2)
(Total 12 marks)
Page 30
Q25. A mountain walker of weight 750 N climbs a height of 300 m in 40 minutes.
(a) Calculate the average power required due to the gravitational force on the walker
during the climb.
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average power ...................................... W

(3)
(b) The walker uses a spring loaded walking pole that changes in length by 15 mm
when the full weight of the walker is applied to it.
Calculate the stiffness of the spring in the pole.

Give an appropriate unit for your answer.
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spring stiffness ......................................
unit .....................................
(3)
(Total 6 marks)
Q26. A small negatively charged sphere is suspended from a fine glass spring between
parallel horizontal metal plates, as shown in the figure below.
Page 31
(a) Initially the plates are uncharged. When switch S is set to position X, a high voltage
dc supply is connected across the plates. This causes the sphere to move vertically
upwards so that eventually it comes to rest 18 mm higher than its original position.
(i) State the direction of the electric field between the plates.
.............................................................................................................
(1)
(ii) The spring constant of the glass spring is 0.24 N m . Show that the force –1
exerted on the sphere by the electric field is 4.3 × 10 N. –3

(1)
(iii) The pd applied across the plates is 5.0 kV. If the charge on the sphere is
–4.1 × 10 C, determine the separation of the plates.
–8
answer = ..................................... m
(3)
Page 32
(b) Switch S is now moved to position Y.
(i) State and explain the effect of this on the electric field between the plates.
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(2)
(ii) With reference to the forces acting on the sphere, explain why it starts to move
with simple harmonic motion.
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(3)
(Total 10 marks)
Q27. A rubber cord is used to provide mechanical resistance when performing fitness
exercises. A scientist decided to test the properties of the cord to find out how effective it
was for this purpose. The graph of load against extension is shown in the figure below for
a 0.50 m length of the cord.
Page 33
Curve A shows loading and curve B shows unloading of the cord.
(a) State which feature of this graph confirms that the rubber cord is elastic.
......................................................................................................................
(1)
(b) Explaining your method, use the graph (curve A) to estimate the work done in
producing an extension of 0.30 m.
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answer = ................................... J
(3)
(c) Assuming that line A is linear up to an extension of 0.040 m, calculate the Young
modulus of the rubber for small strains.
The cross-sectional area of the cord = 5.0 × 10 m –6 2
The unstretched length of the cord = 0.50 m
Page 34

answer = ................................ Pa
(3)
(d) The scientist compared this cord with a steel spring that reached the same
extension for the same maximum load without exceeding its limit of proportionality.
(i) On the figure above, draw the load-extension line for this spring up to a load of
50 N and label it C.
(1)
(ii) With reference to the spring, explain what is meant by limit of proportionality.
.............................................................................................................
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(1)
(Total 9 marks)
Q28. A climber falls 2.3 m before being stopped by his climbing rope that is secured above
him.
The weight of the climber is 840 N.
(a) Calculate the loss in gravitational potential energy of the climber.
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loss in potential energy .......................................................... J

(2)
Page 35
(b) The figure below shows a force-extension graph for the rope being used.
(b) (i) Use the figure above to find the stiffness of the rope when it is being used with
forces up to 350 N. Give the appropriate unit.
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stiffness .................................................................................
unit .................................................................................
(4)
(ii) Use the figure above to determine the energy stored in the rope when it is
stretched by 0.25 m.
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Page 36
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energy ................................................................................. J
(3)
(Total 9 marks)
Q29. A cable car system is used to transport people up a hill. The figure below shows a
stationary cable car suspended from a steel cable of cross-sectional area 2.5 × 10 m . –3 2
(a) The graph below is for a 10 m length of this steel cable.
Page 37
(i) Draw a line of best fit on the graph.

(2)
(ii) Use the graph to calculate the initial gradient, k, for this sample of the cable.
answer = ............................ N m –1
(2)
(b) The cable breaks when the extension of the sample reaches 7.0 mm. Calculate the
breaking stress, stating an appropriate unit.
Page 38
answer = .....................................
(3)
(c) In a cable car system a 1000 m length of this cable is used. Calculate the extension
of this cable when the tension is 150 kN.
answer = ..................................m
(2)
(Total 9 marks)
Q30. A type of exercise device is used to provide resistive forces when a person applies
compressive forces to its handles. The stiff spring inside the device compresses as shown
in the figure below.
Page 39
(a) The force exerted by the spring over a range of compressions was measured.
The results are plotted on the grid below.
(i) State Hooke’s law.
.............................................................................................................
.............................................................................................................
(2)
(ii) State which two features of the graph confirm that the spring obeys Hooke’s
law over the range of values tested.
.............................................................................................................
.............................................................................................................
(2)
(iii) Use the graph to calculate the spring constant, stating an appropriate unit.
answer = .....................................
(3)
Page 40
(b) (i) The formula for the energy stored by the spring is
Explain how this formula can be derived from a graph of force against
extension.
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
(3)
(ii) The person causes a compression of 0.28 m in a time of 1.5 s. Use the graph
in part (a) to calculate the average power developed.
answer = ..................................W
(3)
(Total 13 marks)
Q31. In a reverse bungee experience a ‘rider’ is catapulted high into the air.
A designer creates a less extreme version for more timid participants, as shown in the
figure below.
The rider is strapped into a rigid harness attached to one end of an elastic rope PR. The
rider and the rope behave in the same way as a mass-spring system.
Page 41
The rider is initially held at rest at ground level. The top end of the rope, P, is raised to
stretch the rope. The rider is then released and moves upwards, reaching a maximum
height when the rope is at its unstretched (natural) length. The rider then oscillates
vertically until eventually coming to rest, suspended above the ground.
The rope has an unstretched length of 20 m. When stretched, the rope obeys Hooke’s law
and has a stiffness of 92 Nm . In the following questions ignore the mass of the rope.
–1
(a) (i) The rider and harness have a total mass of 55 kg.
Calculate the overall length of the rope when the rider comes to rest,
suspended above the ground, at the end of the ride.
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
overall length .............................................. m

(3)
(ii) At the start of the ride, the lower end of the rope R is attached to the rigid
harness at a point which is 2.6 m above the ground.
The top end of the rope, P, has to be adjusted so that the rope just becomes
Page 42
unstretched when the rider is at the highest point of the ride.
Determine the height of P above the ground.
Neglect air resistance in this part of the question.
.............................................................................................................
.............................................................................................................
.............................................................................................................
height of point P ......................................... m

(1)
(b) (i) Show that the frequency of oscillation of the rider on the end of the rope
is about 0.2 Hz.
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
(3)
(ii) Calculate the maximum speed reached by the rider when the amplitude of the
oscillation is 4.2 m.
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
maximum speed ..................................... ms –1
(2)
(iii) In practice, air resistance has an effect. Sketch below, a graph showing how
you would expect the velocity to vary with time over the first two complete
oscillations, from the instant the rider was released from ground level. Take an
upward velocity as being positive.
Page 43
Label the time axis with a suitable scale. No scale is required on the velocity
axis.
(3)
(c) (i) A rider of greater mass now uses the ride. Explain how the height of P has to
be changed to produce the same initial amplitude of oscillations as that for the
previous rider.
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
(3)
(ii) A safety officer examines the design of the ride and thinks that, if the end P of
the rope is raised too high so that the rope is stretched too much at the start,
there is a risk that the rider could hit the ground after the first oscillation and
suffer an injury.
Describe what would happen to the rider during the ride in this case and
explain why, even if air resistance is negligible, the safety officer’s concerns
are unfounded.
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
(3)
Page 44
(Total 18 marks)
Q32. The figure below shows a rollercoaster train that is being accelerated when it is pulled
horizontally by a cable.
(a) The train accelerates from rest to a speed of 58ms in 3.5 s. The mass of the fully
–1
loaded train is 5800 kg.
(i) Calculate the average acceleration of the train.
answer = ...................................... ms –2
(2)
(ii) Calculate the average tension in the cable as the train is accelerated, stating
an appropriate unit.
answer = ...............................................
(3)
Page 45
(iii) Calculate the distance the train moves while accelerating from rest to 58ms . –1
answer = ...................................... m
(2)
(iv) The efficiency of the rollercoaster acceleration system is 20%.

Calculate the average power input to this system during the acceleration.
answer = ..................................... W
(3)
(b) After reaching its top speed the driving force is removed and the rollercoaster train
begins to ascend a steep track. By considering energy transfers, calculate the height
that the train would reach if there were no energy losses due to friction.
answer = ...................................... m
(3)
(Total 13 marks)
Page 46
Q33. A spring has a stiffness of 125 Nm . –1
Calculate the extension of the spring when a weight of 8.0 N is suspended on it.
Give your answer in metres.
extension of spring ........................... m

(Total 2 marks)
Q34. The two diagrams in the figure below show a student before and after she makes a
bungee jump from a high bridge above a river. One end of the bungee cord, which is of
unstretched length 25 m, is fixed to the top of a railing on the bridge. The other end of the
cord is attached to the waist of the student, whose mass is 58 kg. After she jumps, the
bungee cord goes into tension at point P. She comes to rest momentarily at point R and
then oscillates about point Q, which is a distance d below P.
BEFORE AFTER
Page 47
(a) (i) Assuming that the centre of mass of the student has fallen through a vertical
distance of 25 m when she reaches point P, calculate her speed at P.
You may assume that air resistance is negligible.
answer = ........................... ms –1
(2)
(ii) The bungee cord behaves like a spring of spring constant 54 Nm . –1
Calculate the distance d, from P to Q, assuming the cord obeys Hooke’s law.
answer = ................................ m
(2)
(b) As the student moves below P, she begins to move with simple harmonic motion for
part of an oscillation.
Page 48
(i) If the arrangement can be assumed to act as a mass-spring system, calculate
the time taken for one half of an oscillation.
answer = ................................ s
(2)
(ii) Use your answers from parts (a) and (b)(i) to show that the amplitude A, which
is the distance from Q to R, is about 25 m.

(3)
(c) Explain why, when the student rises above point P, her motion is no longer simple
harmonic.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(2)
(d) (i) Where is the student when the stress in the bungee cord is a maximum?
...............................................................................................................
...............................................................................................................
(1)
(ii) The bungee cord has a significant mass. Whereabouts along the bungee cord
is the stress a maximum? Explain your answer.
Page 49
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(2)
(Total 14 marks)
Q35. The two diagrams in the figure below show a student before and after she makes a
bungee jump from a high bridge above a river. One end of the bungee cord, which is of
unstretched length 25 m, is fixed to the top of a railing on the bridge. The other end of the
cord is attached to the waist of the student, whose mass is 58 kg. After she jumps, the
bungee cord goes into tension at point P. She comes to rest momentarily at point R and
then oscillates about point Q, which is a distance d below P.
BEFORE AFTER
Page 50
(a) (i) Assuming that the centre of mass of the student has fallen through a vertical
distance of 25 m when she reaches point P, calculate her speed at P.
You may assume that air resistance is negligible.
answer = ........................... ms –1
(2)
(ii) The bungee cord behaves like a spring of spring constant 54 Nm . –1
Calculate the distance d, from P to Q, assuming the cord obeys Hooke’s law.
answer = ................................ m
(2)
(b) As the student moves below P, she begins to move with simple harmonic motion for
part of an oscillation.
(i) If the arrangement can be assumed to act as a mass-spring system, calculate

the time taken for one half of an oscillation.
answer = ................................ s
(2)
(ii) Use your answers from parts (a) and (b)(i) to show that the amplitude A, which
is the distance from Q to R, is about 25 m.

(3)
(c) Explain why, when the student rises above point P, her motion is no longer simple
harmonic.
Page 51
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(2)
(d) (i) Where is the student when the stress in the bungee cord is a maximum?
...............................................................................................................
...............................................................................................................
(1)
(ii) The bungee cord has a significant mass. Whereabouts along the bungee cord
is the stress a maximum? Explain your answer.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
(2)
(Total 14 marks)
Page 52

M1.C
[1]
M2.B
[1]
M3.(a) two forces shown producing tension (see examples below)

B1

(2)
(b) (i) tension / area
or force / area (perpendicular to the surface on which the force acts)
or F / A with terms defined (condone loose definition of area)

B1
(2)
(ii) extension / original length
or extension per unit length

B1
Page 53
(2)
(iii) the point / stress / strain / force or extension up to which
either all energy supplied in stretching is returned when (deforming)

forces are removed
or the object returns to its original shape when (deforming forces) are
removed
or beyond which further stress causes plastic deformation or permanent

deformation
B1
(2)
(c) (i) force on each bolt = 0.56 MN (ie total force divided by 8)
or
cross-sectional area each bolt = πr2 plus correct substitution 6.4 × 10–3
m2
C1
stress = 8.8 × 107 or
stress / strain = Young modulus

C1
strain = 4.4 × 10–4

A1
(4)
(ii) area of steel needed = maximum force / UTS
or maximum force / elastic limit

C1
4.5 × 106 / 5.0 × 108 = 9.0 × 10–3 m2
or 4.5 × 106 / 2.5 × 108 = 18.0 × 10–3 m2

C1
number of bolts = 9.0 × 10–3 / area of a bolt (allow e.c.f.)
= 1.4 bolts
or = 2.8 bolts

A1
answer = 2 bolts (c.a.o.)
Page 54
or answer = 3 bolts (c.a.o.)
B1
(3)
[11]
M4.C
[1]
M5.B
[1]
M6.(a) rope has to provide an upward force to balance that of the weight down
B1
(1)
(b) reasonable attempt to resolve vertical forces

T sin 5 or T cos 85 seen in a calculation but not T cos 5
or some progress in use of scale diagram
C1
2 T sin 5 = 800 or well drawn scale diagram with scale indicated
C1
T = 4590 N (4600N)
or 4500 to 4700 by scale drawing
A1
(3)
(c) UTS = maximum force / area

or force / minimum area
C1
area = 6.6 × 10–5 m2
or their (b) / 7 × 107
C1
d = 0.0091 m
{1.35 × 10–40 × √(b)(i)}
A1
(3)
[7]
Page 55
M7.C
[1]
M8.A
[1]
M9.(a) The force per unit area

B1
at which the material extends considerably / a lot / plastically /
or strain increases considerably etc
NOT doesn’t return to its original shape / permanently deformed
B1
for no (or a small) increase in) force / stress
B1
(3)
(b) (i) strain = 8.4 × 10–4 (1.3 × 10–3 / 1.55 seen) (allow if in E = FL / AΔL)
B1
or area of cross section = 2.54 × 10–6
or π (0.9 × 10–3)2
stress = E × strain (explicit or numerically) and
stress = F / A or E = FL / AL
C1
force = 440 – 450 N(cao)
A1
(3)
(ii) Energy = ½ F Δ l or ½ stress × strain × volume

C1
0.29 J ecf for F from (b)(i)
A1
(2)
[8]
Page 56
M10.use of mg with g = 9.8[ use of g 10 – 1]
B1
energy = ½ F l = ½ (1200 × 9.8) × 0.03
M1
= 180 J [176] [omission of g will score only 1]
A1
[3]
M11.(a) below yield stress material behaves elastically

or returns to original length when forces are removed
B1
above the yield stress: (condone ‘at the yield stress’)
material behaves plastically/is permanently deformed / is ductile
B1
extends considerably / has large strain / extension
B1
for very small increases in stress / force
B1
Max 2
(b) (i) Strain = 3.33 × 10–4 or seen

C1
E = stress / strain and stress = F / A;
or E = Fl / AΔl
C1
A = 2.8 × 10 m or
–4 2
or π(9.5 × 10–3)2 seen
C1
Stress = 7.0 × 107 Pa
C1
2 max for C marks
Force = 19.6 to 19.8 (20) kN
A1
(3)
(ii) Strain energy = ½FΔl or ½ their (b)(i) × (1.5 × 10–3)

C1
condone incorrect power or no 10–3 for C mark
or ½ σε × volume
14.6 to 14.9 (15) J (e.c.f.)
A1
(2)
[7]
Page 57
M12.(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]
M13.(a) (i) free: system displaced and left to oscillate (1)
(ii) forced: oscillation due to (external) periodic driving force [or oscillation at

the frequency of another vibrating system] (1)
2
(b) (i) k = = 6.0 × 104 Nm–1 (1)
(ii) T = 2π = 2π
giving 0.78 s (1)

3
(c) (i) t = = = 0.80 s (1)
(ii) time ≅ period of free oscillations, resonance (1)

i.e. large amplitude oscillations (1)
3
Page 58
[8]
M14. (a) (i) X (1)

stress (force) strain (extension) for the whole length (1)
(ii) Y (1)
has lower breaking stress (or force/unit area is less) (1)
(iii) Y (1)
exhibits plastic behaviour (1)
(iv) Y (1)
for given stress, Y has greater extension
[or greater area under graph] (1)
8
QWC 2
(b) (i) (use of E = gives)
= (1)
(1) for data into correct equation, (1) for correct area
= 2.4 N (1)
(allow C.E. for incorrect area conversion)
(ii) (use of energy stored = ½Fe gives) energy = (1)
= 36 × 10 J (1)
–3
(allow C.E. for value of F from (i))

5
[13]
Page 59
M15. (a) density = (1)

1
(b) (i) volume of copper = × 0.8 ×10–3 (= 0.56 × 10–3 m3)
(volume of zinc = 0.24 × 10 m ) –3 3
mc (= ρ V ) = 8.9 × 10 × 0.56 × 10 = 5.0 kg (1) (4.98 kg)

c c
3 –3
m = z × 0.8 × 10–3 × 7.1 × 103 = 1.7 (kg) (1)
(allow C.E. for incorrect volumes)
(ii) m (= 5.0 +1.7) = 6.7 (kg) (1)

b
(allow C.E. for values of m and m ) c z
ρ =
b = 8.4 × 103 kg m–3 (1)
(allow C.E. for value of m ) b
[or ρ = (0.7 × 8900) + (0.3 × 7100) (1) = 8.4 × 10 kg m (1)]

b
3 –3
max 4
[5]
M16. (a) maximum force (from graph) = 1840 (N) (±100 N) (1)
max stress (1)
(for correct denominator) (1)
= 3.3 × 10 N m (1)
6 –2
(b) using shoes without cushioning:
Page 60
impact time would be less (1)
maximum impact force would be greater (1)
area under the curve the same (1)
3
[7]
M17. (a) tensile stress: force/tension per unit cross-sectional area or

with F and A defined (1)
tensile strain: extension per unit length or with e and l defined (1)
the Young modulus: (1)

3
(b) (i)
(ii) = 2 (1)
F = 2F (1)
B
F + F = 15 N (1) gives F = 10 N
S B S
[or any alternative method]
(iii) e = = (1)
= 5.36 ×10 m (1)–5
6
[9]
Page 61
M18. (a) Hooke’s law: the extension is proportional to the force applied (1)
up to the limit of proportionality or elastic limit
[or for small extensions] (1)
2
(b) (i) (use of E = gives) ΔL = s (1)
= 1.3 × 10 (m) (1) (1.33 × 10 (m))

–4 –4
ΔL = b = 4.7 × 10 (m) (1) (4.66 × 10 (m))

–4 –4
total extension = 6.0 × 10 m (1) –4
(ii) m = ρ × V (1)
m = 7.9 × 10 × 2.4 × 10 × 0.8 = 15.2 × 10 (kg) (1)
s
3 –6 –3
m = 8.5 × 10 × 2.4 × 10 × 1.4 = 28.6 × 10 (kg) (1)

b
3 –6 –3
(to give total mass of 44 or 43.8 × 10 kg) –3
(c) (use of m = ρAl gives) l = (1)
= 2.2 m (1) (2.16 m)
(use of mass = 43.8 × 10 kg gives 2.14 m)

–3
2
[11]
M19. (a) λ(=2 × 38) = 76(m)
MHz (1)
1
Page 62
(b) (i) angle between cable and horizontal = (1)
T= 110 cos59° = 57N • (56.7N) (1)

(allow C.E. for value of angle)
(ii) cross-sectional area (= (2.0 × 10 ) ) –3 2
=1.3 × 10 (m ) (1)
–5 2
(1.26 × 10 (m ))
–5 2
stress (1)
= 4.4 × 10 Pa (1)
6
(4.38 × 10 Pa) 6
(use of 56.7 and 1.26 gives 4.5 × 10 Pa) 6
(allow C.E. for values of T and area)
(iii) breaking stress is 65 × stress

copper is ductile
copper wire could extend much more before breaking
because of plastic deformation
extension to breaking point unlikely
any three (1)(1)(1)

7
[8]
M20. (a) (i) the extension produced (by a force) in a wire is directly
proportional to the force applied (1)
applies up to the limit of proportionality (1)
(ii) elastic limit: the maximum amount that a material can be

stretched (by a force) and still return to its original
Page 63
length (when the force is removed) (1)
[or correct use of permanent deformation]
(iii) the Young modulus: ratio of tensile stress to tensile strain (1)
unit: Pa or Nm (1)
–2
(b) (i) length of wire (1)

diameter (of wire) (1)
(ii) graph of force vs extension (1)

reference to gradient (1)
gradient = (1)
[or graph of stress vs strain, with both defined

reference to gradient
gradient = E]
area under the line of F vs ΔL (1)

[or energy per unit volume = area under graph of stress vs strain]
6
[11]
M21. (a) (i) k = force/extension (1)
(ii) N m (1)
-1
(b) (i) s = ut  ½ at or alt used (1)

2
t – 12/4.9 (1)
2
1.6 s (1)
(ii) weight × height change seen (1)
53200 J (1)
Page 64
(iii) 76 – 12 = 64 m (1)
12
(iv) ½ kx = energy stored seen (1)

2
k = 2 × 53200 /(64) (1) 2
25.9 N (1)
(v) T = 2π√(k/m) seen (1)
subst (1)
1.2 s (1)
(c) (i) F = kx seen (1)
= 25.9 × 64 = 1660 N (1)
(ii) 1660/700 seen (1)
2.4 g (1)
(iii) stiffer cord (1)
less elongation so longer natural length (1)

6
[20]
M22. (a) (i) the lines are not straight (owtte) (1)
(ii) there is no permanent extension (1)

(or the overall/final extension is zero or the unloading curve
returns to zero extension)
(iii) (area represents) work done (on or energy transfer to the

rubber cord) or energy (stored) (1) not heat/thermal energy
3
(b) the mark scheme for this part of the question includes an overall
Page 65
assessment for the Quality of Written Communication

QWC descriptor mark
range
good- The candidate provides a comprehensive and coherent 5-6

excellent description which includes nearly all the necessary
procedures and measurements in a logical order. The
descriptions should show awareness of how to apply a
variable force. They should know that measurements are to
be made as the force is increased then as it is decreased.
In addition, they should know how to calculate/measure the
extension of the cord. At least five different masses/’large
number’ of masses are used. Minimum 7 masses to
reach 6 marks. The diagram should be detailed.
modest- The description should include most of the necessary 3-4

adequate procedures including how to apply a variable force and
should include the necessary measurements. They may not
have described the procedures in a logical order. They may
not appreciate that measurements are also to be made as
the cord is unloaded. They should know that the extension
of the cord must be found and name a suitable measuring
instrument (or seen in diagram – label need not be
seen)/how to calculate. The diagram may lack some detail.
poor- The candidate knows that the extension or cord length is 1-2
limited to be measured for different forces – may be apparent from
the diagram. They may not appreciate that measurements
are also to be made as the cord is unloaded.
They may not state how to calculate the extension of the
cord. The diagram may not have been drawn.
incorrect,
inappropriate No answer at all or answer refers to unrelated, incorrect or
0
or no inappropriate physics.
response
The explanation expected in a competent answer should include

a coherent selection of the following physics ideas.
diagram showing rubber cord fixed at one end supporting a weight

at the other end or pulled by a force (1)
means of applying variable force drawn or described (eg use of standard

masses or a newtonmeter) (1)
means of measuring cord drawn or described (1)
procedure
measured force applied ( or known weights used) (1)
Page 66
cord extension measured or calculated (1)
repeat for increasing then decreasing length (or force/weight) (1)
extension calculated from cord length – initial length (1)

[9]
M23. (a) (i) area under graph = energy stored
B1
area = ½ base × height
B1
or quotes ½ FΔl and identifies F as F and Δl as d

max max
B1
2
(ii) equates ½ FΔl and ½ mv clearly

2
M1
v = F d /m shown
2
max max
A1
2
(b) (i) √650*0.60/0.060
M1
81(80.6) (m s ) –1
A1
2
(ii) max 1 from
friction between arrow and bow during release
Page 67
B1
bow moves during release so absorbs some energy in

kinetic form flight feathers provide drag
B1
uneven stretch/distortion in bow during draw
B1
1
(c) (i) 65cos (35°) = 53.2 (m s ) –1
B1
1
(ii) 0 = 53.2 – 9.8 × t seen condone sign errors
B1
t = 5.4 s to top of motion
B1
in air for 10.8/10.9 s
B1
or 0 = 53t – ½ × 9.8 × t seen

2
condone sign errors
B1
53t = ½ × 9.8 × t2
sign working must be correct
B1
in air for 10.8 s

must be from correct working
B1
3
(iii) s = 65 × cos (55°) × 10.8
C1
400 (m) 2 sf/405 (m) sf/410 m from 11 s
Page 68
A1
2
[13]
M24. (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
(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]
Page 69
M25. (a) conversion to seconds seen (60 × 40)

or velocity = 300/40 seen
or energy gain in 40 mins = 750 × 300 = 2.25 × 10 (J) 5
C1
use of p = Fv
power = 750 × (300)/(2400)
or 750 × their velocity (eg seen 750 × 300/40)
C1
94 (93.8) (W) cnao
A1
3
(b) k = (allow use of m or mm) use of k = F/ΔL
C1
5.0 × 10 4
A1
N m (allow if calculation not attempted or incomplete)

–1
A1
3
[6]
M26. (a) (i) (vertically) downwards [or top to bottom, or down the page] (1)
1
(ii) force on sphere F (= kx) = 0.24 × 18 × 10 (1) (= 4.32 × 10 N)

−3 −3
(iii) use of F = EQ gives E = (1) (= 1.05 × 10 V m )

5 −1
Page 70
use of E = gives separation d = (1)
= 4.8 × 10 (m) (1) (4.76 × 10 )

−2 −2
(b) (i) electric field becomes zero (or ceases to exist) (1)
flow of charge (or electrons) from one plate to the other

[or plates discharge] (1)
(until) pd across plates becomes zero [or no pd across plates,

or plates at same potential] (1)
max 2
(ii) net downward force on sphere (when E becomes zero)

[or gravitational force acts on sphere, or force is weight] (1)
this force extends spring (1)
force (or acceleration) is proportional to (change in)

extension of spring (1)
acceleration is in opposite direction to displacement
(or towards equilibrium) (1)
for shm, acceleration (−) displacement

[or for shm, force (−) displacement] (1)
max 3
[10]
M27. (a) returns to original length/shape/position/state/zero

extension/no permanent extension (1)
1
(b) (12 to 14 big squares/318 small squares ± 8 area of 1 big square

= 10N × 0.05m = 0.50/small = 2 × 0.01 = 0.02)
statement of method that refers to area (1)

accept triangle if area is mentioned
Page 71
5.0 to 8.0 (J) or clear attempt to calculate correct area (1)
triangle OK here 5.1 (J) for single triangle is max 2
6.0 to 7.0 (J) (1)

3
(c) (E =) (1)
(=) (1) also gets first mark
incorrect values of F and ΔL get first mark only
2.5 × 10 (Pa) (1)

7
or (stress = F/A =) 10/5 × 10 (= 2.0 × 10 Pa) (1)

–6 6
(strain = ΔL/L =) 0.04/0.5 (= 0.08) (1)

2 × 10 /0.08 gets both marks
6
E correctly evaluated from incorrect value of stress and

incorrect value of strain gets 1 mark only
use of 50 (N) and 0.04 (m) giving 1.25 × 10 (Pa) gains 2 marks
8
use of 5(N) and 0.4 (m) is max 2
2.5 × 10 (Pa) (1)

7
(d) (i) straight line through origin finishing at the same point as the
rubber ± 1 small division (1)
1
(ii) point beyond which
graph is no longer linear
or force no longer proportional to extension
or Hooke’s law limit (1)

1
[9]
Page 72
M28. (a) 840 × 2.3
C1
1900 (J)/1930 (J)
A1
2
(b) (i) uses gradient
C1
data extraction correct –350 N, 0.3 m
C1
1170
A1
N m –1
B1
4
(ii) uses area
B1
6.5 to 7.0 squares or 1 square is equivalent to

5 J/area is ½ base × height
B1
32.5 to 35 (J)
B1
3
[9]
M29. (a) (i) straight best fit line from 0 → (at least) extension of 4.0 × 10 m (1)
–3
Page 73
smooth curve near points after 5.0 × 10 m (1)–3
(ii) their (ignore powers of ten) (1)
= 5.1 × 10 7
and x axis interval ≥ 3.0 (1) (5.06 to 5.14 × 10 N m ) ecf from graph
7 –1
allow error in calculation ± 2%

2
(b) load = 2.8 × 10 or 5

= (1) 2.8 only
= 1.1 × 10 (Pa) 110 (MPa) (1) (1.12 × 10 )

8 8
(M)Pa, pascals, N m (1) –2
(c) (Δl = )= (1) (= 2.94 × 10 m for 10 m)

–3
gives 0.29(4) (m) (1) ecf
or reads a reasonable extension for 150 kN from the graph (1)
and multiples by 100 (= 0.29) (ecf) (1)

2
[9]
M30. (a) (i) F ΔL (1) up to limit of proportionality (1)

accept ‘elastic limit’
F = kΔL with terms defined gets first mark

2
(ii) straight line (1) through origin (1)
Page 74
2
(iii) working shown and F ≥ 200 N (1) (500/0.385) = 1290 ± 20 (1)
N m or N/m kg s (1)
–1 –2
(b) (i) (ΔW = FΔs) so area (beneath line from origin to ΔL)
represents (work done or) energy (to compress/extend) (1)
work done (on or by the spring) linked to energy stored (1)
(area of triangle) = b × h (therefore E = FΔL) (1)

3
(ii) F = 360 (N) used (1) (1) = 34
(33.6) (W) (1)
ecf from wrong force

3
[13]
M31. (a) (i) use of mg = kΔL or F = kΔL and F = mg
C1
extension = 5.9 m
A1
total length = 25.9 m (allow 20 + their extension)
B1
3
(ii) 20 + twice (5.9) amplitude + 2.6; 34.4 m;

allow ecf from ai
B1
1
Page 75
(b) (i) T = 2π√m/k and T = 1/f or f = 1/2π √k/m
B1
correct substitution: allow for calculation

of T (4.85 s)
B1
0.21 or 0.206 (Hz)
B1
3
(ii) substitutes data in v = 2πfA

max
C1
5.4 ms (5.28 to 5.53)

–1
A1
2
(iii) two complete oscillations shown with positive

and negative velocities and acceptable shape
(condone more than 2)
B1
and two from

period of 5 s used in graph (allow ecf for T from
earlier part)
B1
start at 0 and positive velocity change at T = 0

with positive and negative velocities shown
B1
max velocity shown decreasing
B1
3
(c) (i) it would have to raised
B1
rest extension would be greater/rider would be

Page 76
nearer the ground if extension unchanged
B1
the rider has to move down a distance = to the

amplitude (5.9 m) from the new rest position
or with same initial extension/energy stored in rope,

the rider would reach a lower height
amplitude would be lower
or due to the larger mass more energy (= mgh) is
needed to reach the same height
so initial extension would have to be increased
B1
3
(ii) the rope would become slack at the top of the

ride so the rider would go into free flight/rider
would overshoot the highest point
B1
the rider would fall and, with negligible air

resistance, the rope would again absorb the energy
arriving back at the start point or rider is more likely
to fail to reach the ground after one oscillation
due to energy losses/air resistance
B1
the PE gained (at the top of the flight) can (at most)
only be converted back to the elastic energy that was
stored in the rope at the start
(allow a statement to the effect that to hit the floor

would contravene conservation of energy or require an
energy input)
B1
3
[18]
M32. (a) (i) = 17 (m s )–2
Page 77
2
(ii) (F = ma) = 5800 × 16.57 ecf (a)(i)
= 96000
allow 98600 or 99000 for use of 17
N
3
(iii)
= 100 (101.50, 102, accept 101 m)
or use of v = u + 2as (= 101 m. 98.9 for use of 17) 2

2 2
or s = ut + at (= 101.7, use of 17 gives 104) (ecf from (a)(i))

2
(iv) (W = Fs) (a)(ii) × (a)(iii) or use of mv 2

(= 13.6 to 14.7)
= 2.8M (W) ecf (a)(ii), (a)(iii)
or use of their answer × 5 = 14,000,000 = 14 M (W)

3
(b) (m) v = (m) g (Δ) h or (loss of) KE = (gain in) PE

2
allow their work done from (iv) used as KE
h= or h =
accept use of kinematics equation
= 170
3
[13]
Page 78
M33. correct substitution into F = k∆L (condone power 10 error)
C1
0.064 (m)
A1
2
[2]
M34.(a) (i) speed at P, v (= )=
= 22(.1) (m s ) –1
(ii) use of F = k∆L gives
= 11 (10.5) (m)
2
(b) (i) period T = 2 = 2π (= 6.51 s)
time for one half oscillation = 3.3 (3.26) (s)

2
(ii) frequency (= 0.154 (Hz))
Page 79
use of v = ±2πf when x = 10.5 m and v = 22.1 m s gives 22.1

–1 2
= 4π × > 0.154 (A – 10.5 )

2 2 2 2
from which A = 25.1 (m)
[alternatively, using energy approach gives ½ mv + mg∆L = ½ k(∆L)

P
2 2
∴ (29 × 22.1 ) + (58 × 9.81 × ∆L) = 27 (∆L)

2 2
solution of this quadratic equation gives ∆L = 35.7 (m)
from which A = 25.2 (m) ]

3
(c) bungee cord becomes slack
student’s motion is under gravity (until she returns to P)
has constant downwards acceleration or acceleration is not ∝ displacement

2
(d) (i) when student is at R or at bottom of oscillation

1
(ii) at uppermost point or where it is attached to the railing
because stress = F/A and force at this point includes weight of whole cord
[accept alternative answers referring to mid-point of cord because cordwill

show thinning there as it stretches or near knots at top or bottomof cord where
A will be smaller with a reference to stress = F/A]
2
[14]
M35.(a) (i) speed at P, v (= )=
= 22(.1) (m s )
–1
Page 80
(ii) use of F = k∆L gives
= 11 (10.5) (m)
2
(b) (i) period T = 2 = 2π (= 6.51 s)
time for one half oscillation = 3.3 (3.26) (s)

2
(ii) frequency (= 0.154 (Hz))
use of v = ±2πf when x = 10.5 m and v = 22.1 m s gives 22.1

–1 2
= 4π × > 0.154 (A – 10.5 )

2 2 2 2
from which A = 25.1 (m)
[alternatively, using energy approach gives ½ mv + mg∆L = ½ k(∆L)

P
2 2
∴ (29 × 22.1 ) + (58 × 9.81 × ∆L) = 27 (∆L)

2 2
solution of this quadratic equation gives ∆L = 35.7 (m)
from which A = 25.2 (m) ]

3
(c) bungee cord becomes slack
student’s motion is under gravity (until she returns to P)
has constant downwards acceleration or acceleration is not ∝ displacement

2
(d) (i) when student is at R or at bottom of oscillation

1
(ii) at uppermost point or where it is attached to the railing
Page 81
because stress = F/A and force at this point includes weight of whole cord
[accept alternative answers referring to mid-point of cord because cordwill

show thinning there as it stretches or near knots at top or bottomof cord where
A will be smaller with a reference to stress = F/A]
2
[14]
Page 82

E3.(a) The question asked for the forces required. Many showed only one force. Some
showed only arrows below the surface. Many candidates appeared to have had little
experience of drawing force diagrams.
(b) There was frequently a lack of precision in stating the meaning of the terms.
Although definition of any terms used was asked in the question, many simply
quoted, for example, F / A. In (ii) the ‘length’ involved was often not defined clearly.
In part (iii) many candidates wrote that the elastic limit is ‘the point at which the
material would not return to its original length when the force is removed’. This
should have been expressed as the maximum force for which the material would
return to its original length when the force is removed. The phrase ‘when the force is
removed’ was often omitted from otherwise good answers.
(c) (i) Working was often hard to follow in many responses. Candidates should be
encouraged to state briefly what they are trying to determine when they use a
formula as often there seemed no logic to what was being attempted. With
some explanation it might have been possible to gain some credit. The ‘divide
by 8’ aspect of the problem often appeared in odd places in the process and
lack of analysis of the problem often led to this being done twice. Many failed
because they did not know how to calculate area of cross section and others
did not read data accurately and used the diameter given as the radius.
Obtaining a strain as if one bolt had been used and then dividing by 8 was an
unconvincing approach used by many.
(ii) The best answers showed that candidates had good problem solving ability
and that they could set out a sensible argument. The obvious approach is to
determine the cross sectional area of steel required and divide by the area of
one bolt to determine the number of bolts (rounding up). The use of elastic
limit or breaking stress was acceptable.
E9.(a) It was expected that within the answer candidates would show that they understood the
meaning of stress. Only a minority of the candidates did this. The idea that small
increases in stress would produce large increases in strain was not commonly
given. Many simply stated that the material would become plastic.
Page 83
(b) (i) Most candidates were able to gain 2 or 3 marks for this question. Some made
mistakes in arithmetic following use of the correct formula and substitution.
Others used the wrong formula for area of cross section, 2πr2 or πr2L being
seen frequently.
(ii) This was usually well done but a significant proportion of the candidates
misread the question and gave the strain rather than the strain energy as the
answer. Some made the going hard by using ½ stress × strain × volume.
Others simply determined ½ stress × strain thinking that this was the strain
energy.
E10.Errors in this question were usually the omission of g (i.e. using mass for weight) or the
assumption that the energy lost by the lorry is all transferred to the spring (i.e. using
mgΔh). Again, significant figure mistakes were very common.
E11.(a) Although there were many good answers this was not well understood by the majority
of the candidates. Many candidates seemed unaware of the term and wrote only of
breaking or bending. Weak answers implied that for stresses below the yield stress
the material (bridge or building) would not ‘deform’ at all.
(b) (i) Most candidates were able to gain one or two marks here by making some
progress toward the answer. Common errors were use of the diameter value
in πr2 or failure to convert the mm dimensions to m. Weak candidates often
related the ‘original length’ to 19 mm.
(ii) Allowing the error carried forward there were many correct answers. A minority
simply calculated the strain and some thought that ½ stress × strain gave the
energy stored. Using ½ stress × strain × volume made it hard going but those
using it usually succeeded. Some following this route used the increase in
volume rather than the total volume of the rod.
E13.The better candidates answered this question well, particularly parts (b) and (c).
There were a few good answers to part (a), but there were also many poor ones.
Candidates often wrote too much. Attempts to say that no forces acted in a free vibration
often implied that no initial force was required or that no damping was allowed. Many
Page 84
candidates thought that free vibrations occurred at the natural frequency whilst forced
ones did not, and there was much confusion with resonance. Those candidates who
simply gave a good example in each case were given some credit.
Full marks were often scored in parts (b) and (c). Those candidates who knew how to
calculate k in part (b)(i) sometimes used 9000 N as the load or omitted the unit. An
appreciable number of candidates forgot F = ke and tried to use T = to calculate
k, assuming T from part (b)(ii).
Many candidates drew the correct conclusion in part (c) that, because the calculated time
was close to the period of the spring, there would be resonance and large amplitude
oscillations. Other candidates thought that the small difference in time (0.02s) was
important and, if their ideas were correct, they were given some credit.
E14. Examiners were pleased to find that part (a) was answered satisfactorily and that
candidates not only chose the correct wire but were very often able to provide the correct
reason for doing so. Many candidates gained full marks, while a large number only lost
one or two marks.
Part (i) was usually correct, although reasons such as ‘the graph is a straight line’ were
not accepted. A ‘constant gradient’ was accepted but few candidates gave this as a
reason, most giving the proportionality of the quantities involved. In part (ii) answers such
as ‘Y broke before X’ was not accepted. Examiners were looking for a reason in terms of
lower breaking stress.
Answers to part (iii) were not so good and candidates who did not know the correct
answer attempted an answer in terms of the gradients of the curves or the bending of
curve Y as the tensile strain increased. Part (iv) gave the most trouble. Many candidates
again tried an explanation in terms of the gradient, but a significant number followed the
correct track and gave a reason in terms of the area under such a graph. Unfortunately
the majority of these candidates referred to the area under the whole curve, whereas it
should have been the area under the curve at a given tensile stress. Surprisingly, many
candidates, even when using a given stress, gave the area under X as being greater than
that under Y.
Page 85
The final calculation in part (b) did not cause too much difficulty and, provided the initial
equation for the Young modulus was correct, candidates produced a correct answer with
correct units. One common error which again arose from not reading the question
thoroughly, was using the extended length of the elastic cord as the extension. Converting
the cross-sectional area of the cord from mm to m caused some problems, but this error
2 2
was carried forward after the initial penalty had been imposed. The calculation in part (ii)
was also done well by those who knew the expression for the energy stored, or were
aware that it was given in the data sheet. Some answers, resulting from a carry forward of
an incorrect force in part (i) gave energies amounting to several million joules. This
attracted no comment.
E15. This is the first time since this Specification was introduced that a question on density
has been set. The examiners were pleased to find that the majority of candidates seemed
to understand the topic very well and gained full marks. Unfortunately, candidates who
gave density as ρ = mass × volume were, because of the nature of the question,
penalised quite heavily, but they could however earn marks for calculating the volume in
part (b)(i) and adding the masses together in part (ii).
E16. In part (a), most candidates read off the maximum force correctly from the graph and
also knew how to use this maximum force to calculate the stress. Some candidates were
unable to convert the contact area successfully into m . Again, in part (b), most candidates
2
correctly sketched the second curve higher and narrower than the first, although few
candidates showed or stated that the area under the second curve was the same as that
under the first curve.
E17. Normally, the question on elasticity realizes high marks. Not so this time, although
there were many completely correct answers. The three definitions were usually correct
although, as in past papers, the Young modulus was defined in terms of stress and strain,
rather than tensile stress and tensile strain. There also appeared this year, references to
the stiffness constant of the wire. It should be pointed out that the stiffness constant is not
the same as the Young modulus.
The algebra involved in parts (i) and (ii) of (b) caused problems and a significant number
of candidates failed on this section. However, part (iii) proved to be a straightforward
calculation for the majority of candidates.
Page 86

E18. Hooke’s law, in part (a), was generally known to candidates although many did not
state the condition under which it applied. Many introduced temperature into the
argument.
The calculation in part (b) was usually correct with comparatively few candidates adding
the two lengths or adding the values of the Young moduli to perform just one calculation.
Questions on density, similar to those in part (b) (ii), are usually done well, and this
question was no exception. Full marks were quite common in part (b).
Part (c) also proved to be relatively easy with the large majority of candidates obtaining
the correct answer. Those who failed were usually those who tried to tackle it from a
Young modulus point of view.
E19. Most candidates gave a correct frequency calculation in part (a), although
unfortunately some made a significant figure error in their final answer.
In part (b) (i), many candidates correctly calculated the angle between cable P and the
ground or the mast. Many were then able to calculate the tension correctly, although some
lost the final mark because they mistakenly doubled their answer, presumably on the
grounds that the copper wire pulled on each mast. In part (ii), most candidates knew the
correct expression for the stress but a significant number of candidates lost a mark
through making an arithmetical error in the calculation of the cross-sectional area of the
wire, or lost the final two marks as a result of using the expression for the surface area of
the wire instead of the cross-sectional area. Other candidates lost the final mark as a
result of a unit error in the final answer or an arithmetical error in the final calculation.
Many candidates scored two marks in part (iii) by comparing the breaking stress with their
own calculated value and reaching a valid conclusion. Some candidates gained these
marks by calculating the breaking force and comparing that with the tension in the wire.
Very few candidates considered other relevant points such as the ductile nature of copper.
E20. Few candidates gained the maximum mark of five for part (a). In part (i), the
necessary condition that the wire had not been stretched beyond the elastic limit or
Page 87
beyond the limit of proportionality was usually omitted. In part (iii) the Young modulus was
often defined as stress/strain, which was not acceptable, and finally a large number of
candidates failed to give the unit of the Young modulus, many going for the easy option of
stating that it had no units.
Candidates who took the trouble to read the stem of the question carefully usually gave
good answers, but those who thought that part (b) required a description of the
experiment failed miserably. In part (i) the usual answer of measuring the cross-sectional
area was not accepted. The only answers that gained both allocated marks were the
diameter and the length of the wire. In part (ii) a graph of force vs extension, or stress vs
strain (provided both were defined) were acceptable, but many who opted for the stress vs
strain graph then went on in part (iii) to give the answer as the area under the graph,
which, of course, is wrong, unless they referred to the energy per unit volume.
E22. Most scored very well on parts (a) (i) and (ii), which were fairly straightforward
questions, though occasionally the answers to (a) (i) and (a) (ii) were given the wrong way
round.
In part (b) Quality of Written Communication was assessment. Many candidates did not
specify a distance measuring instrument (a ruler); perhaps failing to state the obvious.
Very few recognised the need to specify a suitable number of different loads over the
complete range. This would be important in order to obtain the true shape of the curve; six
marks were only awarded if the candidate specified seven or more loads.
Many candidates forgot to include the unloading of the rubber cord in their answers and
would have benefited greatly from re-reading the question and their answer here.
Candidates in a few centres appeared to use mnemonics to remember the elements

necessary in answering this type of question; this seemed to work quite well.
E23. In part (a) (i), only partial credit was available to those who failed to relate the area
under the graph to the stored energy.
Many were able to successfully begin part (a) (ii) by equating the stored energy with
kinetic energy. But, from this point on, explanations became poor with the full detail of the
algebraic manipulations either not being shown or being fudged.
The straightforward substitution and evaluation from the equation in (a) (ii) was done well
in part (b) (i).
Page 88
Full credit was rare to part (b) (ii). Candidates are too fond of stating .air resistance. as
their full answer without suggesting the seat of the energy loss. There are a number of air
resistance possibilities in this situation and many candidates left it to the examiners to
decide which one was operating here. There were frequent answers that suggested air
resistance when the arrow had left the bow despite the question’s focus on the initial
acceleration of the arrow whilst in the bow. Examiners are looking for more awareness of
the context in this type of question.
Those who attempted the three parts to part (c), all of which examined the use of
kinematic equations and vector components, did well, often achieving full credit. However,
many (about one-fifth) did not attempt (c) (iii).
E24. 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.
Page 89

E25. More than half of the candidates answered part (a) correctly and most gained some
credit for making some progress with the question. Incorrectly converting 40 minutes to
seconds was common. A significant proportion did not appreciate the difference between
mass and weight. The weight was given in N but many multiplied this by g in there
working.
The unit prefix again presented problems for many when attempting to convert 15 mm to
mm in part (b) and 106 was not uncommon. The vast majority divided 750 by 15 or 15 ×
10.3 but then gave an inconsistent unit.
E26. Far fewer correct answers were seen to part (a) (i) than might have been expected.
Deducing the correct direction for the electric field involved spotting that the electrostatic
force on the sphere acted upwards, and that the sphere carried a negative charge. The
vast majority of answers to part (a) (ii) showed that students had not forgotten Hooke’s
law from Unit 2 of AS Physics; 0.24 × 0.018 readily gave 4.32 × 10 N. Part (a) (iii) was
–3
also well answered, either by combining F = EQ and E = V/d before inserting numbers, or
by working out E, and then d, separately.
Attempts to answer both sections of part (b) showed that many candidates had little
understanding of what would happen when switch S was moved to position Y. The fact
that the immediate effect would be to short out the plates, causing them to discharge and
therefore reduce the field strength to zero, escaped a very large number of candidates.
Common answers to part (b) (i) were that the field was reversed, or that the field became
an alternating one. Answers which suggested that an electric force would still be acting
received no further credit in part (b) (ii). What was required here was an understanding
that, when the field was removed, the sphere would fall under its own weight, extending
the spring downwards. The resultant force on the sphere would be proportional to the
change in the extension of the spring, producing an acceleration that was proportional to
the displacement from equilibrium but acted in the opposite direction to the displacement
ie the condition for shm.
E27. It was a little surprising that more candidates did not gain the mark to part (a). A
common incorrect answer was ‘curve B’.
In part (b), the majority of candidates did not know that the work done is the area under
the line or they did not know a suitable method to estimate area. The most common
Page 90
approach was to treat the curve as a straight line and use W = ½ FΔL.
The most reliable method in this case is to count the number of large squares, treating all
part squares as half a square, and then multiply the total by the value of one square (0.5
J). If this method is taught, the candidates will always get the answer that appears on the
mark scheme.
The typical Young modulus of rubber can be found in most data books. This is obtained
for small values of strain. The majority of candidates knew what to in part (c) and many
gained all three marks. Unfortunately, a significant number of candidates were careless in
reading the question and used 0.40 instead of 0.040 and therefore 50 N instead of 10 N.
The majority of candidates were successful in part (d) (i). A common error was to draw
another curve or a straight line at a tangent to initial slope of A.
Part (d) (ii) was another definition that caused problems for many candidates. Some failed
to gain credit by confusing limit of proportionality with elastic limit. Some neglected to say
‘point beyond which the load and extension will no longer be proportional’.
E28. Most candidates correctly answered the calculation in (a), with the most common
error being the introduction of a spurious factor of g. Nearly all candidates successfully
completed the graph work in part (b).
E29. In part (a) (i), the line of best fit had to start very near to the origin and go between
the fifth and sixth points on the graph. Most candidates did this very well. Very few
candidates who attempted a freehand line made their line smooth or straight enough to
gain the first mark. A smooth curve was expected for the last few points on the graph.
Most candidates knew that this is how a spring is likely to behave and assumed a curve
would be more appropriate than another straight section.
Many candidates did not get the powers of ten correct or simply ignored them when
calculating the gradient in part (a) (ii). There was a general lack of care with the precision
of the gradient measurement. Often a line would not go exactly through the origin and this
would not be taken into account by the candidate. Gradients were often calculated from
less than half of the available length of the line.
Part (b) was done well. However, a surprising number of candidates misread the force as
2.6 or 2.7 or 2.85 × 10 N. Marks were often lost on the unit. The unit (Pa or N m ) needed
5 –2
to have a capital ‘N’ or ‘P’ and a lowercase ‘m’ or ‘a’.
Page 91
For part (c), many candidates successfully used Hooke’s law to find the extension of a 10
m length of the cable with a force of 150 kN. Many did not realise that they then needed to
multiply by 100 to get the extension of a 1000 m section. Some multiplied by 1000 instead
of 100. A considerable number thought they needed to divide by 1000. Surprisingly, very
few realised they simply could read off the extension from the graph for a 10 m length at
150 kN and then multiply by 100. It was also common to see the Young modulus equation
used, but this was unnecessarily complicated and rarely yielded the correct answer. The
suspicion is that this question caught many candidates out, because a certain amount of
manipulation of numbers was necessary, in addition to substitution into an equation. This
is a skill that will be essential for those continuing to A2.
E30. The definition of Hooke’s law in part (a) (i) was done very well. Some missed the
second mark by not mentioning the limit of proportionality.
Most candidates pointed out that the line was straight in part (a) (ii), but many did not
score the second mark for saying that the line passed through the origin.
In part (a) (iii) many candidates either gave incorrect units, including Pa, J, Nm, or no units
at all. Most correctly calculated the gradient, though some did not use a wide enough
range to score full marks.
For part (b) (i), most candidates pointed out that energy stored is found from the area and
that area is half base times height for a triangle. For the third mark, it was necessary to
relate the area to the work done and this response was rarely seen. Work has been done
on the spring to compress it (or work is done by the spring if it is being released) and the
area represents the work done and therefore also the energy stored. Some lost marks
because they explained how to calculate energy from the graph rather than how to derive
the equation.
Surprisingly, only a relatively small number of candidates got full marks on part (b) (ii).
Many used P = Fv or P = W/t and did not realise they would need to half their answer. A
surprising number misread the force from the graph as 340 N, 370 N or 380 N rather than
360 N for instance. Another common error was to divide force by time (360/1.5) believing
360 to be the work done.
E31. It was disappointing that more candidates could not successfully solve the simple
problem in part (a)(i). In the rest situation mg = k ΔL and so the overall length = 20 + ΔL.
Some dubious physics was seen in responses where candidates used T = 2π√(m/k) to
find T and then T = 2π√(L/g) to find L.
Page 92
It was rarely clear in responses whether candidates knew that in this instance .L. in the
formula was the equilibrium extension. Many candidates did not add on the 20 m to give
their final answer.
Analysing the problem in part (a)(ii) proved too difficult for the majority of the candidates.
To find the height of P, most candidates added either 2.6 m or the extension or both of
these to 20 m.
For part (b)(i), candidates needed to state the equation or equations they were using,
show clear substitution of data and then answer to more significant figures that the value
given in the question, so demonstrate that they have done the arithmetic. One or more of
these steps were often omitted.
Part (b)(ii) was generally done well.
For part (b)(iii), there were a number of aspects that needed to be thought about to draw a
correct sketch. Only careful candidates were able to score three marks for the question
even though the marking allowed for one aspect to be overlooked. Many graphs were
drawn far too carelessly, even for a sketch graph. Although no values were required on
the v axis it was essential that the 0 was evident either explicitly or by implication. If this
was not the case then the positive and negative velocities during the oscillation could not
be shown. Graphs needed to show two complete (reasonably sinusoidal) oscillations with
an unchanging period; the correct period of about 5 s on the time axis; a velocity that
started at 0 and increased in a positive direction initially and a decaying amplitude.
Part (c)(i) was a demanding question and although most candidates appreciated, perhaps
intuitively, that P would need to be raised, few were able to make a sensible comment as
to why this should be the case and even fewer to give a convincing response worth full
marks. Concentrating on tension (.more tension to overcome the weight.) rarely led
anywhere. Candidates needed to consider the rider.s position above the ground when the
rider comes to rest or, for example, to use energy considerations to discuss the maximum
height that the rider would reach without any change in the height of P etc.
There were some very good responses to part (c)(ii) that used conservation of energy and
the best went on to explain that the rider could not go below the start point unless there
was some extra energy input at some stage during the first oscillation. Many gained some
credit for responses that concentrated on the loss of energy that occurs when there was
air resistance – rather than what would happen without.
The part of the question that asked what would happen to the rider? was usually ignored.
This was a descriptive part which required candidates to appreciate that the rope would
Page 93
reach an unstretched length while the rider would still have KE and do go into free flight
before returning.
E32. Part (a)(i) was answered correctly by a very high proportion of candidates.
Another straight-forward question followed with part (a)(ii); incorrect or missing units
accounted for most of the lost marks. ‘Pa’ and ‘Nm’ were frequently quoted wrong units.
Inappropriate use of 9.81 for acceleration was also seen.
There were very few mistakes in part (a)(iii), apart from the occasional use of s = vt = 58 ×
3.5 instead of using ‘suvat’.
Candidates found part (a)(iv) tricky, with many using P = Fv with v as the final velocity
rather than the average. This would give twice the average power. Many candidates found
20% of the power output and didn’t realise that the power output is 20% of the input power
and they should therefore multiply by five rather than divide.
A surprisingly number of candidates made no attempt at part (b) because they did not
know where to start. Most of those candidates who knew how to approach the question,
gained full marks. The use of ‘suvat’ could only gain two marks out of three. Marks were
often lost here due to arithmetic errors in calculations; typically, forgetting to square the
speed.
E33. This question was well answered by most students. When students made mistakes
these mostly occurred due to errors in re–arranging the formula. Some students
attempted to multiply 8 by 125 or divide 125 by 8 without any supporting equation or other
working.
E34. This question, based on bungee jumping, tested simple harmonic motion in an

unfamiliar context and at the same time to provide a synoptic test of some AS content.
Examiners were pleased to see that a high proportion of the students were able to cope
competently with this unfamiliar situation.
Application of energy conservation, or of the equations for uniformly accelerated motion
Page 94
under gravity, led to a high proportion of correct answers in part (a) (i). The equation
representing Hooke’s law was well known in part (a) (ii) but a few students showed
confusion between mass and weight.
Part (b) (i), which required the time for half of an oscillation, only caused problems for the
small number of students who misinterpreted the wording and determined the time for
one-and-a-half oscillations. Part (b) (ii) was much more challenging and turned out to be a
question that many students returned to answer on a supplementary sheet. The most
direct solution came by applying the equation , with careful choice
of the earlier values obtained for v and x, and of the derived value for f. Most students
seemed to think a quick solution could be arrived at by applying v = 2πfA, but this is
max
incorrect. It is possible to reach a correct solution from energy considerations; this needs
particular care over the balance of gravitational pe lost, ke gained and elastic pe gained at
some consistent point in the motion. Nevertheless, a few correct solutions using this
approach were seen.
In part (c) most students realised that the bungee cord would cease to exert a force on the
bungee jumper once she was higher than point P. Few went on to mention that her motion
was then purely under gravity or that her acceleration became constant, although
references to the fact that acceleration would no longer be proportional to displacement
were quite common.
Almost all students gave the correct answer – point R – in part (d) (i). The responses in
part (d) (ii) revealed a widespread misunderstanding of the significance of centre of mass,
with statements such as ‘the stress is a maximum at the centre of the cord because that is
where the weight acts’ seen. Acceptable answers included at the point where the cord is
attached to the railing (where the greatest weight is supported) and (because of possible
thinning) half way along the cord. It was expected that students would show that they
understood what is meant by stress when formulating their reason, whichever point in the
cord they gave.
E35. This question, based on bungee jumping, tested simple harmonic motion in an

unfamiliar context and at the same time to provide a synoptic test of some AS content.
Examiners were pleased to see that a high proportion of the students were able to cope
competently with this unfamiliar situation.
Application of energy conservation, or of the equations for uniformly accelerated motion

under gravity, led to a high proportion of correct answers in part (a) (i). The equation
representing Hooke’s law was well known in part (a) (ii) but a few students showed
confusion between mass and weight.
Part (b) (i), which required the time for half of an oscillation, only caused problems for the
small number of students who misinterpreted the wording and determined the time for
one-and-a-half oscillations. Part (b) (ii) was much more challenging and turned out to be a
question that many students returned to answer on a supplementary sheet. The most
direct solution came by applying the equation , with careful choice
of the earlier values obtained for v and x, and of the derived value for f. Most students
Page 95
seemed to think a quick solution could be arrived at by applying v = 2πfA, but this is
max
incorrect. It is possible to reach a correct solution from energy considerations; this needs
particular care over the balance of gravitational pe lost, ke gained and elastic pe gained at
some consistent point in the motion. Nevertheless, a few correct solutions using this
approach were seen.
In part (c) most students realised that the bungee cord would cease to exert a force on the
bungee jumper once she was higher than point P. Few went on to mention that her motion
was then purely under gravity or that her acceleration became constant, although
references to the fact that acceleration would no longer be proportional to displacement
were quite common.
Almost all students gave the correct answer – point R – in part (d) (i). The responses in
part (d) (ii) revealed a widespread misunderstanding of the significance of centre of mass,
with statements such as ‘the stress is a maximum at the centre of the cord because that is
where the weight acts’ seen. Acceptable answers included at the point where the cord is
attached to the railing (where the greatest weight is supported) and (because of possible
thinning) half way along the cord. It was expected that students would show that they
understood what is meant by stress when formulating their reason, whichever point in the
cord they gave.
Page 96

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Colonel Frank Seely School

Exampro A-level Physics Name:

3.4.2.1 Bulk properties of solids

The increase in thermal energy in the sample is represented by area

Defining any terms used, state what is meant by:

(iii) the elastic limit.

The shaded area

C represents the energy per unit volume which cannot be recovered

D has units of J m–1

A energy stored in a spring extension of the spring

B gravitational field strength distance from a point mass

C de Broglie wavelength of an electron momentum of the electron

D period of a mass-spring system spring constant (stiffness) of the spring

Which bar has the greatest extension?

Q9.(a) State what is meant by the yield stress of a material.

(ii) Calculate the strain energy stored in this stretched wire.

Calculate the energy stored in the spring.

gravitational field strength g = 9.8 N kg–1

Energy stored = ...........................................

(a) Calculate the extension of the spring.

Q13.(a) State what is meant by

(i) a free vibration,

(ii) a forced vibration.

(i) Calculate the spring constant, k, of the system.

(i) Calculate the time of travel between the humps.

State, with a reason for each, which material, X or Y,

(i) obeys Hooke’s law up to the point of fracture,

(ii) is the weaker material,

the Young modulus for the material of the cord = 2.0 × 10 Pa 7

(i) Calculate the tension in the cord at this extension.

(ii) Calculate the energy stored in the cord at this extension.

Q15. (a) Define the density of a material.

density of copper = 8.9 × 10 kg m 3 –3

density of zinc = 7.1 × 10 kg m 3 –3

(ii) Calculate the density of brass.

tensile stress .......................................................................................

tensile strain ........................................................................................

(ii) Define the Young modulus ..................................................................

the Young modulus for steel = 2.0 × 10 Pa 11

the Young modulus for brass = 1.0 × 10 Pa 11

length is 1.5 m. Determine the extension produced in either wire.

Each wire has a cross-sectional area of 2.4 × 10 m . –6 2

length of the steel wire = 0.80 m

the Young modulus for brass = 1.0 × 10 Pa 11

density of steel = 7.9 × 10 kg m 3 –3

density of brass = 8.5 × 10 kg m 3 –3

Q19. An aerial system consists of a horizontal copper wire of length 38 m supported

breaking stress of copper = 3.0 × 10 Pa 8

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

(ii) Give the unit of k.

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

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

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

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

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

Calculate the maximum g force that acts on the jumper.

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

(a) (i) Show that the energy stored in the bow is

where m is the mass of the arrow.

horizontal distance travelled .......................................... m

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

Q25. A mountain walker of weight 750 N climbs a height of 300 m in 40 minutes.

average power ...................................... W