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Newtons Laws

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0% found this document useful (0 votes)

169 views

Newtons Laws

Uploaded by

jingcong liu

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 68

When two similar spherical objects of radius R are touching, the gravitational force of attraction

1.
between them is F. When the gravitational force between them is F/4, the distance between the
surfaces of the spheres is

A R

B 2R

C 4R

D 6R

(Total 1 mark)

2. (a) The weight w of an object on the Earth can be represented either as w = mg or

(i) Explain the meaning of g and G in these equations.

______________________________________________________________

______________________________________________________________
(3)

(ii) Use the equations above to show that

______________________________________________________________

______________________________________________________________
(1)

Haberdashers Monmouth School For Girls Page 1 of 68

(iii) Calculate the mass of the Earth to a precision consistent with the data below.

mean radius of the Earth, = 6.4 × 106 m

G = 6.7 × 10–11 N m2 kg–2

g = 9.8 N kg–1

______________________________________________________________

mass of the Earth ______________________ kg

(3)

(b) The figure below shows a satellite in a geostationary orbit around the Earth.

(i) State the time period for a geostationary satellite.

______________________________________________________________
(1)

Haberdashers Monmouth School For Girls Page 2 of 68

(ii) The height of a geostationary satellite in orbit is approximately 36 000 km above the
surface of the Earth.
Calculate the radius of a geostationary orbit.

______________________________________________________________

radius ______________________ m
(1)

(iii) Calculate the speed, in km s–1, of a satellite in a geostationary orbit.

______________________________________________________________

speed ______________________ km s–1

(3)

(iv) State a common use for a geostationary satellite.

______________________________________________________________
(1)

(v) Explain why a geostationary orbit is necessary for this use.

______________________________________________________________

______________________________________________________________
(1)
(Total 14 marks)

(a) Define gravitational field strength at a point in a gravitational field.

3.
___________________________________________________________________

___________________________________________________________________
(1)

Haberdashers Monmouth School For Girls Page 3 of 68

(b) Tides vary in height with the relative positions of the Earth, the Sun and the moon which
change as the Earth and the Moon move in their orbits. Two possible configurations are
shown in Figure 1.

Configuration A

Configuration B

Figure 1

Consider a 1 kg mass of sea water at position P. This mass experiences forces FE, FM and
FS due to its position in the gravitational fields of the Earth, the Moon and the Sun
respectively.

(i) Draw labelled arrows on both diagrams in Figure 1 to indicate the three forces
experienced by the mass of sea water at P.
(3)

(ii) State and explain which configuration, A or B, of the Sun, the Moon and the Earth will
produce the higher tide at position P.

______________________________________________________________

______________________________________________________________
(2)
Haberdashers Monmouth School For Girls Page 4 of 68
(c) Calculate the magnitude of the gravitational force experienced by 1 kg of sea water on the
Earth’s surface at P, due to the Sun’s gravitational field.

radius of the Earth’s orbit = 1.5 × 10 11 m

mass of the Sun = 2.0 × 1030 kg

universal gravitational constant, G = 6.7 × 10−11 Nm2 kg−2

(3)
(Total 9 marks)

(a) State the law that governs the magnitude of the force between two point masses.
4.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Haberdashers Monmouth School For Girls Page 5 of 68

(b) The table shows how the gravitational potential varies for three points above the centre of
the Sun.

distance from centre of Sun/108 m gravitational potential/1010 J kg–1

7.0 (surface of Sun) –19

16 –8.3

35 –3.8

(i) Show that the data suggest that the potential is inversely proportional to the distance
from the centre of the Sun.

(2)

(ii) Use the data to determine the gravitational field strength near the surface of the Sun.

(3)

Haberdashers Monmouth School For Girls Page 6 of 68

(iii) Calculate the change in gravitational potential energy needed for the Earth to escape
from the gravitational attraction of the Sun.

mass of the Earth = 6.0 × 1024 kg

distance of Earth from centre of Sun = 1.5 × 1011 m

(3)

(iv) Calculate the kinetic energy of the Earth due to its orbital speed around the Sun and
hence find the minimum energy that would be needed for the Earth to escape from its
orbit. Assume that the Earth moves in a circular orbit.

(3)
(Total 13 marks)

Haberdashers Monmouth School For Girls Page 7 of 68

Two identical conducting spheres on insulating supports carry charges of magnitude Q and 2Q
5.
respectively. When separated by distance d, the electrostatic repulsive force is F. The spheres
are made to touch and then restored to their original separation d. If there is no loss of charge
what is the new force of repulsion?

D
(Total 1 mark)

(a) State, in words, Newton’s law of gravitation.

6.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Some of the earliest attempts to determine the gravitational constant, G, were regarded as
experiments to “weigh” the Earth. By considering the gravitational force acting on a mass at
the surface of the Earth, regarded as a sphere of radius R, show that the mass of the Earth
is given by

where g is the value of the gravitational field strength at the Earth’s surface.

___________________________________________________________________

___________________________________________________________________
(2)

Haberdashers Monmouth School For Girls Page 8 of 68

radius of the Moon = 1.74 × 106 m

gravitational field strength at Moon’s surface = 1.62 N kg –1
mass of the Earth M = 6.00 × 1024 kg
gravitational constant G = 6.67 × 10–11 N m2 kg–2

Calculate the mass of the Moon and express its mass as a percentage of the mass of the
Earth.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

Which one of the following graphs correctly shows the relationship between the gravitational
7.
force, F, between two masses and the distance, r, between them?

A B

C D

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 9 of 68

Two protons, each of mass m and charge e, are a distance d apart. Which one of the
8.
following expressions correctly gives the ratio for the forces

acting between them?

(Total 1 mark)

The Global Positioning System (GPS) is a system of satellites that transmit radio signals which
9. can be used to locate the position of a receiver anywhere on Earth.

(a) A receiver at sea level detects a signal from a satellite in a circular orbit when it is passing
directly overhead as shown in the diagram above.

(i) The microwave signal is received 68 ms after it was transmitted from the satellite.
Calculate the height of the satellite.

______________________________________________________________

Haberdashers Monmouth School For Girls Page 10 of 68

(ii) Show that the gravitational field strength of the Earth at the position of the satellite is
0.56 N kg–1.

mass of the Earth = 6.0 × 1024 kg

mean radius of the Earth = 6400 km

______________________________________________________________

______________________________________________________________
(4)

(b) For the satellite in this orbit, calculate

(i) its speed,

______________________________________________________________

(ii) its time period.

______________________________________________________________

______________________________________________________________
(5)
(Total 9 marks)

Haberdashers Monmouth School For Girls Page 11 of 68

(a) State, in words, Newton’s law of gravitation.
10.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) By considering the centripetal force which acts on a planet in a circular orbit,
show that T2 3
R , where T is the time taken for one orbit around the Sun and R is the
radius of the orbit.

___________________________________________________________________

___________________________________________________________________
(3)

(i) The mean radius of the orbit of Mercury is 5.79 × 1010 m. Calculate the length of
Mercury’s year.

______________________________________________________________

Haberdashers Monmouth School For Girls Page 12 of 68

(ii) Neptune orbits the Sun once every 165 Earth years.

Calculate the ratio

______________________________________________________________

______________________________________________________________
(4)
(Total 10 marks)

A projectile moves in a gravitational field. Which one of the following is a correct statement for
11. the gravitational force acting on the projectile?

A The force is in the direction of the field.

B The force is in the opposite direction to that of the field.

C The force is at right angles to the field.

D The force is at an angle between 0° and 90° to the field.

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 13 of 68

Which one of the following graphs correctly shows the relationship between the gravitational
12. force, F, between two masses and their separation r.

(Total 1 mark)

(a) Give two examples of the techniques used by geologists to obtain values of the strength of
13. the local gravitational field of the Earth.
In each of your quoted examples, describe the information that the geologists can derive
from their measurements.

___________________________________________________________________

___________________________________________________________________
(4)

Haberdashers Monmouth School For Girls Page 14 of 68

In 1774, Nevil Maskelyne carried out an experiment near the mountain of Schiehallion in
Scotland to determine the density of the Earth.

Figure 1 shows two positions of a pendulum hung near to, but on opposite sides of, the
mountain. The centre of mass of the mountain is at the same height as the pendulum.

Figure 1

(b) (i) Explain why the pendulums do not point towards the centre of the Earth.

______________________________________________________________

______________________________________________________________
(2)

(ii) Suggest why Maskelyne carried out the experiment on both sides of the mountain.

______________________________________________________________

______________________________________________________________
(1)

Figure 2

Haberdashers Monmouth School For Girls Page 15 of 68

(i) The mountain is in the appropriate shape of a cone 0.50 km high and 1.3 km base
radius; it rises from a locally flat plain.
Show that the mass of the mountain is about 2 × 1012 kg.

density of rock = 2.5 × 103 kg m−3

(3)

(ii) Figure 2 shows the left-hand pendulum bob lying on a horizontal line that also
passes through the centre of mass of the mountain. The bob is 1.4 km from the
centre of the mountain and it hangs at an angle of 0.0011° to the vertical.

Calculate the mass of the Earth.

(3)

Haberdashers Monmouth School For Girls Page 16 of 68

(iii) The answer Maskelyne obtained for the mass of the Earth was lower than today’s
accepted value even though he had an accurate value for the Earth’s radius.

Suggest one reason why this should be so.

______________________________________________________________

______________________________________________________________
(1)
(Total 14 marks)

Two identical spheres exert a gravitational force F on each other. What is the gravitational force
14. between two spheres, each twice the mass of one of the original spheres, when the separation of
their centres is twice the original separation?

A F

B 2F

C 4F

D 8F
(Total 1 mark)

(a) State Newton’s law of gravitation.

15.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) In 1798 Cavendish investigated Newton’s law by measuring the gravitational force between
two unequal uniform lead spheres. The radius of the larger sphere was 100 mm and that
of the smaller sphere was 25 mm.

(i) The mass of the smaller sphere was 0.74 kg. Show that the mass of the larger sphere
was about 47 kg.

density of lead = 11.3 × 103 kg m–3

(2)

Haberdashers Monmouth School For Girls Page 17 of 68

(ii) Calculate the gravitational force between the spheres when their surfaces were in
contact.

answer = ______________________ N
(2)

(c) Modifications, such as increasing the size of each sphere to produce a greater force
between them, were considered in order to improve the accuracy of Cavendish’s
experiment. Describe and explain the effect on the calculations in part (b) of doubling the
radius of both spheres.

___________________________________________________________________

___________________________________________________________________
(4)
(Total 10 marks)

An object on the surface of a planet of radius R and mass M has weight W.

16. What would be the weight of the same object when on the surface of a planet of radius 2R and
mass 2M?

C W

D 2W
(Total 1 mark)

Haberdashers Monmouth School For Girls Page 18 of 68

Two protons are 1.0 × 10–14 m apart. Approximately how many times is the electrostatic force
17.
between them greater than the gravitational force between them?
(Use the Data and Formulae booklet)

A 1023

B 1030

C 1036

D 1042
(Total 1 mark)

A projectile moves in a gravitational field. Which one of the following is a correct statement about
18. the gravitational force acting on the projectile?

A The force is in the direction of the field.

B The force is in the opposite direction to that of the field.

C The force is at right angles to the field.

D The force is at an angle between 0° and 90° to the field.

(Total 1 mark)

The gravitational force between two uniform spheres is 3.1 × 10–9 N when the distance between
19.
their centres is 150 mm. If the mass of one sphere is 2.5 kg, what is the mass of the other?

A 0.043 kg

B 0.42 kg

C 2.8 kg

D 4.1 kg
(Total 1 mark)

Masses of M and 2M exert a gravitational force F on each other when the distance between their
20. centres is r. What is the gravitational force between masses of 2M and 4M when the distance
between their centres is 4r?

A 0.25 F

B 0.50 F

C 0.75 F

D 1.00 F
(Total 1 mark)

Haberdashers Monmouth School For Girls Page 19 of 68

At the surface of the Earth the gravitational field strength is g, and the gravitational potential is V.
21. The radius of the Earth is R. An object, whose weight on the surface of the Earth is W, is moved
to a height 3R above the surface. Which line, A to D, in the table gives the weight of the object
and the gravitational potential at this height?

gravitational
weight
potential

(Total 1 mark)

If an electron and proton are separated by a distance of 5 × 10–11 m, what is the approximate
22.
gravitational force of attraction between them?

A 2 × 10–57 N

B 3 × 10–47 N

C 4 × 10–47 N

D 5 × 10–37 N
(Total 1 mark)

Which one of the following statements about Newton’s law of gravitation is correct?
23.
Newton’s law of gravitation explains

A the origin of gravitational forces.

B why a falling satellite burns up when it enters the Earth’s atmosphere.

C why projectiles maintain a uniform horizontal speed.

D how various factors affect the gravitational force between two particles.
(Total 1 mark)

Haberdashers Monmouth School For Girls Page 20 of 68

(a) Describe two properties of a radial gravitational field.
24.
1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

A space probe is launched from the Earth’s surface.

The figure below shows how the gravitational force acting on the space probe varies with height
above the Earth’s surface.

(b) State the physical significance of the shaded area in the figure above.

___________________________________________________________________

___________________________________________________________________
(1)

At the Earth’s surface,

• the gravitational field strength of the Sun is gS
• the gravitational field strength of the Earth is gE.

Haberdashers Monmouth School For Girls Page 21 of 68

distance from the Earth to the Sun = 1.50 × 1011 m

= ____________________
(2)

(d) Explain why gS is more important than gE in predicting the motion of the space probe as it
escapes from the Solar System.

___________________________________________________________________

___________________________________________________________________
(1)

(e) The space probe eventually reaches a point where the gravitational influence of the Solar
System is negligible.
The probe is unpowered as it approaches an isolated interstellar body X.
The gravitational field of X changes the kinetic energy of the space probe.

The table below shows the distance of the space probe from the centre of mass of X and
the speed for two positions A and B of the space probe.

Distance of space probe from

Speed of space probe / 103 m s−1
centre of mass of X / 106 m

A 6.0 1.1

B 0.17 1.3

Haberdashers Monmouth School For Girls Page 22 of 68

The space probe has a mass of 4.9 × 104 kg.

Calculate the mass of X.

mass of X = ____________________ kg
(4)
(Total 10 marks)

25.
Which one of the following gives a correct unit for ?

A N m−2

B N kg−1

C Nm

D N
(Total 1 mark)

Haberdashers Monmouth School For Girls Page 23 of 68

Figure 1 shows (not to scale) three students, each of mass 50.0 kg, standing at different points
26. on the Earth’s surface. Student A is standing at the North Pole and student B is standing at the
equator.

Figure 1 Figure 2

The radius of the Earth is 6370 km.

The mass of the Earth is 5.98 × 1024 kg.

In this question assume that the Earth is a perfect sphere.

(a) (i) Use Newton’s gravitational law to calculate the gravitational force exerted by the Earth
on a student.

force ____________________ N
(3)

(ii) Figure 2 shows a closer view of student A.

Draw, on Figure 2, vector arrows that represent the forces acting on student A.
(2)

Haberdashers Monmouth School For Girls Page 24 of 68

(b) (i) Show that the linear speed of student B due to the rotation of the Earth is about
460 m s–1.

(3)

(ii) Calculate the magnitude of the centripetal force required so that student B moves
with the Earth at the rotational speed of 460 m s–1.

magnitude of the force ____________________ N

(2)

(iii) Show, on Figure 1, an arrow showing the direction of the centripetal force acting on
student C.
(1)

(c) Student B stands on a bathroom scale calibrated to measure weight in newton (N). If the
Earth were not rotating, the weight recorded would be equal to the force calculated in part
(a)(i).

State and explain how the rotation of the Earth affects the reading on the bathroom scale
for student B.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 14 marks)

Haberdashers Monmouth School For Girls Page 25 of 68

When a space shuttle is in a low orbit around the Earth it experiences gravitational forces FE due
27. to the Earth, FM due to the Moon and FS due to the Sun. Which one of the following correctly
shows how the magnitudes of these forces are related to each other?

mass of Sun = 1.99 × 1030 kg

mass of Moon = 7.35 × 1022 kg
mean distance from Earth to Sun = 1.50 × 1011 m
mean distance from Earth to Moon = 3.84 × 108 m

A FE > FS > FM

B FS > FE > FM

C FE > FM > FS

D FM > FE > FS
(Total 1 mark)

(a) (i) Define gravitational field strength and state whether it is a scalar or vector quantity.
28.
______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) A mass m is at a height h above the surface of a planet of mass M and radius R.
The gravitational field strength at height h is g. By considering the gravitational force
acting on mass m, derive an equation from Newton’s law of gravitation to express g
in terms of M, R, h and the gravitational constant G.

(2)

(b) (i) A satellite of mass 2520 kg is at a height of 1.39 × 107 m above the surface of the
Earth. Calculate the gravitational force of the Earth attracting the satellite.
Give your answer to an appropriate number of significant figures.

force attracting satellite ____________________ N

(3)

Haberdashers Monmouth School For Girls Page 26 of 68

(ii) The satellite in part (i) is in a circular polar orbit. Show that the satellite would travel
around the Earth three times every 24 hours.

(5)

___________________________________________________________________

___________________________________________________________________
(2)
(Total 14 marks)

The Rosetta space mission placed a robotic probe on Comet 67P in 2014.
29.
(a) The total mass of the Rosetta spacecraft was 3050 kg. This included the robotic probe of
mass 108 kg and 1720 kg of propellant. The propellant was used for changing velocity
while travelling in deep space where the gravitational field strength is negligible.

Calculate the change in gravitational potential energy of the Rosetta spacecraft from launch
until it was in deep space.
Give your answer to an appropriate number of significant figures.

Mass of the Earth = 6.0 × 1024 kg

Radius of the Earth = 6400 km

change in gravitational potential energy ____________________ J

(4)

Haberdashers Monmouth School For Girls Page 27 of 68

(b) As it approached the comet, the speed of the Rosetta spacecraft was reduced to match
that of the comet. This was done in stages using four ‘thrusters’. These were fired
simultaneously in the same direction.

Explain how the propellant produces the thrust.

___________________________________________________________________

___________________________________________________________________
(3)

(c) Each thruster provided a constant thrust of 11 N.

Calculate the deceleration of the Rosetta spacecraft produced by the four thrusters when
its mass was 1400 kg.

decleration ____________________ m s–2

(1)

(d) Calculate the maximum change in speed that could be produced using the 1720 kg of
propellants.

Assume that the speed of the exhaust gases produced by the propellant was 1200 m s–1

maximum change in speed ____________________ m s–1

(3)

Haberdashers Monmouth School For Girls Page 28 of 68

(e) When the robotic probe landed, it had to be anchored to the comet due to the low
gravitational force. Comet 67P has a mass of about 1.1 × 1013 kg. A possible landing site
was about 2.0 km from the centre of mass.

(i) Calculate the gravitational force acting on the robotic probe when at a distance of 2.0
km from the centre of mass of the comet.

gravitational force ____________________ N

(3)

(ii) Calculate the escape velocity for an object 2.0 km from the centre of mass of the
comet.

escape velocity ____________________ m s–1

(3)

(iii) A scientist suggests using a drill to make a vertical hole in a rock on the surface of
the comet. The anchoring would be removed from the robotic probe before the drill
was used. The drill would exert a force of 25 N for 4.8 s.

Explain, with the aid of a calculation, whether this process would cause the robotic
probe to escape from the comet.

______________________________________________________________

______________________________________________________________
(3)
(Total 20 marks)

Haberdashers Monmouth School For Girls Page 29 of 68

A spacecraft of mass m is at the mid-point between the centres of a planet of mass M1 and its
30.
moon of mass M2. If the distance between the spacecraft and the centre of the planet is d, what
is the magnitude of the resultant gravitational force on the spacecraft?

D
(Total 1 mark)

The gravitational constant, G, is a constant of proportionality in Newton’s law of gravitation. The

31.
permittivity of free space, ε0, is a constant of proportionality in Coulomb’s law.

When comparing the electrostatic force acting on a pair of charged particles to the gravitational
force between them, the product ε0G can appear in the calculation.

Which is a unit for ε0G?

A C2 kg–2
B C2 m–2
C F kg2 N–1 m–2
D it has no unit
(Total 1 mark)

Haberdashers Monmouth School For Girls Page 30 of 68

Two planets X and Y are in concentric circular orbits about a star S. The radius of the orbit of X is
32. R and the radius of orbit of Y is 2R .

The gravitational force between X and Y is F when angle SXY is 90°, as shown in the diagram.

What is the gravitational force between X and Y when they are nearest to each other?

A 2F
B 3F
C 4F
D 5F
(Total 1 mark)

Which of the following statements about Newton’s law of gravitation is correct?

33.
Newton’s gravitational law explains

A the origin of gravitational forces.

B why a falling satellite burns up when it enters the Earth’s atmosphere.

C why projectiles maintain a uniform horizontal speed.

D how various factors affect the gravitational force between two

particles.

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 31 of 68

34. Charon is a moon of Pluto that has a mass equal to that of Pluto.

The distance between the centre of Pluto and the centre of Charon is d.

X is the point at which the resultant gravitational field due to Pluto and Charon is zero.

What is the distance of X from the centre of Pluto?

(Total 1 mark)

The distance between the centres of the Earth and the Moon is 3.8 × 108 m. The mass of the
35.
Earth is 6.0 × 1024 kg and the mass of the Moon is 7.4 × 1022 kg.

A spacecraft of mass 10 × 103 kg is moving along a line joining their centres.

At what distance from the centre of the Earth would the spacecraft experience no resultant force
due to the Earth and the Moon?

A 3.8 × 107 m

B 4.8 × 107 m

C 3.4 × 108 m

D 3.8 × 108 m

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 32 of 68

The distance between the Sun and the Earth is 1.5 × 1011 m
36.
What is the gravitational force exerted on the Sun by the Earth?

A 3.5 × 1022 N

B 1.7 × 1026 N

C 5.3 × 1033 N

D 8.9 × 1050 N

(Total 1 mark)

(a) Define the electric field strength at a point in an electric field.

37.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Figure 1 shows a point charge of +46 μC placed 120 mm from a point charge Q.

Figure 1

Haberdashers Monmouth School For Girls Page 33 of 68

Position P is on the line joining the charges at a distance 66 mm from charge Q.
The resultant electric field strength at position P is zero.

Calculate the charge Q.

Q = ____________________ C
(3)

(c) Explain, without calculation, whether net work must be done in moving a proton from infinity
to position P in Figure 1.

___________________________________________________________________

___________________________________________________________________
(2)

Haberdashers Monmouth School For Girls Page 34 of 68

(d) A small rubber ball coated with a conducting paint carries a positive charge.
The ball is suspended in equilibrium from a vertical wall by an uncharged non-conducting
thread of negligible mass. The wall is positively charged and produces a horizontal uniform
electric field perpendicular to the wall along the whole of its length.
Figure 2 shows that the thread makes an angle of 30° to the wall.

Figure 2

The thread breaks.

Explain the motion of the ball.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 9 marks)

Haberdashers Monmouth School For Girls Page 35 of 68

The diagram shows an arrangement used to investigate the repulsive forces between two
38. identical charged conducting spheres.
The spheres are suspended by non-conducting thread.

Each sphere has a mass of 3.2 × 10–3 kg and a radius of 20 mm.

The distance d is 40 mm.

The capacitance of a sphere of radius r is 4πε0r.

Each sphere is charged by connecting it briefly to the positive terminal of a high-voltage supply,
the other terminal of which is at 0 V.
After this has been done the charge on each sphere is 52 nC.

(a) Calculate the potential of one of the spheres.

potential = ____________________ V
(3)

(b) The charged spheres in the diagram above are at equilibrium.

Draw labelled arrows on the diagram to show the forces on sphere B.

(2)

Haberdashers Monmouth School For Girls Page 36 of 68

___________________________________________________________________

___________________________________________________________________
(2)

(d) Show that the magnitude of the electrostatic force on each sphere is about 4 × 10–3 N.

(3)

(e) A student measures the angle θ when the apparatus in the diagram above is at equilibrium.
The student records θ as 7°.

Discuss whether this measurement is consistent with the other data in this investigation.

___________________________________________________________________

___________________________________________________________________
(2)

Haberdashers Monmouth School For Girls Page 37 of 68

(f) The student says that the gravitational force between the two spheres has no significant
effect on the angle at which the spheres are in equilibrium.

Deduce with a calculation whether this statement is valid.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 14 marks)

Two protons are separated by a distance of 1 × 10−9 m.

39.
Which is an estimate of for these two protons?

A 1018

B 1028

C 1036

D 1045

(Total 1 mark)

Haberdashers Monmouth School For Girls Page 38 of 68

Mark schemes
B
1.
[1]

(a) (i) g gravitational field strength, G gravitational constant

2.
C1

g force on 1 kg (on or close to) Earth’s surface

G universal constant relating attraction of any two masses

to their separation/constant in Newton’s law of gravitation

A1
3

(ii) equates w and cancels m

B1
1

(iii) substitutes values into equation

correct calculation 5.99 × 1024

answer to two significant figures 6.0 × 1024 (kg)

A1
3

(b) (i) 1 day/24 hours/86400 (s)

B1
1

(ii) 4.24 × 107 (m)

B1
1

Haberdashers Monmouth School For Girls Page 39 of 68

(iii) v = 2πr/T or equivalent

conversion of period to seconds (allow in (b)(i))

3.08 (cao)

A1
3

(iv) communication/specific example of communication (eg

satellite TV/weather)

B1
1

(v) avoids dish having to track/stationary footprint

B1
1
[14]

3.
(a) force acting per unit mass or g = F / m or g = with terms defined
(1)

(b) (i) direction of FE correct in each diagram

direction of FM correct in each diagram

direction of FS correct in each diagram

FS must be distinguished from FM

penalty of 1 mark for any missing labelling

(3)

(ii) sun and moon pulling in same direction / resultant of FM and FS is greatest /
clear response including summation of FM and FS
M1

configuration A
A1
(2)

Haberdashers Monmouth School For Girls Page 40 of 68

correct substitution
C1

(5.95 or 5.96 or 5.9 or 6.0) × 10−3 N kg−1

A1
(3)
[9]

(a) force is proportional to the product of the two masses

4.
B1

force is inversely proportional to the square of their separation

(condone radius between masses)
or
equation M0 : masses defined A1 separation defined A1

B1
2

(b) (i) appreciation that potential x distance from centre of sun =

constant
or calculation of Vr for two sets of values (1.33 × 1020)
or uses distance ratio to calculate new V or r

calculation of all three + conclusion

or uses distance ratios twice+ conclusion
conclusion must be more than ‘numbers are same’
(condone ‘signs’ and no use of powers of 10)

A1
2

(ii) V = GM/r and g = GM/r2

g = V/r (no mark for E or g= V/d or E = V/r )

substitution of one set of data to obtain GM (1.33 × 1020)

or 19 × 1010/7 × 108 seen

271 N kg−1 (m s−2) (J kg−1 m−1)

B1
3

Haberdashers Monmouth School For Girls Page 41 of 68

(iii) potential energy of the Earth = (−)GMm/r
or potential difference formula + r2 =∞
or potential at position of Earth = −8.87 × 108 J kg−1
(from Vr =1.33 × 1020)

correct substitution (allow ecf for GM from (ii))

or
potential energy = potential x mass of Earth

change in PE = 5.32 × 1033 J (cnao)

Fd approach is PE so 0 marks

A1
3

(iv) speed of Earth round Sun = 2πr/T or

or 3.0 × 104 m s−1

or KE=

KE of Earth = ½ 6 × 1024 × their v2 (2.68 × 1033J)

energy needed = difference between (iii) and orbital KE

(2.64 × 1033 J)

or KE in orbit = half total energy needed to

escape (−1 for AE)

B1
3
[13]

C
5.
[1]

(a) attractive force between two particles (or point masses) (1)
6. proportional to product of masses and inversely proportional to
square of separation [or distance] (1)
2

Haberdashers Monmouth School For Girls Page 42 of 68

(b) (for mass, m, at Earth’s surface) mg = (1)

rearrangement gives result (1)

= 7.35 × 1022 kg (1)

(= 0.0123) ∴ 1.23%
3
[7]

D
7.
[1]

D
8.
[1]

(a) (i) h (= ct) (= 3.0 × 108 × 68 × 10–3) = 2.0(4) × 107 m (1)

9.
(ii) g = (–) (1)

r (= 6.4 × 106 + 2.04 × 107) = 2.68 × 107 (m) (1)

(allow C.E. for value of h from (i) for first two marks, but not 3rd)

g= (1) (= 0.56 N kg–1)

(b) (i) g= (1)

v = [0.56 × (2.68 × 107)]½ (1)

= 3.9 × 103m s–1 (1) (3.87 × 103 m s–1)

(allow C.E. for value of r from a(ii)

[or v2 = = (1)

v= (1)

= 3.9 × 103 m s–1 (1)]

Haberdashers Monmouth School For Girls Page 43 of 68

(ii) = (1)

= 4.3(5) × 104s (1) (12.(1) hours)

(use of v = 3.9 × 10 gives T = 4.3(1) × 104 s = 12.0 hours)
3

(allow C.E. for value of v from (I)

[alternative for (b):

(i) (1)

= 3.8(6) × 103 m s–1 (1)]

(allow C.E. for value of r from (a)(ii) and value of T)

(ii) (1)

= (1.90 × 109 (s2) (1)

T = 4.3(6) × 104 s (1)

5
[9]

(a) attractive force between point masses (1)

10. proportional to (product of) the masses (1)
inversely proportional to square of separation/distance apart (1)
3

(b) mω2R = (–) (1)

(use of T = gives) (1)

G and M are constants, hence T2 R3 (1)

Haberdashers Monmouth School For Girls Page 44 of 68

Tm = 87(.5) days (1)

(ii) (1) (gives RN = 4.52 × 1012 m)

ratio = = 30(.1) (1)

4
[10]

A
11.
[1]

D
12.
[1]

(a) technique one (1)

13.
information derived from it (1)

technique two (1)

information derived from it (1)

(b) (i) gravitational attraction t o …(1)

…centre of gravity(mass) of mountain (1)

(ii) cancellation of some systematic errors (1)

(c) (i) calculates volume of cone (1)

mass = density × volume seen (1)

2.2 × 1012 kg (1)

(ii) sideways force/mg = tan (0.0011) (1)

sideways force = Gmsch 0.5/(1400)2 subst seen (1)

2.4 × 1024 kg (1)

(iii) his density estimate was too low (1)

or mean density of the Earth is higher than that of the mountain (1)
7
[14]

A
14.
[1]
Haberdashers Monmouth School For Girls Page 45 of 68
(a) force of attraction between two point masses (or particles) (1)
15.
proportional to product of masses (1)

inversely proportional to square of distance between them (1)

[alternatively

quoting an equation, F = with all terms defined (1)

reference to point masses (or particles) or r is distance between

centres (1)

F identified as an attractive force (1)]

max 2

(b) (i) mass of larger sphere ML (= πr3ρ) = π × (0.100)3 × 11.3 × 103 (1)

= 47(.3) (kg) (1)

[alternatively

use of M µ r3 gives (1) (= 64)

and ML = 64 × 0.74 = 47(.4) (kg) (1)]

(ii) gravitational force F (1)

= 1.5 × 10−7 (N) (1)

mass of either sphere would be 8 × greater (378 kg, 5.91 kg) (1)

this would make the force 64 × greater (1)

but separation would be doubled causing force to be 4 × smaller (1)

net effect would be to make the force (64/4) = 16 × greater (1)

(ie 2.38 × 10−6 N)
max 4
[10]

B
16.
[1]

C
17.
[1]

Haberdashers Monmouth School For Girls Page 46 of 68

A
18.
[1]

B
19.
[1]

A
20.
[1]

A
21.
[1]

C
22.
[1]

D
23.
[1]

(a) Any one from: ✔1

24.
• region in which a mass experiences force due to another mass
• (the field is conservative so) any change in potential energy only depends on the
initial and final positions and not on path taken OWTTE
• the force is always attractive OR field lines point to the (centre of) mass OR the
equipotential surfaces are spherical about the (centre of ) mass
• gravitational force is a non-contact force

The field strength/force has an inverse-square variation (with distance). ✔2

✔1 is a general point about gravitational fields
✔2 is specific to a radial gravitational field
The ‘force is attractive’ is insufficient
When required the term “force” must be used rather than words like
“effect&”, “gravity” etc.
When required the word ‘mass’ must be used rather than object or
similar.terms
Condone reference to “circular” for “spherical” in describing an
equipotential surface
2

(b) The shaded area corresponds to:

the (minimum) energy needed/work done to launch the space probe to a height
of 8 × 106 m

the change in GPE of the probe when moved from Earth’s surface to a height of
8 × 106 m ✔
1

Haberdashers Monmouth School For Girls Page 47 of 68

OR shows substitution into a valid equation ✔1

Evaluates 6.0×10-4 or 0.060% ✔2

✔1 g S =

✔1 ALTERNATIVE
The Universal gravitational equation for both bodies may be used:

✔2 Answer needed to at least 2 sf. If 3+ sf are seen, the answer

must round to (6.01 or 6.02)×10-4.
2

(d) The force from Earth because of its smaller mass, is less than the force from
the Sun at a similar distance.

The total work done in moving a long way from the Sun is much greater than that in moving
a long way from the Earth because mE ≪ mS .
Condone reference to “edge of Solar System” as “a similar
distance”.
1

Haberdashers Monmouth School For Girls Page 48 of 68

(e) change in kinetic energy or kinetic energy per unit mass formulated ✔1 allow 2 sf

change in gravitational potential energy / potential formulated ✔2

evidence of intention to equate their ∆E k and ∆E p (even if not carried through;

allow ecf) ✔3

mass of X = 6.3 × 1020 kg ✔4

✔1 OR 1.18 × 1010 (J) OR

OR m × 2.40 × 105 J

✔2 ∆E p =

= GMm × 5.72 × 10-6

Loss and gain may be replaced with change or Δ’s for this mark.

✔3 and

substitution of data into working equation.

This can be seen anywhere in the solution.
4
[10]

A
25.
[1]

Haberdashers Monmouth School For Girls Page 49 of 68

(a) (i) Use of F – GMm/r2
26.
C1
Allow 1 for
-correct formula quoted but forgetting
square in substitution

Correct substitution of data

M1
-missing m in substitution

491 (490)N

A1
-substutution with incorrect powers of 10
Condone 492 N,

(ii) Up and down vectors shown (arrows at end) with labels

B1
allow W, mg (not gravity); R
allow if slightly out of line / two vectors
shown at feet

up and down arrows of equal lengths

B1
condone if colinear but not shown acting on body
In relation to surface W ≤ R (by eye) to allow for weight vector
starting in middle of the body
Must be colinear unless two arrows shown in which case R vectors
½ W vector(by eye)

(b) (i) Speed = 2πr / T

B1
Max 2 if not easy to follow

2π6370000 / (24 × 60 × 60)

463 m s−1

B1
Must be 3sf or more

(ii) Use of F = mv2/r

C1
Allow 1 for use of F = mrω2 with ω= 460

Haberdashers Monmouth School For Girls Page 50 of 68

1.7 (1.66 – 1.68) N

(iii) Correct direction shown

(Perpendicular to and toward the axis of rotation)
NB – not towards the centre of the earth

(c) Force on scales decreases / apparent weight decreases

Appreciates scale reading = reaction force

The reading would become 489 (489.3)N or reduced by 1.7 N)

Some of the gravitational force provides the necessary centripetal force

B1
or R = mg – mv2/r
[14]

A
27.
[1]

(a) (i) force per unit mass ✓

28.
a vector quantity ✓
Accept force on 1 kg (or a unit mass).
2

(ii) force on body of mass m is given by ✓

gravitational field strength ✓

For both marks to be awarded, correct symbols must be used for M

and m.
2

(b) (i) ✓

= 2.45 × 103 (N) ✓ to 3SF ✓

1st mark: all substituted numbers must be to at least 3SF.
If 1.39 × 107 is used as the complete denominator, treat as AE with
ECF available.
3rd mark: SF mark is independent.
3
Haberdashers Monmouth School For Girls Page 51 of 68
(ii) F = mω2 (R + h) gives ω2 = ✓

from which ω = 2.19 × 10–4 (rad s–1) ✓

time period or = 2.87 ✓ 104 s ✓

[or F = gives v2 ✓

from which v = 4.40 ✓ 103 (m s–1) ✓

time period T or = 2.87 × 104 s ✓ ]

[or T2 = ✓

= ✓

gives time period T = 2.87 × 104s ✓ ]

= = 7.97 (hours) ✓

number of transits in 1 day = = 3.01 ( ≈ 3) ✓

Allow ECF from wrong F value in (i) but mark to max 4 (because
final answer won’t agree with value to be shown).
First 3 marks are for determining time period (or frequency). Last 2
marks are for relating this to the number of transits.
Determination of f = 3.46 × 10–5 (s–1) is equivalent to finding T by
any of the methods.
5

(c) acceptable use ✓

satisfactory explanation ✓
e.g. monitoring weather or surveillance:
whole Earth may be scanned or Earth rotates under orbit
or information can be updated regularly
or communications: limited by intermittent contact
or gps: several satellites needed to fix position on Earth
Any reference to equatorial satellite should be awarded 0 marks.
2
[14]

Haberdashers Monmouth School For Girls Page 52 of 68

(a) Total mass of spacecraft = 3050 kg
29.
Change in PE =

1.9 × 1011(J)

2 sf
condone errors in powers of 10 and incorrect mass for payload
Allow if some sensible working
4

(b) Chemical combustion of propellant / fuel or gases produced at high pressure

Gas is expelled / expands through nozzle

Change in momentum of gases escaping

equal and opposite change in momentum of the spacecraft

Thrust = rate of change of change in momentum

Max 3
N3 in terms of forces worth 1
3

(c) 0.031(4) (m s-2)

(d) Use of rocket equation

v = 1200 ln
996 (m s–1)
Condone 1000 (m s–1)
3

(e) (i) Use of correct mass 108 kg

0.0198 N
Allow incorrect powers of 10 and mass
3

(ii) Use of v =

Correct substitution v =

0.86 (m s-1)
Recognisable mass – condone incorrect power of 10
3

Haberdashers Monmouth School For Girls Page 53 of 68

(iii) Impulse = 25 N × 4.8 = 120 N s

(120 = 108 v so) Velocity = 1.1 m s-1

Clear conclusion

ie explanation/comparison of calculated velocity with escape

velocity from (e)(ii)
May use F = ma approach
3
[20]

C
30.
[1]

A
31.
[1]

B
32.
[1]

D
33.
[1]

C
34.
[1]

35. C
[1]

A
36.
[1]

(a) (The electric field strength at a point) is the force per unit charge ✔
37.
On a (small) positive charge (at that point) ✔
(only given if an attempt is made at the first mark)
An equation is not sufficient unless the symbols are defined. Unit
charge can be replaced by coulomb.
(Reference to a point is not needed as it is in the question but a
reference to moving between points or other points can cancel a
mark.)
If “mass” appears in the answer, it must be a synonym for “object”.
2

Haberdashers Monmouth School For Girls Page 54 of 68

(b) (At B) the (magnitude) of the electric field strength due to Q = the magnitude of the electric
field strength due to the 46 μC charge ✔

= 6.9 × 10–5 (C) ✔ (68.7 μC rounding must be correct)

This first mark may be inferred from the equation but must refer to
an electric field.
(Note: the answer 5.6 × 10–5 shows that an inverse square has not
been used).
A correct answer gains full marks.
Allow first and second marks even with arithmetic errors ie 10–6
missing, distances in mm and the constant 4πεo not present.
Award one mark if they use the inverse square coulomb law
equation to correctly calculate one side of the equation (

=) 1.4 × 108.
3

Work must be done (on the positive proton) due to the repulsive forces / because like
charges repel OWTTE ✔

The potential at infinity is zero ✔

(d) (As the ball falls) it experiences both vertical and horizontal forces/accelerations ✔

The ball is given a constant acceleration

The motion is in a straight line

Haberdashers Monmouth School For Girls Page 55 of 68

The motion is at 30° to the vertical (away from the wall) ✔

In this 2nd mark a wrong answer will gain zero marks even if accompanied by a correct
answer
‘Horizontal’ needs to be accompanied by some implication that it is
away from the wall. This may be by some reference to repulsion
from the wall.
Moves diagonally can imply straight.
“Moving away and downwards” does not imply straight.
Do not credit “horizontal straight line” or “vertical straight line.”
‘Gravity ‘ on its own is not a force whereas weight is.
2
[9]

(a) C (= 4πεOr = 4π × 8.85 × 10–12 × 0.020)

38.
= 2.2(2) × 10–12 (F) ✔1
✔1 Mark for substitution or answer. Also it may be seen
incorporated into the second mark.
Substitution of

V (= Q/C) = 52 × 10–9/2.22 × 10–12 ✔2

✔2 Use of r = 0.04 m in the previous mark is treated as an
arithmetic error and the substitution 52 × 10–9/4.44 × 10–12 is given
a CE mark.

V = 23 000 (V) ✔3 (23 400 V)

✔3
A continuation of the CE gives a mark to the answer 12000 or
11700 (V)
A correct answer gains all 3 marks.
Commonly 23000 V gives 3 marks
11700 V gives 2 marks
Also a power of 10 error in the final answer gives 2 marks.
For any other final answer the only possibility is to get one mark for
use of V = Q/C when C is clearly given or V = is uses with
an incorrect value of r.
3

Haberdashers Monmouth School For Girls Page 56 of 68

(b) Labelled arrows on B
• Tension or T parallel to thread and upwards
• weight or mg or W starting from sphere centre vertically down
• electrostatic force or repulsion to right and starting from the inside or edge of
the sphere ✔✔

2 marks for all 3 arrows and labels

1 mark for 2 arrows and labels
1 mark for 3 arrows, no or incomplete labels
For the electrostatic force label also allow Felec or ‘force between
charges. FA etc.
Ignore gravity between spheres.
If a reaction force given – max 1 mark.
2

(c) One mark for stating the problem. ✔1

✔1 The problem must be explicitly stated but not much detail is
needed. EG Anything used between the spheres may disrupt the
field.

One mark for giving a corresponding solution. ✔2

✔2 The solution must be detailed enough to convey what must
happen.
For example
Metallic or conducting instruments placed between the spheres will affect the
separation (because of the movement of charge/electrons within the instrument)
(Inside) callipers made from a non-conduction material in conjunction with a ruler
could be used
Or
A travelling telescope on a vernier scale could be used (at a distance)
Other examples of problems
Physically touching the spheres may alter the reading.
Difficulty of measuring distance between curved objects.
A measuring instrument can have a dielectric constant/permittivity, which will affect
the separation/disrupt the field.
Reading a ruler behind the spheres will give rise to a parallax error.
Other examples of solutions.
Ruler and set square set up parallel to the line joining the centres of
the spheres.
Measure (beforehand) the length of thread y and measure the angle
with a protractor and calculate distance x using trig’.
2

Haberdashers Monmouth School For Girls Page 57 of 68

(d) Using distance = 80 mm (mark given even in a wrong formula)
Or
Stating that the charge can be considered to be in the centre of each sphere ✔1

✔2

✔2 Power of 10 errors are condoned and so is the use of the wrong

separation (as this was penalized in the previous mark).

F = 3.8 × 10–3 (N) ✔3 (Showing at least 2 sig figs)

✔3 No ecf for this final mark.
3

(e) (As each sphere is in equilibrium then tan θ = a mark is given for a
reference and substitution into this equation in any configuration. The second mark is
for an evaluation that is said to be consistent. Use of 4 × 10–3 N given in part (d)
gains full credit.)

θ = tan–1 ✔= 6.9° which is consistent ✔

Felectrostatic = {3.2 × 10–3 × 9.8 × tan 7°} ✔

= 3.8(5) × 10–3 (N) which is consistent ✔

m= ✔ = 3.1(6) × 10–3 (kg) which is consistent ✔

Alternatively

T= = 0.032 ✔1Alt

and T = = 0.031, the same value so consistent ✔2Alt

using 4 × 10–3 N gives 7.3°

More circular routes using Pythagoras are possible but they end in
the same calculated results.
using 4 × 10–3 N gives 3.3(2) × 10–3 kg
✔1Alt Any equation that results in the calculation of the tension.
✔2Alt A second calculation of the tension which is stated to be
consistent with the first.
2

Haberdashers Monmouth School For Girls Page 58 of 68

(f) (In the following calculations condone the use of 1 sig fig for all data)

Fgrav = 6.67 × 10–11 × ✔1a

Fgrav = 1.1 × 10–13 (N) which is small/negligible compared to Felect (≈ 4 × 10–3 N) so

statement is valid ✔2a

Alternative
(find the ratio between the forces)

(mark given for this ratio or the substitution below)

✔1b

Felec is 3.6 × 1010 times Fgrav

or Fgrav is 2.8 × 10–11 times Felec ✔2b

✔1a It is the use of the formula that is important for the mark. Giving
the equation in symbols followed by an answer gains the mark.
✔2a No ecf for the second mark in order to keep the same level of
difficulty as in the alternative.
2
[14]

C
39.
1036
[1]

Haberdashers Monmouth School For Girls Page 59 of 68

Examiner reports
In part (a) (i), nearly all candidates correctly identified g and G; few were rigorous in their
2. explanations of what the quantities mean.

Few candidates did not equate the two equations in part (a) (ii), cancel m and rearrange into the
form shown.

The vast majority of candidate performed the calculation in part (a) (iii) correctly, but a significant
number quoted the final answer to either one or three significant figures (instead of the correct
two). A small minority of candidates forgot to square the radius of the Earth.

In part (b) (i), most candidates recognised that the period would be 24 hours.

Difficulty was had by some candidates in part (b) (ii) who struggled to add the quantities written in
different forms.

Part (b) (iii) was done well either by candidates dividing the circumference of the obit by the
period in seconds or else using the mass of the Earth calculated in part (a) (iii).

Most candidates gave an appropriate use for geostationary satellites in part (b) (iv), however
GPS and ‘mobile phones’ were not accepted.

In part (b) (v) few candidates were able to discuss the avoidance of dishes tracking by having
geostationary satellites.

(a) Most candidates managed to give an acceptable definition of gravitational field strength.
3. Those who did not usually failed because they omitted to mention unit mass or because
they confused field strength with potential or potential energy.

(b) (i) This part was also well done. Some candidates gave confused labelling, showed their
forces in the wrong direction, or omitted to show the forces on both of the diagrams.

(ii) Explanations were often not clear: some candidates created a difficulty by referring to
the resultant force when they probably were thinking of the resultant force of only FM
and FS. A few candidates sought to give explanations relating to the distances
between the Earth and the Sun or Moon, highlighting the need to advise candidates
not to rely on judgements of distance from diagrams which are not to scale.

(c) This calculation was done well by most of the candidates. A few tried to use an equation for
potential rather than force and some made processing errors, often forgetting to square the
orbital radius even though they had shown it as being squared in their equation.

(a) This was done well by the majority of candidates. A common error was to state that the
4. force is inversely proportional to the square of the radius.

(b) (i) Most candidates knew a method of showing the inverse proportionality. However,
many used only two of the sets of data or provided only a series of numbers without
any explanation of what they were doing or providing any conclusion. In the worst
cases, answers were set out poorly and any reasoning was hard to follow.

Haberdashers Monmouth School For Girls Page 60 of 68

(ii) Although many arrived at the correct answer, there were many dubious equations to
justify the final result. To gain full credit, candidates were expected to write down an
appropriate gravitational field equation from which to proceed. Some recalled the
value for G although the questions asked them to ‘use the data’.

(iii) There were relatively few correct answers to this part. Many candidates could not
identify an appropriate equation to use or did not realise that they had the value for
GM from earlier parts. Some determined the energy needed for the Earth to move
from the surface of the Sun to the position of the Earth’s orbit. Those who recalled G,
having no value for the mass of the Sun, determined the energy required for the
Earth to escape from the Earth.

(iv) Most were able to gain some credit for this part, gaining marks for calculating the
speed of the Earth in its orbit and/or for use of the KE formula. Many either ignored
the last part or added the KE in orbit to their answer to part (iii).

Missing from most attempted statements in part (a) were the expected references to point
6. masses and to an attractive force. Many candidates simply tried to put the well-known formula
into words, whilst others referred to the sum of the masses rather than the product of them.

The equation g = – GM / r2 is given in the Data booklet and mechanical rearrangement of it

leads directly to the expression in part (b). However, this was not what was required by the
wording of the question, and the many candidates who tried this approach were not given any
marks. The acceptable starting point was to equate the gravitational force with mg.

Answers to part (c) were frequently completely successful, making an interesting contrast with
the earlier parts of this question. The main problems here were omission of kg after the mass of
the moon, significant figure penalties, and arithmetical slips – typically forgetting to square the
denominator.

This question raised similar demands to the previous question, in that they required more than
8. one concept to be combined to give an algebraic result. In this question, electrostatic and
gravitational forces had to be considered together. The facility was 64%, and this question was
the best discriminator in the test. Over one-fifth of the responses were for distractor A, which has
(4π ) in the numerator instead of the denominator of the required expression.

Most candidates scored the mark in part (a) (i) and went to use their answer correctly in part (ii).
9. A small number of candidates however, failed to add the height calculated in part (i) to the Earth’s
radius or added the radius in km to the height in m. They were usually able to gain some credit
for knowing the correct equation to use.

In part (b) (i), many candidates gave a clear and correct expression, using either the expressions
for centripetal acceleration or the speed in terms of the mass of the Earth. Weaker candidates
confused the symbols for speed and gravitational potential on the data sheet and attempted to
calculate the speed using the expression for gravitational potential. Most candidates who
completed part (i) went on to complete part (ii) successfully, although some lost the final mark as
a result of giving the answer to too many significant figures. Some candidates in part (ii)
successfully related the time period to the radius of orbit and thus gained full credit. A small
minority of candidates gained no credit as a result of misreading part (b), attempting to provide
answers based on a time period of 24 hours.

Haberdashers Monmouth School For Girls Page 61 of 68

It was rare for all three marks to be awarded in part (a). Most answers made at least some
10. reference to the proportionality and inverse proportionality involved in Newton’s law, but
references to point masses or to the attractive nature of the force were scarce.
The essential starting point in part (b) was a correct statement equating the gravitational force
with mω2R; the more able candidates had little difficulty in then applying T = 2π/ω to derive the
required result, and three marks were usually obtained by them.

Both halves of part (c) followed directly from the T2 R3 result in part (b), and the candidates
who realised this usually made excellent progress. Unfortunately, a large proportion tried to go
back to first principles and tied themselves in knots with the algebra and/or arithmetic, often
getting nowhere. Confusion over which unit of time to employ in the different parts caused much
difficulty, especially for candidates who had calculated a constant of proportionality in part (i).
Some very elegant solutions to part (ii) were seen, where the result emerged swiftly from
(165)2/3. The most absurd efforts came from candidates who made the implicit assumption that
the Earth, Mercury and Neptune all travel at the same speed in their orbits, leading to wrong
answers of 141 days and 165 respectively.

The direction of forces in gravitational, electric and magnetic fields continues to be an area of
11. misunderstanding, as illustrated by the responses in this question, which had a facility of 55%.
Despite the fact that this question was about gravitational fields, just over a quarter of the
candidates selected distractor C, where the force is supposed to be at right angles to the field.
This confusion with a magnetic field is no more understandable than that of the 11% who chose
distractor B, where the force would be in the opposite direction to the field. Perhaps this latter
group were thinking of electrons in an electric field. Such incorrect responses suggest that
candidates were not always reading the questions with sufficient care.

This question was a graphical test of inverse proportionality, as represented by the universal law
12. of gravitation. The facility of the question was 65%, but one quarter of the candidates were
tempted into choosing distractor C.

This question was about gravitational forces. Application of the inverse square law was
14. completed successfully by 70% of the candidates in the former question.

Many correct statements of Newton’s law of gravitation were seen in part (a). Some candidates
15.
referred to just one aspect of the law ( M1M2, or 1/r2, not both together) and only received
one mark. A reference to point masses – which helps when explaining the meaning of r – was not
common. In fact a clear understanding of the meaning of r was expected in satisfactory answers.
The common inadequate responses, when neither was more fully explained, were ‘radius’ and
‘distance’ Candidates who tried to rely simply on quoting F = GM1M2/r2 were awarded a mark
only when the terms in the equation were correctly identified; a further mark was available to
them if they gave a clear definition of r or referred to the nature of the force as attractive.

Part (b) (i) could be approached using either ‘mass = volume × density’ or ‘mass r3’. The first
method was far more common, and most answers were satisfactory. On this paper, this was the
first example of a question requiring candidates to ‘show that…’ Convincing answers to this type
of question should include the fullest possible working, in which the final answer is quoted to one
more significant figure than the value given in the question. Here, for example, a value of 47.3 kg
was convincing. Part (b) (ii) also proved to be very rewarding for most candidates.

Common errors here were failing to square the denominator, or to assume that surfaces in
contact meant that r = 0 (whilst still arriving at a finite numerical answer!).

Haberdashers Monmouth School For Girls Page 62 of 68

Whilst many correct and well argued answers were seen in part (c), it was clear that some
candidates had not read the question with sufficient care. Two requirements for a satisfactory
answer ought to be clear from the wording of the question: the need to give a quantitative
answer, and to confine the answer to the effect on the calculations in part (b). ‘Calculations’
(plural) was a strong hint that the mass of both spheres would be affected, but there were many
answers in which it was assumed that the masses would not be changed. This meant that a
maximum mark of 1 out of 4 could be awarded, for the 1/r2 relationship alone. The incorrect use
of language sometimes also limited the mark that could be awarded for the answers here:
candidates who stated that doubling the separation would reduce the force ‘by one quarter’ could
not be credited with a mark.

This question which had a facility of 70%, was an algebraic test of the relationship between the
16. weight of an object at the surface of a planet and the mass and radius of that planet. This
question discriminated well and had no particularly strong distractor.

Another reused question combined Coulomb’s law with Newton’s law of gravitation and needed
17. candidates to take data from the Data and Formulae Booklet. The incorrect responses were
distributed fairly evenly across the three remaining distractors.

The candidates in 2010 found this question to be slightly easier than their predecessors, with the
18. facility advancing from 55% to 59%. One in four candidates demonstrated their confusion with
magnetic fields by opting for distractor C, where the force was perpendicular to the field.

This question, involving a rearrangement of the force equation from Newton’s law, had a facility
19. of 77%.

This was a fairly demanding calculation on the inverse square law of gravitation, in which
20. candidates had to consider the effect of changing both the size of the attracting masses and their
separation. Just over half reached the correct conclusion. No doubt it was errors in rearranging
the arithmetic and/or algebra that caused 34% of candidates to opt for distractor B, where the
new force was double what it ought to be.

This question continued the theme of gravitation. At first sight, it should be easy. In fact it was the
21. most demanding question in the test, with a facility of only 33%. Marginally more candidates
chose the incorrect distractor D than the correct answer. This was a fairly simple test of inverse
square proportion for force and inverse proportion for potential. Candidates made matters difficult
by confusing the distance from an external point to the centre of the Earth with the distance to the
surface of the Earth.

Data for the gravitational constant and the masses of the electron and proton had to be extracted
22. from the Data Sheet (see Reference Material) for use in this question where the topic was the
gravitational force between two particles. Over four-fifths of the students succeeded with this.

This question involving statements about Newton’s law of gravitation, had a facility of 85%. When
23. pre-tested, this question had been found appreciably harder but was more discriminating than on
this occasion.

(a) Most of the answers seen lacked detail. For example, instead of referring to the inverse-
24. square relationship of gravitational field with distance, students often wrote that the field
strength decreases with distance. The “field lines spread out” was written instead of
referring to the centre of mass being the location at which field lines point or the directional
gravitational force acts. Finally, equipotential lines were described as being “curved” rather
than being concentric about the centre of mass.

Haberdashers Monmouth School For Girls Page 63 of 68

(b) Most gave the generic answer to what is represented by the area under a force-distance
graph. So, references to potential energy or work done were commonly seen but these
lacked sufficient details to gain credit. Only a minority considered the extent of the shaded
area in Figure 1. When the height was given in the answer, there were still a few who lost
the mark by not referring to the space probe; instead they mentioned a unit mass.

(c) It was most common for students to determine gS and gE individually rather than going
straight to the ratio (as in the alternative on the mark scheme). The major problems for
most students were the choice of correct distances to substitute into their working
equations or failing to square the chosen distance in their calculations. Adding the Sun’s
radius to the distance or just using the Sun’s radius in the calculation of g S was a common
error.

(d) Most students did not produce an answer of the standard that is expected at A-level. Many
stated the Sun has a larger effect because its is “bigger” or “more massive” than the Earth.
They ignored the fact that distance has a bearing on the gravitational force on the probe.
Very few took the trouble to state anything about the probe–Earth distance and probe–Sun
distance being comparable.

(e) Most students simply looked for an equation that involved mass, speed and distance, then
simply ‘played’ with numbers. Inappropriate force and circular-motion equations were
commonly seen. The third marking point was also lost by many who missed any reference
to the changes in kinetic and potential energies. The most frequently gained mark was the
calculation of change in kinetic energy. However, there were many who failed to gain this
mark by using the square of the difference in speed in their calculation. The determination
of change in potential energy had a common error too; this was the substitution of the
difference in distance for separation into the potential-energy equation.

This question was on gravitational effects. Rearrangement of possible units to obtain the ratio of
25.
the quantities g2 / G was required; almost 70% of the candidates could do this correctly but 20%
chose distractor B (N kg-1 instead of N m-2).

Haberdashers Monmouth School For Girls Page 64 of 68

(a) (i) Most candidates were able to make good progress with this calculation and there
26. were many correct answers.

(ii) Many attempts were unconvincing and frequently carelessly drawn. Weight and
reaction forces were often shown as not being collinear. Some showed a reaction
force at one of the feet but not the other. That the length of a vector should represent
magnitude was not realised by many candidates.

(b) (i) A good proportion of correct approaches were seen but many candidates seemed
unsure what equation to use so quoted some that were not relevant. Good structure
in a mathematical argument is an important skill in all problems but even more so in
‘show that’ type questions were marks are awarded for each step.

(ii) Again there was a good proportion of correct response. Some candidates used F =
mrω2; and 460 m s-1 for ω.

(iii) Misunderstanding about centripetal force was common here and there were relatively
few correct answers. The majority showed the force acting toward the centre of the
Earth. Whilst a component of this force provides the centripetal force, the direction of
the centripetal force is toward the centre of rotation which in the diagram is
perpendicular and toward the axis of rotation of the Earth.

(c) There were very good answers from candidates who understood that the scales read the
reaction force.There were many who knew the formula mg – R = mv2 / r but thought that
the scales would record mg and assumed R to remain constant so that the centripetal force
increased the scale reading.

In this question the candidates had to decide about the relative magnitudes of the forces from the
27. Earth, the Moon and the Sun acting on a spacecraft when close to the Earth. Values for the
relevant masses and distances were provided in case candidates needed to perform a
calculation, or to carry out a check on their intuition. Obviously the spacecraft would not be in
orbit around Earth if FE was smaller than either of the other two forces. Hence FE must be the
largest of the three forces. The relative sizes of FM and FS then comes down to the ratio M / R2,
because the local gravitational field strength caused by each of the masses is GM / R2. The
facility of the question was 56%. 29% of the candidates chose distractor C; they appreciated that
FE is largest but thought that FM would be greater than FS.

Haberdashers Monmouth School For Girls Page 65 of 68

The definition in part (a)(i) was well known. Because the quantity concerned is called
28. gravitational field strength, there was frequent confusion as to whether it is a vector or a scalar,
with many answers being crossed out and changed. Part (a)(ii) was also generally very
rewarding. The main problem was a failure to show how the terms from the data booklet
equations (m1, m2 and r) translated into the terms in the question (m, M, R and h). In the
derivation, some students cancelled M instead of m. However, others had so little confidence in
their use of algebra that they could make little progress even in a simple derivation such as this.

Part (b)(i) caused few problems and marks were generally high. Sometimes incorrect values had
been extracted from the data booklet for the mass and radius of the Earth. Three significant
figures were expected in the answer; therefore a minimum of three significant figures should also
have been used in the substitution and working. When h = 1.39 × 107 was used as the radius of
the orbit one mark was lost and the value of the force thus obtained was carried forward to make
most marks available in part (b)(ii). Part (b)(ii) offered a very wide range of approaches to enable
students to show that the satellite would make three transits of Earth in every 24 hours. Apart
from the three alternatives given in the mark scheme (all of which were frequently seen) a very
concise calculation showed that a satellite with an angular speed of 2.19 × 10−4 rad s−1 would
move through an angle of 18.9 rad in one day, equating to (18.9 / 2π =) 3.01 transits.

Use of polar orbiting satellites for monitoring the Earth (weather forecasting, spying, surveying,
etc.) were well known in part (c), although some students confused the application with an
equatorial geosynchronous satellite. Explanations of the application were often less satisfactory:
reference to the rotation of Earth beneath the orbit, allowing the whole surface to be scanned,
was the key here. The ability to provide regular updates of the information obtained was also an
acceptable explanation. Students who mentioned the use of the polar satellite for
communications gained the first mark but were usually unable to point out its limitations, caused
by intermittent contact.

Haberdashers Monmouth School For Girls Page 66 of 68

(a) Most students gave the answer to 3 significant figures, although 2 sf was what was
29. required. The correct mass (3050 kg) was chosen by those who used the correct formula,
but some students used no mass in calculating the potential only.

(b) Many stated that the propellant/fuel was ejected through the nozzle. The statements about
the momentum of the exhaust gases were often confused. The most popular way of
deriving thrust was by attempting to use Newton’s 3 rd law but the statements were often
incomplete.

(c) The simple use of F = ma was easily achieved by most students.

(d) Although some students attempted to use conservation of momentum, most realised that
the rocket equations was needed. There is the same confusion over the meaning of the
symbols vf and mf. Some used mf = 1720 kg instead of 1330 kg, and others, after correctly
calculating vf = 996 m s−1, went on to subtract this from the exhaust gas speed, thus
sacrificing a mark.

(e) (i) Most students chose the correct formula, but many forgot to square the radius, and
others chose the wrong mass. The original mass of the spacecraft (3050 kg) was the
most popular erroneous value, although even the mass of the Earth was seen
occasionally.

(ii) Nearly everyone started with the correct formula but two common errors ensued.
Some forgot to take the square root and others did not convert 2.0 km to meters. Also
some gave the answer to 1 sf (0.9 m s−1) thus losing a mark.

(iii) Those who calculated that the velocity change of the probe was 1.1 m s−1 followed
with the right conclusion. Some students used the wrong mass but could still gain the
third mark with a correct comparison.

Direct application of Newton’s law of gravitation easily gave the answer in this question, which
30. had a facility of 78%. A very small number of incorrect responses came from assuming that the
law gives F ∝ (1 / r) – represented by distractors A and D. Rather more (14%) chose distractor B;
these students probably added the two component forces acting on the spacecraft instead of
subtracting them.

This was an unusual question on combinations of electrical units. 54% of the responses were
31. correct, whilst 18% selected distractor C and 20% distractor D (no unit). The latter must have
been tempting because both ε0 and G are constants.

This question tested the gravitational inverse square law in the context of two planets orbiting a
32.
star. Application of Pythagoras’ theorem shows that (XY) 2 = 3R2. When the planets are closest,
their separation is reduced to R; thus the force increases from F to 3F. The facility of the question
was 58%, with one in five of the responses being for distractor C (4F).

81.4% correct
36.
(a) As was the case in 2017, many students had not learnt definitions thoroughly. So, the
37. actual unit of charge was absent from many scripts as was a reference to a positive
charge. Weaker students mixed the definition of electric field strength with electric potential.
44.4% of students did not gain any credit here.

Haberdashers Monmouth School For Girls Page 67 of 68

(b) This was a very discriminating question and just over half of the students performed well
and gained at least two marks. The hurdle to overcome was to use an inverse-square force
equation rather than an inverse equation that relates to potential. Once the correct equation
had been established, most found no difficulty in the re-arrangements involved. It is worth
pointing out that students who explained their work with a couple of words were much more
likely to obtain marks even if their calculations were wrong.

(c) Most students showed a weakness in their understanding in this topic. The fact that the
resultant electric field was zero at P, and they rightly concluded that the field was zero at
infinity, made it too tempting to conclude the line between P and infinity must be an
equipotential, which was obviously wrong. Only about a third of the students thought about
the work that must be done in moving a proton to a region close to two positive charges.
Also very few referred to the potential being zero at infinity. 60.7% of students scored zero.

(d) This was another question done badly, with 61.1% failing to score. The common answers
fell into two groups. The first just regarded the ball being released as if it were thrown and
therefore following a parabolic path. The second group ignored gravity all together and
wrote about the ball travelling away horizontally. Very few students analysed the situation
by considering the forces and then the resulting accelerations in the horizontal and vertical
directions. In fact, many students did not mention force or acceleration but kept to
generalities such as “it moves away from the wall and falls”.

(a) Many students found this to be a relatively straightforward calculation and 60% gained full
38. marks. For others, the main difficulty was in choosing the correct radius to substitute into
the equation. Some who performed the calculation in a single step made a slip and
squared the radius.

(b) On this relatively simple question only a quarter of the students scored both marks. Even
more able students did not seem to know that the foot of an arrow represents the position
where the force is applied. The weight arrow, for example, was more frequently seen
starting at the base of the sphere B rather than starting at the centre of mass. Also, many
students did not try to represent all three forces.

(c) Very few students scored both marks. Even the most able students either presented a
problem but then did not suggest how it could be overcome, or told the examiner how to
measure d without stating a problem. Most students did not express clearly how d should
be measured. There was often a reference to a tool such as a vernier calliper or set square
but no indication of how it should be used. A very common statement that does not answer
the question was that ‘d is not measured in the correct place. It should be measured from
the centres of the spheres’ .

(d) Most students scored some marks on this question and over 60% gained full marks. The
minority that failed to gain marks either did not square the distance between the centres of
charge or did not use the centre-to-centre distance.

(e) Less than half showed that the figures were self-consistent. Some students attempted to
show consistent values but used an incorrect trigonometrical function. Others gave a
general answer such as ‘the angle is small which fits the data’ . Some did not appreciate the
problem and dealt only with the lengths of the triangle made with the two spheres and the
support.

(f) The calculation of the gravitational force was done well by most students. Unfortunately,
many students then failed to compare this to the electrostatic force. Many simply said the
gravitational force was negligible without saying compared to what.

Haberdashers Monmouth School For Girls Page 68 of 68

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