Q1.

The lift in a tall building hangs from a strong cable. The movement of the lift is affected by
only two forces.
These forces are the tension in the cable and the weight of the lift.

(a) The lift is not moving. How do the sizes of the two forces compare?
Tick the correct box.

1 mark

(b) When the lift is moving upwards and its speed is increasing, how do the sizes of
the two forces compare?

......................................................................................................................
1 mark

(c) When the lift is moving upwards at a constant speed, how do the sizes of the two
forces compare?

Page 1 of 36
 ......................................................................................................................
1 mark

(d) Near the top of the building the lift is moving upwards, but slowing down.
How do the sizes of the two forces now compare?

......................................................................................................................
1 mark
Maximum 4 marks

Q2.

A bell in a church tower is attached to a wheel of radius 0.8 m. The bell is balanced
upside down. The bell-ringer pulls the rope with a force of 50 N.

(a) Calculate the moment (turning effect) on the wheel. Give the unit.

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

......................................................................................................................
2 marks

(b) The bell turns. When the rope is travelling at its highest speed, it moves 0.5 m in
0.04 s.
What speed is this? Give the unit.

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

......................................................................................................................
2 marks

(c) The bell rings twice but the second ring is quieter than the first. Both rings have the
same pitch.

Complete the sentences below to compare the two rings.

The amplitude of the second ring was .............................. the amplitude of the first
ring.

The frequency of the second ring was .............................. frequency of the first ring.

Page 2 of 36
 2 marks

(d) The sound of a bell is within the audible range of most people.

Which is most likely to be the frequency of the sound made by a bell?

Tick the correct box.

1 mark

(e) The energy given out when the bell rings was originally stored in the bell-ringer.

Describe the main sequence of useful energy transfers which take place when a
bell-ringer rings a church bell.

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

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

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

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

......................................................................................................................
3 marks
Maximum 10 marks

Q3.
(a)

Page 3 of 36
 A vase is held at an angle as shown in the diagram above.
When it is released it falls back on its base.

Explain why, in terms of moments.

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

......................................................................................................................
1 mark

(b)

In the diagram above, the top of the vase is being given a push.
The force is just large enough to make the vase start to tilt.

Page 4 of 36
 (i) Calculate the size of the force. Show your working and give the correct unit.

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

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

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

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

.............................................................................................................
3 marks

(ii) If the base of the vase were wider, a larger force would be needed to make the
vase start to tilt. Explain why, in terms of moments.

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

.............................................................................................................
1 mark
Maximum 5 marks

Q4.
(a) The diagram shows two bar magnets.

The north pole and south pole are shown on magnet A. The poles are not
shown on magnet B.

Describe an experiment you could do, using magnet A, to find which end of
magnet B is the north pole and which is the south pole.

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

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

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

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

....................................................................................................................
3 marks

(b) The diagram shows a wooden truck near a wall. There is a strong magnet fixed to
the wall and a strong magnet fixed to the front of the wooden truck.

Page 5 of 36
 James holds the wooden truck so that it does not move.
Then he lets go of the wooden truck. In which direction will it move?

....................................................................................................................
1 mark

(c) James removes the magnet from the wooden truck. He gives the truck a push so
that it rolls along the table.

What effect will friction have on the speed of the truck as it rolls along?

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

....................................................................................................................
1 mark
Maximum 5 marks

Q5.

(a) Megan’s dog is pulling on his lead.

Which arrow, A, B, C or D, shows the direction of this force?
Give the letter.

................................
1 mark

(b) Megan has to pull to keep the dog still.

Which arrow shows the direction of this force? Give the letter.

Page 6 of 36
 ................................
1 mark

(c) Suddenly the dog’s collar breaks.

(i) When the collar breaks, the lead moves.

Draw an arrow on the diagram to show which way the lead starts to move.
1 mark

(ii) Why does the lead move when the collar breaks?

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

.............................................................................................................
1 mark
Maximum 4 marks

Q6.

(a) A railway engine is being used to try to pull a wagon along a level track. The
wagon’s brakes are on, and the wagon does not move.

(i) Draw one arrow on the diagram to show the direction of the force which
prevents the wagon from moving.
1 mark

(ii) Is the force which prevents the wagon from moving greater than, equal to or
less than the pull of the engine?

.............................................................................................................
1 mark

(b) (i) When the wagon’s brakes are off, the engine pulls the wagon forwards. A
frictional force also acts on the wagon. In what direction does the frictional
force act?

Page 7 of 36
 1 mark

(ii) The pull of the engine is 5000 N. When the wagon’s speed is increasing, how
large is the frictional force?
Tick the correct box.

zero

between 0 and 5000 N

5000 N

more than 5000 N

1 mark

(c) After a while, the wagon travels at a steady speed. The engine is still pulling
with a force of 5000 N.

How large is the frictional force now?

Tick the correct box.

zero

between 0 and 5000 N

5000 N

more than 5000 N

1 mark
Maximum 5 marks

Q7.
(a) Some of the statements in the list describe forces, and some do not.

Tick the boxes by the three forces.

the movement of a car travelling along a road

Page 8 of 36
 the push of a jet engine on an aeroplane.

the flow of electricity through a light bulb.

the weight of a book on a table.

the pull of a horse pulling a cart.

the speed of a hockey ball flying through the air.

3 marks

(b) A girl throws a ball. The diagram shows the path of the ball after she has thrown
it.

How can you tell from the path of the ball that there is a force acting on the ball?

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

......................................................................................................................
1 mark

(c)

The drawing shows a trolley rolling along a table from A to B.

Then another force acts on the trolley. This is shown by the arrow on the drawing.

What effect does this force have?

Tick the correct box.

Page 9 of 36
 It makes the trolley go faster.

It makes the trolley go slower.

It makes the trolley change direction.

It has no effect.
1 mark
Maximum 5 marks

Q8.
In a storm, a small ship was blown onto a beach. Now it is calm and there is no wind. A
tugboat is trying to pull the ship off the beach.

(a) The tugboat pulls the ship with a force of 25 000 N.

The ship does not move because of the force of friction acting on it.

(i) Tick one box to show the size of the frictional force acting on the ship.

zero

more than zero but less than 25 000 N

25 000 N

more than 25 000 N

1 mark

(ii) Add an arrow to the drawing to show the direction of the frictional force acting

Page 10 of 36
 on the ship.
1 mark

(b) When the tide is higher, the tugboat again pulls the ship with a steady force of
25 000 N. The ship begins to move.

Once the ship is off the beach, the tugboat continues to pull the ship with a force of
25 000 N.
A frictional force due to the water acts on the ship.

(i) At first, the speed of the ship increases.

Tick one box to describe the frictional force acting on the ship while its speed
is increasing.

zero

more than zero but less than 25 000 N

25 000 N

more than 25 000 N

1 mark

(ii) After a short while, the ship reaches a steady speed. The tugboat continues to
pull with a force of 25 000 N.

Tick one box to describe the frictional force acting on the ship while it is going
at a steady speed.

zero

more than zero but less than 25 000 N

25 000 N

more than 25 000 N

1 mark

(iii) The ship is towed to the north. What is the direction of the frictional force
acting on the ship?

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

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 1 mark
Maximum 5 marks

Q9.
A drawing pin is pressed into a notice board.

The pin is pressed into the notice board with a force of 20 N.

The head of the drawing pin has an area of 100 mm2.
The point of the pin has an area of 0.1 mm2.

(a) What is the size of the force exerted by the point of the pin on the notice board?

.................................................................................................................. N
1 mark

(b) Calculate the pressure exerted by the point of the drawing pin.
Give the unit.

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

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

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

......................................................................................................................
2 marks
Maximum 3 marks

Q10.
The graph shows the results of a test in which a car accelerates to its maximum speed.

(a) (i) Describe how the acceleration of the car changes after the car has started to
move.

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

............................................................................................................
1 mark

Page 12 of 36
 (ii) How does the resultant force on the car change?

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

............................................................................................................
1 mark

The car has a mass of 1000 kg and the maximum forward force on the car, produced by
the engine, is 4000 N.

It is claimed that the car will accelerate from 0 to 24 m/s in 6 seconds.

(b) Use calculations, with the correct units, to show that the claim is false.

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

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

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

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

......................................................................................................................
3 marks
Maximum 5 marks

Q11.
Alison has a car. The part of each tyre in contact with the road is flattened.
This is shown in the diagram.

(a) When Alison gets into the car, the force on each tyre increases.
What happens to the area of tyre in contact with the road?

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

......................................................................................................................
1 mark

(b) There is a leak of air from one of the tyres, and the air pressure in the tyre falls.
What happens to the area of the tyre in contact with the road?

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

......................................................................................................................
1 mark

(c) The weight of the car is 8400 N. Each tyre supports a weight of 2100 N. The

Page 13 of 36
 pressure exerted by each tyre on the road is 20 N/cm2. Calculate the area of
each tyre in contact with the road.

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

...............................................................................................................cm 2

1 mark

Alison goes for a drive on three different days.

(d) Write the missing values in the table.

3 marks

(e) Explain why the calculated car speeds are averages.

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

......................................................................................................................
1 mark
Maximum 7 marks

Q12.
The footballer is just going to kick the ball.

Page 14 of 36
 (a) When his boot hits the ball, how does the shape of the ball change?

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

.....................................................................................................................
1 mark

After he has kicked it the ball flies off high into the air.

(b) Tick boxes to describe the shape and movement of the ball after he has kicked
it and it is high in the air.

the same as different from

the picture the picture

The shape of the ball is

The movement of the ball is

2 marks
Maximum 3 marks

Q13.
The diagram shows a firework rocket.

(a) Three forces act as the rocket flies through the air.
Which arrows show the directions of these three forces?

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

3 marks

(b) When there is no fuel left, the rocket falls to the ground.

(i) Give the name of the force which pulls it down.

............................................................................................................
1 mark

(ii) Give the name of the force which acts against the motion of the rocket.

.............................................................................................................
1 mark

(c) Another rocket was sent high into the air. It exploded with a loud bang and a

Page 15 of 36
 bright flash of light.

Put a tick in the box by the correct statement.

the bright flash of light was seen first

the loud bang was heard first

the flash of light was seen and the bang

was heard at the same time
1 mark

Give a reason for your answer.

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

......................................................................................................................
1 mark
Maximum 7 marks

Q14.
In July 1994, fragments of the comet Shoemaker-Levy 9 were pulled into the planet
Jupiter, causing a series of enormous collisions.

(a) The fragments of comet were pulled towards Jupiter by gravity. How did the
gravitational force vary with the mass of the fragment?

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

......................................................................................................................
1 mark

(b) As each fragment approached Jupiter, the gravitational force on it changed.

Describe the change.

Page 16 of 36
 ......................................................................................................................

......................................................................................................................
1 mark

(c) Tick the correct box to complete the statement.

Between the different fragments of the comet

there was an attractive force

there was a repulsive force

there was no force

1 mark

The comet was in fragments because, in July 1992, it had passed very close to
Jupiter and had broken up.

(d) Tick the correct box to describe the gravitational force per kilogram on different
sides of the comet as it passed close to Jupiter.

all parts of the comet were pulled towards Jupiter equally

strongly

all parts of the comet were pulled towards Jupiter, but the
side facing towards the planet was pulled more strongly

all parts of the comet were pulled towards Jupiter, but the
side facing away from the planet was pulled more strongly

the side of the comet facing towards Jupiter was pulled

towards the planet but the side facing away was repelled

1 mark

(e) Tick the correct box to show what gravitational force (if any) the comet exerted
on Jupiter.

no force

an attractive force

a repulsive force

1 mark

Page 17 of 36
 Maximum 5 marks

Q15.
(a) A ladder is hung on one hook so that it balances horizontally.

Draw an arrow on the diagram below to show the position of the hook.

1 mark

(b) A window cleaner puts the ladder on his shoulder in the position shown.

(i) The weight of the ladder acts at its centre, as shown. Calculate the
turning effect, or moment, about his shoulder due to the weight of the
ladder. Give the unit.

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

............................................................................................................
2 marks

The window cleaner hooks his bucket onto the ladder as shown in the diagram.
The bucket weighs 15 N and is 0.8 m from his shoulder.

(ii) Calculate the turning effect, or moment, about his shoulder due to the
weight of the bucket only.

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

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

Page 18 of 36
 1 mark

(iii) Calculate the size and direction (clockwise or anticlockwise) of the total
turning effect, or moment, about his shoulder due to the weight of the ladder
and the weight of the bucket.

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

.............................................................................................................
1 mark

(c) To keep the ladder and bucket balanced on his shoulder, the window cleaner
has to pull down with his hand.

(i) How can he move the ladder on his shoulder to reduce the force his hand has
to balance?

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

.............................................................................................................
1 mark

(ii) How could he change the position of the bucket to reduce the force his hand
has to balance?

.............................................................................................................
1 mark
Maximum 7 marks

Q16.
A student investigated how the extension of a spring depends on the force applied to the
spring.

The diagram shows the spring before and after a force had been applied.

(a) (i) Complete the following sentence using letters, A, B, C or D, from the diagram.

Page 19 of 36
 The extension of the spring is the distance between the positions labelled

......................and ...................... on the metre rule.

(1)

(ii) What form of energy is stored in the stretched spring?

...............................................................................................................
(1)

(b) The results from the investigation are plotted on the following graph.

(i) The graph shows that the student has made an error throughout the
investigation.

What error has the student made?

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

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

Give the reason for your answer.

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

...............................................................................................................
(2)

Page 20 of 36
 (ii) The student has loaded the spring beyond its limit of proportionality.

Mark on the graph line the limit of proportionality of the spring. Label the point
P.

Give the reason for choosing your point P.

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

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

...............................................................................................................
(2)

(c) The student uses a different spring as a spring balance. When the student hangs a
stone from this spring, its extension is 72 mm.

The spring does not go past the limit of proportionality.

Calculate the force exerted by the stone on the spring.

spring constant = 25 N/m

Use the correct equation from the Physics Equations Sheet.

Show clearly how you work out your answer.

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

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

Force = .................................................. N
(2)
(Total 8 marks)

Page 21 of 36
Mark schemes

Q1.
(a) The tension equals the weight.
if more than one box is ticked, award no mark
1 (L6)

(b) tension is greater than weight

accept ‘tension is bigger’ or ‘weight is less’
or ‘the upward force is bigger’
or ‘the downward force is smaller’
1 (L6)

(c) tension equals weight

accept ‘they are the same’
1 (L6)

(d) tension is less than weight

accept ‘tension is less ‘or ‘weight is more’
or ‘the upward force is less’
or ‘the downward force is bigger’
1 (L6)
[4]

Q2.
(a) 40
accept ‘50 × 0.8’ unless followed by an incorrect answer
1 (L7)

Nm
accept ‘mN’ accept ‘4000 N cm’ for both marks
1 (L7)

(b) 12.5
accept ‘0.5 ÷ 0.04’ unless followed by an incorrect answer
1 (L7)

m/s or m s–1

accept ‘1250 cm/s’ for both marks

1 (L7)

(c) less than

accept ‘less’ or ‘lower’
do not accept ‘half’ or ‘weaker’
1 (L7)

the same as or equal to

accept ‘same’
do not accept ‘similar’
1 (L7)

(d) 250 Hz

Page 22 of 36
 if more than one box is ticked, award no mark
1 (L7)

(e) answers must be given in a logical sequence to gain full marks.

Answers must refer to energy changes and not merely list a
sequence of events

any three from

• chemical energy in the bell-ringer

accept ‘potential energy in the bell-ringer’
or ‘chemical energy’
do not accept ‘energy in the bell-ringer’

• transferred via the rope or transferred mechanically

accept ‘transferred from the rope’ or ‘to the rope’

• transferred to the bell

accept ‘potential energy or kinetic energy in the bell’
do not accept ‘to kinetic energy’ or ‘to potential energy’
without a reference to the bell or clapper

• as the bell swings, kinetic energy changes to potential energy

or potential energy changes to kinetic energy
a reference to the bell swinging is required for this mark

• transferred by sound or becomes sound energy or transferred to

the surroundings
accept ‘to sound’ or ‘to people’s ears’ or ‘to the air’
3 (L7)
[10]

Q3.
answers must be in terms of moments

(a) the moment of the weight is anticlockwise

accept ‘there is an anticlockwise moment’
do not accept ‘the weight acts to the left of the pivot’
or ‘the centre of gravity is to the left of the corner
or above the base’ or ‘the weight pulls it back’
1

one mark is for showing evidence of balancing moments, one mark is for
calculating the moments and one mark is for obtaining the force with its unit

(b) (i) moment of force = moment of weight

or clockwise moment = anticlockwise moment
1

10 × 5 = force × 25
award two marks for the equation even if no other
statement about balanced moments is shown
1

force = 2 N

Page 23 of 36
 the unit is required for the mark
award full marks for the correct answer
even if no working is shown
1

answers must be in terms of moments

the weight would act further from the corner, so the moment
of the weight would be greater
accept ‘the moment of the weight would be greater’
or ‘the anticlockwise moment would be bigger’
or ‘a bigger moment would be needed to overcome the
weight’
do not accept ‘the weight would act further from the corner’
or ‘the vase or base would be heavier’ or ‘the centre of
gravity would be lower’ or ‘the vase would be more stable’
1
[5]

Q4.
(a) one mark is for moving a magnet so that one end of magnet A is close to
one end of magnet B
1 (L4)

a second mark is for concluding, from the attraction or repulsion,

which pole of magnet B is next to the known pole of magnet A
1 (L4)

the third mark is for deducing or showing which pole is at the other
end of B
1 (L4)

either

• bring one end of B next to the S pole of A

• if it attracts it is the N pole or unlike poles attract

• so the other end is the S pole or will be repelled by the S pole of A

accept a similar line of argument in which the end of B
is brought next to the north pole of A

or

• bring one end of B next to the S pole of A

• if it repels it is the S pole or like poles repel

• so the other end is the N pole or will be attracted by the S pole of A

accept a similar line of argument in which the end of B
is brought next to the north pole of A

or

• put the magnets side by side

Page 24 of 36
 • if they repel or skid along each other, the N poles are next to each other

• and the S poles are next to each other

accept a similar line of argument in which the two magnets
attract
accept for two marks ‘hang A on a thread: North is where the
N pole
of A points. Hang B on a thread; the end pointing North is the
N
pole. The other end is the S pole’

(b) any one from

• away from the wall

• to the left

• backwards
1 (L4)

(c) slow it down or reduce it or make it less

accept ‘it will stop it’
1 (L4)
[5]

Q5.
(a) B
1 (L3)

(b) D
1 (L3)

(c) (i)

one mark for the arrow pointing to the left the arrow may be
anywhere on the diagram
accept ‘D’ on the diagram
accept arrows pointing diagonally downwards and to the left
do not accept arrows pointing vertically downwards
1 (L3)

(ii) answers should refer to a force pulling or the effect of pulling

any one from

• because Megan is pulling it

• because there is a force on it

• because the force is unbalanced

Page 25 of 36
 • force D is still acting
accept ‘because it was stretched’ or ‘because the dog isn’t
pulling it any more’
accept answers referring to gravity, weight or falling only if
the arrow in (c) (i) points diagonally or vertically downwards
do not accept ‘it is not attached to the dog any more’
1 (L3)
[4]

Q6.
(a) (i)

the mark is for an arrow pointing to the left as shown

the arrow may be anywhere on the diagram
accept an arrow pointing to the left, drawn in the space
beneath the question
1 (L5)

(ii) equal to
accept ‘equal’
1 (L5)

(b) (i) backwards

accept ‘in the opposite direction to the movement’
or ‘in the opposite direction’ or ‘to the left’
accept an arrow drawn pointing to the left either
on the diagram, if labelled clearly, or in the space
beneath the question
1 (L5)

(ii) between 0 and 5000 N

if more than one box is ticked, award no mark
1 (L5)

(c) 5000 N
if more than one box is ticked award no mark
1 (L5)
[5]

Q7.
(a) the push of a jet engine on an aeroplane
1 (L3)

the weight of a book on a table

1 (L4)

the pull of a horse pulling a cart

1 (L3)

Page 26 of 36
 ticks in 2nd, 4th and 5th boxes
if more than three boxes are ticked,
deduct one mark for each incorrectly ticked box
minimum mark zero

(b) answers should indicate that the path of the ball is not straight

any one from

• it changes direction

• it does not go in a straight line

• it goes in a curve
accept ‘it goes up and comes down’
accept ‘it is accelerating’ or ‘gravity pulls it back down’
do not accept ‘gravity’
1 (L4)

(c) It makes the trolley go faster

if more than one box is ticked award no mark
1 (L4)
[5]

Q8.
(a) (i) 25 000 N √
if more than one box is ticked, award no mark
1 (L5)

(ii) an arrow pointing in the opposite direction to pull of the

tow-rope as shown below

the arrow parallel to the tugboat may be drawn

anywhere on the diagram
do not accept a horizontal arrow
1 (L5)

(b) (i) more than zero but less than 25 000 N

if more than one box is ticked award no mark
1 (L6)

(ii) 25 000N
if more than one box is ticked, award no mark
1 (L6)

(iii) any one from

• south or southwards

• in the opposite direction to the movement or pull

Page 27 of 36
 • away from tugboat
accept ‘opposing motion’ or ‘backwards’
1 (L5)
[5]

Q9.
(a) 20
1 (L7)

(b) 200
accept ‘20 ÷ 0.1’ or answer to (a) ÷ 0.1
1 (L7)

N/mm²
accept ‘Nmm–²’
accept ‘200 000 000 N/m²’
or ‘2 × 108 Pa’ for both marks
1 (L7)
[3]

Q10.
(a) (i) it decreases
accept ‘it is fast at the beginning and then slows down’
accept ‘it is constant at first and then decreases’
do not accept ‘it increases at first and then decreases’
1

(ii) it decreases
1

(b) units are required for each of the calculation mark

EITHER

• maximum possible acceleration

accept ‘4000 ÷ 1000 = 4 m/s2’is 4 m/s2 or 4 m s–2
1

• average acceleration is 4 m/s2 or 4 m s–2

accept ‘24 ÷ 6 = 4 m/s2’

1

• average acceleration will be less than the maximum due to friction

or due to the mass of the driver
1

OR

• maximum possible acceleration = 4 m/s2 or 4 m s–2

accept ‘4000 ÷ 1000 = 4 m/s2’

• maximum speed after 6 s is 24 m/s or 24 m s–1

Page 28 of 36
 accept ‘4 × 6 = 24 m/s’

• actual speed will be less than this due to friction

or due to the mass of the driver

OR

• maximum possible acceleration = 4 m/s2 or 4 m s–2

accept ‘4000 ÷ 1000 = 4 m/s2’

• minimum time to reach 24 m/s is 6 s

accept ‘24 ÷ 4 = 6 s’

• actual time will be more than this due to friction

or due to the mass of the driver

OR

• average acceleration is 4 m/s2 or 4 m s–2

accept ‘24 ÷ 6 = 4 m/s2’

• average force is 4000 N

accept ‘4 × 1 000 = 4000 N’

• force from the engine must be more than this to overcome friction
[5]

Q11.
(a) increases
accept ‘more gets flattened’
1

(b) increases
or ‘gets bigger or larger’
1

(c) 105
1

(d) 40
1

0.5
accept ‘30 minutes’
1

140
1

(e) the speed of the car probably varies

accept ‘it stops and starts’
or ‘it goes faster and slower’
1
[7]

Page 29 of 36
Q12.
(a) the ball is dented or squashed
accept ‘oval’ or ‘flattened’
1

(b)
the same as different from
the picture the picture

The shape of *
the ball is

The movement *
of the ball is

if more than one box is ticked in any row

award no mark for that row
2
[3]

Q13.
(a) A D E
letters may be written in any order if more than three
letters are given deduct one mark for each incorrect letter;
minimum mark zero
3

(b) (i) gravity or weight

1

(ii) air resistance or drag

accept ‘friction’ or ‘wind resistance’
do not accept ‘wind’ or ‘upthrust’
1

(c) the bright flash of light was seen first

if more than one box is ticked award no mark
1

light travels faster than sound

accept ‘the sound takes longer to reach you
or ‘light travels faster’
do not accept ‘the sound takes time to reach you’
or ‘light travels fast’
1
[7]

Q14.
(a) larger force on more massive pieces
accept ‘bigger force on bigger pieces’

or smaller force on less massive pieces

or ‘smaller force on little pieces’

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 1

(b) it increased
accept ‘pulled more’ or ‘got stronger’
or ‘got bigger’ or ‘got greater’
1

(c) there was an attractive force √

if more than one box is ticked award no mark
1

(d) all parts of the comet were pulled towards Jupiter, but the side facing
towards the planet was pulled more strongly √
ie a √ in the second box down;
if more than one box is ticked award no mark
1

(e) an attractive force √

if more than one box is ticked award no mark
1
[5]

Q15.
(a)

arrow should point to the upper of the two horizontal

stiles anywhere between the two central rungs
accept a hook instead of an arrow -
1

(b) (i) 32
accept ‘80 × 0.4’
1

Nm
it is possible to award the mark for the unit
if given in part (ii) or (iii) even if omitted here
accept ‘mN’
1

(ii) 12
accept ‘15 × 0.8’
1

(iii) 20 clockwise
consequential marking applies in this part of the question
both the value and the direction are required for the mark
accept ‘32 – 12 clockwise’
accept answer (i) minus answer (ii) for the value
1

(c) (i) move ladder forwards or left

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 1

(ii) move bucket forwards or left or further away

1
[7]

Q16.
(a) (i) BC
either order
1

(ii) elastic potential (energy)

accept strain for elastic
1

(b) (i) mark both parts together

1

measured / recorded the length of the spring (and not extension)

accept measured A–C (and not B–C)
accept did not work out/measure the extension

extension does not equal zero when force = 0

accept line should pass through the origin
1

(ii) point marked at 5.5 (N)

accept any point between 5.0 and 5.6 inclusive
1

up to that point force and extension are (directly) proportional

accept it’s at the end of the straight part (of the graph line)
accept past that point force and extension are no longer
(directly) proportional
accept the line starts to curve
1

(c) 1.8
allow 1 mark for correct substitution, ie 25 x 0.072 provided
no subsequent step shown
an answer 1800 gains 1 mark
an incorrect conversion from mm to m with a subsequent
correct calculation gains 1 mark
2
[8]

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Examiner reports

Q1.
Pupils’ knowledge and understanding of balanced and unbalanced forces in a simple
context was generally good. However, some answers to a question about the vertical
movement of a lift were given in terms of the weight of the lift varying. Some pupils, as
shown in the example below, still apply a winners and losers principle to situations
involving opposing forces, so that tension in the lift cable was seen as the winner (and as
greater) whenever the lift was moving upwards. The same was in evidence in 1997, when
friction on a stationary railway wagon was seen by some pupils as stronger than the
pulling force because the friction succeeded in keeping the wagon stationary.

___________________________________________________________________

When the lift is moving upwards at a constant speed, how do the sizes of the two forces
compare?

___________________________________________________________________

___________________________________________________________________

The tension is greater than the weight

___________________________________________________________________

___________________________________________________________________

Near the top of the building the lift is moving upwards, but slowing down. How do the sizes of
the two forces compare?

___________________________________________________________________

___________________________________________________________________

The tension is still greater than the weight but only just

___________________________________________________________________

Q2.
Two contrasting examples of how pupils described the main sequence of useful energy
transfers which take place when a bell-ringer rings a church bell are given below. The first
example is typical of the responses of pupils (almost 50%) who attempted to give full
answers involving three points, although fewer than 15% were awarded three marks. Most
answers began in some way with the bell-ringer and ended in some way with sound.

___________________________________________________________________

Chemical energy in the bell ringer goes to kenetic energy when the rope and bell move and

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 sound energy is given off by the bell.

___________________________________________________________________

The second example shows how a significant number of pupils failed to gain marks
because they described a sequence of events rather than a sequence of energy changes.

___________________________________________________________________

The bell ringer pulls down the rope → the wheel turns → sound is made from the bell

___________________________________________________________________

Pupils showed understanding that sound travels as vibrations or waves, with higher ability
pupils able to relate amplitude to loudness and frequency to pitch. Most pupils, at all
levels, were successful at recognising a frequency within the audible frequency range.

Q4.
Many pupils failed to gain full marks because their answers were incomplete. In the
examples below, the first pupil gained two marks for a clear description of how to find the
pole at one end of a bar magnet. However, this pupil did not describe what the pole at the
other end of the magnet would be, and so failed to gain the third mark. The second
example shows a complete description of how to find which pole is which.

___________________________________________________________________

‘To find out which end is which you could put the NORTH end to the top of the magnet B. If it
sticks it is SOUTH if it dosn’t it is NORTH.’

___________________________________________________________________

___________________________________________________________________

‘By trying to put the magnets ends together using the north end of the marked magnet. If the
end of magnet B attracts the end of magnet A the pole is south meaning that the other end is
north’

___________________________________________________________________

Q5.
The more straightforward, qualitative questions on forces were answered correctly by
most pupils. Nearly all pupils entered for tier 3-6 were able to identify the directions of the
pulls on a dog’s lead, and nearly all were able to identify the direction the lead would
move if the dog’s collar broke. When asked to explain why the lead moves when the
collar breaks, about 30% of pupils answered in terms of the force which the dog was no
longer exerting instead of in terms of the force which was still acting.

Q6.
In a question about balanced and unbalanced forces on a railway wagon, most pupils in
both tiers were able to show the direction of the frictional force, although a substantial

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 minority thought that it acted downwards. About 50% of pupils indicated that the frictional
force must exceed the pull of the engine when the wagon is stationary. It is possible that
some pupils were viewing the situation as one in which ‘friction wins’, rather than
recognising that they had to think in terms of balanced or unbalanced forces. Similar
difficulties in understanding the relationships between balanced forces and motion were
seen in pupils’ answers to questions on the 1996 tests.

Q7.
Pupils’ answers to questions assessing understanding of forces and motion revealed
some misunderstandings. Both the movement of a car travelling along the road and the
speed of a hockey ball flying through the air were thought by about a third of pupils to
describe a force. A large number of pupils was unable to explain that a ball following a
curved path must have a force acting on it.

Q8.
Pupils’ answers to questions assessing understanding of forces and motion revealed
some misunderstandings. Many pupils did not recognise that a frictional force preventing
the motion of a boat must be acting in the opposite direction to that in which the boat is
being pulled. Less surprisingly, only a minority (including around 40% of those finally
awarded Level 7) recognised that there is no resultant force acting on a boat when it is
travelling at a steady speed. Most thought that the frictional force would be less than the
force pulling the boat forward.

Q9.
The 1996 tests provided limited evidence about pupils’ ability to carry out calculations and
to use appropriate units in science. Only two questions required them to do so, and
neither question was answered well. As in 1995, few were able to calculate pressure from
the information given and most were unable to give the correct unit. Many pupils did not
realise that the force on the head of the pin would be the same as the force on its point.

Q10.
No specific comment made.

Q11.
Most pupils gave the correct answer to parts (a) and (b). Whilst there was evidence that
some pupils were using the correct formula in part (c), few were able to use it in order to
calculate the correct answer. About 75% of pupils gained at least one mark in part (d), but,
as in part (c), most of them were unable to use the formula in order to correctly calculate
values for the other two quantities. Few pupils were able to provide a correct explanation
in part (e).

Q12.
Most pupils gave the correct answers to both parts of this question.

Q13.
About 50% of pupils gained all three marks in part (a) with almost all pupils correctly
identifying at least one of the forces acting on the rocket. Few pupils were able to name
correctly the two forces required in part (b). Whilst part (c) was answered correctly by over
50% of pupils, those pupils who did not identify that ‘the bright flash of light was seen first’,

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 offered contused reasons for their choice.

Q14.
The main error in part (a), which less than 35% of pupils answered correctly, was a
statement that force increases as mass decreases. In part (b), ‘greater force’ was often
contused with ‘greater speed’. Few pupils answered this part in terms of the variation of
the gravitational force with the variation in the mass of the fragments.

Q15.
This question was rarely answered correctly, with only a small minority of pupils
demonstrating any significant understanding of the law of moments. Some pupils
correctly positioned the hook in part (a), but most were unable to calculate moments, give
the correct unit, or provide the answer ‘clock-wise’ in part (b)(iii). Some pupils were able to
reason answers to gain both marks in part (c).

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