2020 Jan

When concrete is placed under stress, cracks may form. Scientists are investigating ways
to prevent cracks from spreading through the concrete. One way to do this is by adding
very small capsules containing glue to the concrete mix. As a crack spreads through the
concrete, some capsules break, releasing glue which fills the crack, as shown.

Two samples of concrete, of identical size, were placed under stress. Sample A consisted of
concrete only, Sample B consisted of concrete with capsules containing glue. The stress-
strain graphs for the samples up to the maximum stress before fracture are shown.

Explain how adding capsules containing the glue changes the properties of the concrete.

 No change in properties at low strain/stress

OR a change in properties after a certain point/stress
 Energy absorbed by the concrete can be greater than the plain concrete
 Area under the graph for capsule concrete is greater
 (At greater stress) capsule concrete is stiffer (greater Young Modulus)
 Graph is steeper for capsule concrete (at high stress)
OR ratio of stress to strain is greater (at high stress)
 Maximum stress/force is greater for capsule concrete
OR capsule concrete is stronger.
2019 Jan
Two samples of concrete, of identical size, were placed under stress. Sample A consisted of
concrete only, Sample B consisted of concrete with capsules containing glue. The stress-
strain graphs for the samples up to the maximum stress before fracture are shown.

A student searched on the internet to find the reason why old eggs float.
He found the following statements on different websites.
1) Old eggs float because as the egg ages it starts to decompose. As it decomposes
gases are produced that escape through the eggshell.
2) As the egg ages, air enters the egg through the eggshell and increases the size of
the air cell. The larger air cell acts as a flotation device and hence old eggs float.
Access which of these two statements is correct.

 Statement 1 leads to a weight/mass decrease.

 Statement 2 leads to a weight/mass increase.
 Volume stays the same.
 Upthrust stays the same.
 To rise, weight is less than upthrust. (for statement 1)
OR to sink, weight is greater than upthrust. (for statement 2)
 Statement 1 is correct as there is a resultant force upwards.
2021 Jan
In a bungee jump, the bungee jumper falls from a high platform while attached to an
elastic cord. The cord is also attached to the platform.

The cord slows the bungee jumper down, so that he comes to rest before reaching the
ground.
The fall can be divided into three stages:

1) The jumper is in free fall until the cord starts to stretch.

2) The cord is stretching until the acceleration of the jumper decreases to zero.
3) The cord continues to stretch until the jumper is momentarily at rest.

Explain, in terms of work done, how the kinetic energy of the bungee jumper changes
during the three stages of the fall.

 In stage 1, the kinetic energy of the jumper is increasing.

 Because work is done by gravitational force.
 In stage 2, the kinetic energy of the jumper is increasing but at a decreasing rate.
 Because work is done on the cord. (as the cord stretches) (as well as increasing KE)
 In stage 3, kinetic energy of the jumper is decreasing.
 Because work is done on the cord at a greater rate than the gravitational force does
on the jumper.
OR He comes to rest when (because) the total work done by the gravitational forces
is equal to the work done stretching the cord.
2022 Jan
A student of weight 600N is standing on weighing scales in a lift. The scales are calibrated
to give readings in Newtons.

The lift moves upwards at constant velocity, then decelerates to rest. As the lift moves, the
student looks at the readings on the scales.
Explain the readings on the scales.

 The force of the lift/scales on the student is the reading on the scales.
OR The reaction/contact force is the reading on the scales.
 At constant speed, the resultant force on the student is zero.
OR Weight/W = Reaction/R
 At constant speed, the reading on the scale would be 600N. (or At rest)
 As lift decelerates, reaction is less than weight.
 As the lift decelerates, there is a resultant downward force on the student.
 As the lift decelerates, the reading on the scales will be less than 600N.
(Because the upward force on the student is less than the weight of student)
2023 Jan
The trampoline is made of a sheet of material attached to a frame by springs.

The vertical components of the tension in the springs provide the upward force on the
gymnast.

The vertical acceleration of the gymnast varies while she is in contact with the trampoline.

Explain how the forces on the gymnast affect the vertical acceleration while she is in
contact with the trampoline.

Your answer should identify the forces acting on the gymnast and the directions of the
forces. Ignore air resistance.

 The weight (of the gymnast) acts downward force on the gymnast.
 The normal contact force (from trampoline) acts upwards (on the gymnast).
 The normal contact force decreases as she moves upwards.
OR the normal contact force increases as she moves downwards.
 The normal contact force is zero when gymnast loses contact with trampoline.
OR the normal contact force is maximum at the bottom of the bounce.
 Resultant/net force is the difference between weight and normal contact force.
 When normal force is less than the weight of the gymnast, the acceleration is
downwards. (And vice versa.)
2019 Jun
A student carried out an experiment to determine the Young modulus of copper. She used
the apparatus below to observe the position of a marker as a copper wire extended under
increasing applied loads.

Explain why the sample of wire used in this experiment should be long and thin.

 For the longer wire, the extension will be larger.

 (For the same load) extension is directly proportional to the original length
OR = constant
 For a thinner wire, the extension will be larger.
 (For the same load) extension is inversely proportional to cross-sectional area (maybe
explained in terms of E, σ, ε)
 Percentage uncertainty in the extension/length will be lower (although this will be
greater for the cross-sectional area)
 A smaller load can be used with long, thin wire.
2021 Jun
A large spacecraft is made up of several ‘stages’. Each stage consists of a rocket motor and
a fuel tank. Once a stage has used all its fuel, the rocket motor in that stage shuts down.
The stage then disconnects from the spacecraft and falls back to Earth.

As the rocket is rising due to the upward force of the first stage, an astronaut feels himself
pushed further and further back, compressing the back of his seat.
When the first stage shuts down, the astronaut is suddenly projected forwards by the seat.
The astronaut is held in place by a safety strap.
Explain the effects experienced by the astronaut. You may assume that the force provided
by the first stage rocket motor is constant until the moment it shuts down.

 When the spacecraft is accelerating, the astronaut accelerates at the same rate.
 The seat is applying a upward force on the astronaut, so (by N3) the astronaut is
applying a backward/opposite force on the seat (which compresses the seat)
 As the fuel is being used up, the mass of the spacecraft decreases.
 (As the mass decreases) the acceleration increases.
 The force between the seat and the astronaut increases, thus further compressing
the seat.
 The seat decompresses (to push the astronaut forwards) when the force (from rocket
motor) becomes zero.
OR the seat decompresses when the force (from the rocket motor) is removed.
OR the force from the safety strap decelerates the astronaut.
2022 Jun
A Galilean thermometer consists of a closed glass cylinder containing a liquid. In the liquid
there are several identical sealed glass bulbs, as shown. Attached to each bulb is a metal
disc labelled with a temperature. Each disc has a different mass.

As the temperature increases, the density of the liquid decreases. This can cause the bulbs
to move within the liquid.
Explain why a particular bulb will float until the temperature of the liquid exceeds a
certain value.

 Upthrust on a bulb is equal to weight of liquid displaced.

 When upthrust equals/exceeds weight of bulb/disc, bulb floats.
 Weight of a bulb/disc is constant.
 As temperature increases, the weight of displaced liquid decreases.
OR As temperature increases, upthrust on bulb decreases.
 Until weight of a bulb and the disc exceeds the upthrust,
 There is a resultant force and the bulb will float.
(Vice versa for the other case)
2023 Jun

A student inflates a balloon. She uses a peg to keep the balloon closed. She then
attaches a straw to the balloon using sticky tape. She passes a string through the
straw and pulls the string tight, as shown.

The student removes the peg and air leaves the balloon.
The velocity of the balloon increases from zero to a maximum.

Explain how Newton’s three laws of motion apply to the motion of the balloon during this
time.

 Ballon exerts a (backwards) force on the air.

 By N3, the air exerts an opposite (forwards) force on the balloon.
 The forward force on the balloon is greater than resistive forces.
 By N2, the resultant force causes acceleration.
 As speed increases, forces change until resistive force equals forward force.
 By N1, resultant force equals zero so acceleration equals zero (at maximum speed)
2019 Oct
The trajectories of the motion of the golf ball with air resistance and without air resistance
are shown.

Explain the differences between the two paths.

With air resistance:
Vertical motion

 When moving up, weight and (vertical component of) air resistance are acting.
OR When moving up, air resistance increases the resultant downward force.
 (When moving up,) downwards/vertical acceleration/deceleration increases
OR upward velocity decreases very quickly.
 (So maximum) height is lower.
Horizontal motion

 There is a horizontal deceleration/force (due to air resistance)

 (So average) horizontal velocity is lower.
 The ball travels a shorter (total) distance.
2020 Oct
A skydiver jumps from an airplane and accelerates until she reaches terminal velocity. At a
time t1, she opens a parachute and a second, lower terminal velocity is reached before
landing safely at time t2.
The acceleration-time graph for the motion of the skydiver is shown.

Explain the shape of the graph. You should refer to the forces acting on the skydiver.

 Acceleration is maximum (or acceleration = g) initially

 As velocity increases, the air resistance increases.
 Resultant force decreases until it becomes zero and diver reaches terminal velocity.
OR (Eventually) forces balance and the diver reaches terminal velocity.
 (when the diver opens a parachute) At t1, the air resistance increases and is greater
than the weight.
 Skydiver decelerates or the resultant force is now negative/upward.
 Second terminal velocity is lower because air resistance = weight at a lower velocity.

***Ignore mention of upthrust***

2021 Oct
The photograph shows a toy car that contains a spring. Pulling the car backwards along
the floor compresses the spring. Energy is stored in the compressed spring.

The car is released and the spring returns to its original state. There is a forward force on
the car from the floor and the car moves forwards.
Explain why the floor exerts a forward force on the car and how this force affects the
motion of the car as the spring returns to its original state.

 There is a (backward) force/friction on the floor from wheels/car.

 Newton’s third law implies forward/opposite force from floor.
 Compression/deformation of spring reduces (as car moves forward)
 (Resultant) force is proportional to compression/deformation of spring.
OR Reference to Hooke’s law.
 Acceleration is proportional to resultant force.
OR Reference to F = ma
 Acceleration reduces (as distance travelled increases)
OR Acceleration/resultant force is zero when spring returns to its original state.
2022 Oct
A child is holding a balloon by a string, as shown. The balloon contains helium gas. Helium
gas is less dense than air.
Immediately after the balloon is released, it begins to move upwards.
The density of the air remains constant and there is no wind.
Explain how the forces acting on the balloon affect its motion as it moves upwards from
the moment it is released.
[Allow net force for ‘resultant force’, accept U, W for upthrust and weight]

 Initially, there is a resultant upward force.

OR Upthrust is greater than weight and there is no air resistance.
 Balloon accelerates upwards
OR Balloon moves up with increasing speed/velocity
 (Downward) air resistance (initially zero) increases as velocity/speed increases. (U/W
are constant)
 Resultant (upward) force decreases, so acceleration decreases,
 (Eventually,) resultant force is zero
OR (Eventually,) upthrust = weight + drag
OR (Eventually,) forces on the balloon are balanced.
 Balloon moves/continues to move up at terminal/constant velocity.
Specimen
A yo-yo is a toy that consists of two connected discs on a piece of string.

A child stands in a stationary train holding a yo-yo. The train accelerates and the string
moves into the position shown, at an angle θ to the vertical.

Discuss whether the string could ever become completely horizontal or completely vertical
while the train is accelerating.

 For the yo-yo to accelerate with the train, there must be a horizontal force acting on
it.
 A horizontal force on the yo-yo is provided by the horizontal component of the
tension in the string.
 The string could never be completely horizontal because there must be a horizontal
force.
 The yo-yo has a weight so there always has to be a vertical force acting on it.
 The tension in the string provides the vertical component of force.
 The string could never be completely horizontal because there must be a vertical
force.