All Markers Paper 1

Physics A (H156, H556)
All ^ markers Paper 1

CS teacher
Please note that you may see slight differences between
this paper and the original.
Duration: Not set
Candidates answer on the Question paper.
OCR supplied materials:

Additional resources may be supplied with this paper.
Other materials required:

• Pencil
• Ruler (cm/mm)
Candidate Candidate
forename surname
Centre number Candidate number
INSTRUCTIONS TO CANDIDATES
• Write your name, centre number and candidate number in the boxes above. Please write clearly and in capital letters.
• Use black ink. HB pencil may be used for graphs and diagrams only.
• Answer all the questions, unless your teacher tells you otherwise.
• Read each question carefully. Make sure you know what you have to do before starting your answer.
• Where space is provided below the question, please write your answer there.
• You may use additional paper, or a specific Answer sheet if one is provided, but you must clearly show your candidate
number, centre number and question number(s).
INFORMATION FOR CANDIDATES

• The quality of written communication is assessed in questions marked with either a pencil or an asterisk. In History and
Geography a Quality of extended response question is marked with an asterisk, while a pencil is used for questions in
which Spelling, punctuation and grammar and the use of specialist terminology is assessed.
• The number of marks is given in brackets [ ] at the end of each question or part question.
• The total number of marks for this paper is 131.
• The total number of marks may take into account some 'either/or' question choices.
© OCR 2023. You may photocopy this page. 1 of 82 Created in ExamBuilder

1 *A group of students decide to determine the acceleration of free fall using the arrangement shown in Fig. 16.2.
The experiment uses a metal ball and a ramp.

The ball is at a distance d from the bottom of the ramp. The ramp makes an angle θ to the horizontal table. The
ball is released from rest at time t = 0. The ball takes time t to travel the distance d.
The relationship between d and t is given by the equation
Describe how you can conduct an experiment, and how the data can be analysed to determine the acceleration
of free fall g.

[6]
2 Fig. 18.2 shows an arrangement for lifting a car engine in a repair workshop.
Fig. 18.2 (not to scale)
A uniform metal beam of length 2.00 m is hinged to a vertical wall at point A. The beam is held at rest in a
horizontal position by a support cable of diameter of 3.0 cm. One end of this cable is fixed to the wall and the
other end is fixed to the beam at a perpendicular distance of 1.60 m from the wall. The support cable makes an
angle of 30° to the horizontal.
The car engine is lifted and lowered using a rope and a pulley. The pulley is fixed to the lower end of the beam
at a distance of 0.20 m from the far end of the beam.
The metal beam has a mass of 120 kg and the car engine has a mass of 95 kg.
(i) Calculate the tension T in the support cable.
T = _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ N [3]

(ii) Calculate the tensile stress σ in the support cable in kPa.
σ = _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ kPa [2]
(iii) The engine is lowered using the pulley and the rope. The engine accelerates downwards.
Explain briefly the effect this would have on the tension T in the support cable.
[1]
3(a) A group of students are conducting an experiment in the laboratory to determine the value of absolute zero by
heating a fixed mass of gas. The volume of the gas is kept constant.
Fig. 17.1 shows the arrangement used by the students.
Fig. 17.1
The gas is heated using a water bath. The temperature θ of the water is increased from 5 °C to 70 °C.
The temperature of the water bath is assumed to be the same as the temperature of the gas. The pressure p of
the gas is measured using a pressure gauge.
The results from the students are shown in a table.
θ / °C p / kPa

5±1 224 ± 3
13 ± 1 231 ± 3
22 ± 1 238 ± 3
35 ± 1 248 ± 3
44 ± 1
53 ± 1 262 ± 3
62 ± 1 269 ± 3
70 ± 1 276 ± 3
Describe and explain how the students may have made accurate measurements of the temperature θ.
[2]

(b) Fig. 17.2 shows the pressure gauge. Measurements of p can be made using the kPa scale or the psi (pounds
per square inch) scale. The students used the psi scale to measure pressure and then converted the reading to
pressure in kPa.
Fig. 17.2
(i) Suggest why it was sensible to use the psi scale to measure p.
[1]
(ii) The students made a reading of p of 37.0 ± 0.5 psi when θ was 44 ± 1°C.
Convert this value of p from psi to kPa. Complete the table for the missing value of p. Include the
absolute uncertainty in p.
1 pound of force = 4.448 N
1 inch = 0.0254 m

[2]
(c) Fig. 17.3 shows the graph of p against θ.
Fig. 17.3

(i) Plot the missing data point and the error bars on Fig. 17.3.
[1]
(ii) Explain what is meant by absolute zero. Describe how Fig. 17.3 can be used to determine the value
of absolute zero.
Determine the value of absolute zero. You may assume that the gas behaves as an ideal gas.

[6]

(d) Describe, without doing any calculations, how you could use Fig. 17.3 to determine the actual uncertainty in the
value of absolute zero in (c)(ii).
[2]

(e) The experiment is repeated as the water bath quickly cools from 70 °C to 5 °C. Absolute zero was found to be
−390°C.
Compare this value with your value from (c)(ii) and explain why the values may differ. Describe an experimental
approach that could be taken to avoid systematic error in the determination of absolute zero.
[4]

4 This question is about a simple pendulum made from a length of string attached to a mass (bob). For oscillations
of small amplitude, the acceleration a of the pendulum bob is related to its displacement x by the expression
where g is the acceleration of free fall and L is the length of the pendulum.
The pendulum bob oscillates with simple harmonic motion.
Describe with the aid of a labelled diagram how an experiment can be conducted and how the data can
be analysed to test the validity of the equation for oscillations of small amplitude.

[6]

5
A student wishes to investigate how the terminal velocity v of a metal sphere varies with the radius r of
the sphere as it travels through a liquid.
It is suggested that
v = Kr2
where K is a constant.
Describe with the aid of a suitable diagram how an experiment can be safely conducted, and how the data can
be analysed to determine K.

[6]
6
A student wishes to determine experimentally the efficiency of a small low-voltage DC motor. The motor
is used to lift light loads.
Describe with the aid of a suitable diagram how an experiment to determine the efficiency of the electric motor
can be safely conducted, and how the data can be analysed.

[6]
A metal ball is rolled off the edge of a horizontal laboratory bench. The initial horizontal velocity of the
ball is v. The ball travels a horizontal distance x before it hits the level floor.
Use your knowledge of projectile motion to suggest the relationship between v and x. Describe how an
experiment can be safely conducted to test this relationship and how the data can be analysed.

[6]

8
There is a lot of helium in the Universe. This was also true of the Earth when it was formed billions of
years ago. However, only small traces of helium are now found in the atmosphere of the Earth.
Use the kinetic theory of gases to explain why only small amounts of helium are found in the Earth’s
atmosphere. Use the information below to do suitable calculations to support your answer.
• typical atmospheric temperature = 10 °C
• mass of helium atom = 6.64 × 10−27 kg
• escape velocity from the Earth = 11 km s−1

[6]

9 Fig. 3.1 shows the design of a ‘mechanical’ torch.
Fig. 3.1
There is no battery in the torch. Instead, when the torch is inverted, the magnet falls a short vertical distance h
through the coil of wire, as shown in Fig. 3.2. This induces an electromotive force (e.m.f.) across the ends of the
coil. The e.m.f. is used to store charge in a capacitor, which lights a light-emitting diode (LED) when it
discharges.
Fig. 3.2
Fig. 3.3 shows the variation with time of the e.m.f. generated as the magnet falls the distance h.
Fig. 3.3

In the torch, the gravitational potential energy of the magnet is converted into electrical energy supplied to the 50
mW LED.
You are asked to investigate whether the efficiency of this energy conversion depends on the number of
inversions of the torch.
• Describe how you will make accurate measurements to collect your data. Assume that both the torch and
the tube can be opened.
• Explain how you will use the data to reach a conclusion.

[6]
10 * A student is carrying out an experiment to determine the specific latent heat of fusion L f of ice. The student has
two sets of apparatus next to each other on the laboratory bench, as shown in Fig. 17.1 and Fig. 17.2.
Fig. 17.1 Fig. 17.2
Both funnels are identical and have the same mass of crushed ice at 0 °C.
The current in the heater is 5.0A and the potential difference across it is 12 V.
Fig. 17.3 shows the variation of mass of water m collected in each beaker with time t.

Fig. 17.3
Describe and explain the shape of the two graphs in Fig. 17.3 and use them to determine the specific latent heat
of fusion L f of ice.

[6]

11 * A student makes a pendulum using a length of string with a ball of adhesive putty which acts as a bob. The
mass of this bob is M.
A similar second pendulum is constructed with the same length of string but with a bob of a smaller mass. The
mass of this bob is m.
The arrangement of the pendulums is shown below.
The bob of mass M is pulled back to a vertical height of H from its rest position. It is released and collides with
the bob of mass m. The two bobs then stick together and reach a maximum vertical height h from the rest
position.
The height h is given by the equation .
Describe how to perform an experiment to test the validity of this equation and how the data can be analysed.

[6]

12 This question is about the Sun and its radiation.
* A student attends a lecture about the Sun and makes the following notes.
1. The Sun loses more than 4 × 109 kg of its mass every second to maintain its luminosity.
2. Treating hydrogen nuclei (protons) as an ideal gas, a temperature of 1010 K provides a kinetic energy of
about 1 MeV, which is necessary for fusion.
3. However, the Sun’s core temperature is only 107 K, so the chance of protons fusing on collision is very
small. This explains why the Sun has such a long lifetime.
Explain the principles of physics which are involved in each of the three points.
You should include relevant formulae, but no numbers or calculations are required.

[6]

13 A linear air track is used to investigate the collision of two gliders A and B, as shown in Fig. 3.1.
Fig. 3.1
Light gates 1 and 2 are connected to a data-logger to determine the speed of the gliders. Glider A has a mass of
0.75kg and glider B has a mass of 1.25 kg.
Two experiments are carried out.
Experiment 1
Glider B is initially at rest between light gates 1 and 2.

Glider A passes light gate 1 at a speed of 0.200 m s–1.
Glider A collides with glider B.
Glider A rebounds and passes light gate 1 at a speed of 0.050ms–1 and glider B passes light gate 2 at a
speed of 0.150 m s–1.
Experiment 2
Glider B is initially at rest between light gates 1 and 2.

Glider A passes light gate 1 at a speed of 0.200 m s–1.
Glider A collides with glider B.
Glider A sticks to glider B.
Both gliders pass light gate 2 at a speed of 0.075 m s–1.
With the help of calculations and the terms below, explain the results of the two experiments. [6]
elastic inelastic momentum

14 This question is about an electric cooker, which consists of an oven and an electromagnetic induction hob.
The oven is not sealed, so the air inside remains at atmospheric pressure of 1.0 × 105 Pa.
The volume of the oven is 0.065 m3. The air inside the oven behaves as an ideal gas.
The temperature of the oven increases from room temperature to 200 °C.
Show that the internal energy of the air in the oven is the same at all temperatures of the oven. Support your [6]
answer with an explanation of the motion of the air molecules in terms of kinetic theory.

15 A student wants to determine the Young modulus E of a metal strip.
The student clamps the metal strip to the edge of a table using a G-clamp. A mass is permanently fixed to the
end of the strip as shown.
The mass oscillates freely when it is moved away from its equilibrium position and then released.
The Young modulus E of the metal can be determined using the equation ,where m is the mass
fixed to the end of the strip, L is the length of the strip from the end of the table to the centre of the mass, w is the
width of the strip, t is the thickness of the strip, and T is the period of oscillations.
Describe how an experiment may be safely conducted, and how the data can be analysed to determine an
accurate value for E.

[6]

16 A satellite is in a circular geostationary orbit around the centre of the Earth. The satellite has both kinetic energy
and gravitational potential energy.
The mass of the satellite is 2500 kg and the radius of its circular orbit is 4.22 × 107 m.
The mass of the Earth is 5.97 × 1024 kg.
Describe some of the features of a geostationary orbit.

Calculate the total energy of the satellite in its geostationary orbit.

[6]
17 Some nuclear fission reactors use uranium-235 as fuel. In the future, there is possibility of using hydrogen-2 as
fuel in fusion reactors.
Here is some information and data on fission and fusion reactions.
Fission reactor Fusion reactor

Typical reaction
Approximate energy produced in 200 MeV 4 MeV

each reaction
Molar mass of fuel material uranium-235: 0.235 kg mol–1 hydrogen-2: 0.002 kg mol–1
• Describe the similarities and the differences between fission and fusion reactions.
• Explain with the help of calculations, which fuel produces more energy per kilogram.

[6]

18 *A student is investigating the motion of a trolley as it accelerates from rest along a horizontal surface.
The diagram shows the trolley on a horizontal surface. A load of weight W accelerates the trolley.
Point P is a distance d from the initial position of the trolley.

A light gate connected to a timer is used to determine the velocity v of the trolley at point P.
It is suggested that the relationship between v and the mass M of the trolley is
where Q and R are constants.
Describe, with the aid of a suitable diagram,

• how an experiment can be safely conducted to test this relationship between v and M, and,
• how the data can be analysed to determine Q and R.

[6]

19(a) A tent is secured by 3 ropes along each of its long sides, as shown in Fig. 18. 1.
Fig. 18.1
Wind of speed 12 ms–1 blows at right angles to the shaded side of the tent for 3.0 s. The density of air is 1.2 kg
m–3.
(i) Show that the mass of air which hits the tent in this time is about 490 kg.
[3]
(ii) All of the air incident on the shaded side of the tent is deflected at 90° to the original direction as shown in
Fig. 18. 2.

Fig. 18.2
Use the information given in (a)(i) to calculate the magnitude of the force F exerted by the wind on the shaded
side of the tent.
F = ...................................................... N [2]
–1
(b) *When the wind speed exceeds 20 ms the ropes securing the tent break.
Describe, and explain in terms of forces, how the ropes and the shape of the tent could be modified to withstand
wind speed exceeding 40 ms–1.

[6]
END OF QUESTION PAPER

Mark Scheme
Question Answer/Indicative content Marks Guidance
1 *Level 3 (5–6 marks) B1×6 Indicative scientific points may include:

Clear procedure, measurements and
analysis. Procedure
There is a well-developed line of reasoning

which is clear and logically structured. The Release ball and start timer.
information presented is relevant and Stop timer when ball reaches bottom of
substantiated. ramp.
Make distance as long as possible to
Level 2 (3–4 marks) reduce % uncertainty in timing.
Some procedure, some measurements Repeat measurement for t to get an
and some analysis. average.
Mark the ramp at the set distance d to
There is a line of reasoning presented with ensure release point is accurate.
some structure. The information presented Use a release mechanism to release
is in the most-part relevant and supported ball.
by some evidence. Ensure the ball is not pushed when
released.
Level 1 (1–2 marks)
Limited procedure and limited Measurements
measurements or limited analysis.
The information is basic and Measure θ using protractor or calculate

communicated in an unstructured way. The θ using trigonometry and correct
information is supported by limited distances.
evidence and the relationship to the Measure t using a stopwatch.
evidence may not be clear. Measure the distance d using a ruler,
from the leading-edge of the ball to the
0 marks bottom of the ramp.
No response or no response worthy of
credit. Analysis
Plot a correct graph; e.g. d against t2.

Gradient of best fit straight line
determined.
Correct determination of g from the
gradient.
Total 6
2 i (Sum of clockwise moments = sum of C1

anticlockwise moments)
95 × 9.81 × 1.80 / 120 × 9.81 × 1.00 / 1.60

× T sin 30°
i (95 × 9.81 × 1.80) + (120 × 9.81 × 1.00) = C1

1.60 × T sin30°

Mark Scheme
i T = 3.6 × 103 (N) A1 Note answer to 3 s.f. is 3.57 × 103 (N)
ii C1 Possible ECF from part (i)
ii σ = 5.1 × 103 (kPa) A1 Allow 1 mark for 5.1 × 106; POT error
Note using 3.57 × 103 N gives 5.05 × 103
(kPa)
iii The clockwise moment increases and B1

therefore T increases.
Total 6

Mark Scheme
3 a Use a thermometer (with ± 1 °C) B1 Allow ‘temperature sensor / gauge’
Stir water bath / avoid parallax (for glass B1 Allow ‘avoid touching sides of water bath
thermometer) with thermometer’
Allow ‘take temperature in several places /
times and average’
Allow idea of ‘leave thermometer for long
time (to reach thermal equilibrium)’
Not idea of ‘use thermometer with finer
resolution’
Examiner’s Comments
A large majority included a correct
measuring device, such as a thermometer.
Significantly fewer described a technique
for accurate measurements such as stirring
the water or taking the temperature at
several points and calculating a mean
temperature.
b i Smaller (spacing between) divisions / B1 Ignore any reference to accuracy or

increments (AW) precision
Allow ‘less uncertainty’
Allow better or smaller or greater or higher
resolution
Approximately half of the candidature
made a correct comment regarding
resolution or that the smaller intervals on
the psi scale made it a sensible choice of
scale.
ii Allow clearly identified correct answer in

table or in working area.
p = 37.0 × 4.448 / (1000 × 0.02542)
255 (kPa) B1 Must be 3sf
uncertainty = 3 (kPa) B1 Must be 1sf
Allow 255.1 ± 3.4 scores mark 1
The vast majority of candidates correctly
calculated the pressure in kPa and stated
that the absolute uncertainty was 3 kPa.
A very small number of responses were
rounded inappropriately.

Mark Scheme
c i Point plotted at (44, 255) B1 ECF from (b)(ii)

Plot to with ± half a small square
Ignore checking error bars
Most candidates correctly plotted the point
with error bars. In this instance during
marking Examiners were instructed to
ignore the error bars as they were too
difficult to view when scanned.
ii Level 3 (5–6 marks) B1 × 6 Indicative scientific points may include:

Clear explanation, description and
determination Explanation and Description
There is a well-developed line of reasoning Absolute zero is the minimum possible

which is clear and logically structured. temperature / at absolute zero KE is
The information presented is relevant and zero
substantiated.
Level 2 (3–4 marks) At absolute zero p is zero

Some explanation, description and
determination
Or At absolute zero, the internal energy is
Some explanation and clear determination minimum (allow 0)
There is a line of reasoning presented with

some structure. The information presented Absolute zero should be (about)
is in the most part relevant and supported –273 °C
by some evidence.

Limited explanation or description or Reference to pV = nRT or pV = NkT or
determination p∝T
The information is basic and

communicated in an unstructured way. A graph of p against θ is a straight line
The information is supported by limited / straight line drawn on graph
evidence and the relationship to the
evidence may not be clear.
Intercept of straight line with x-axis or
0 marks θ-axis is absolute zero calculated by
No response or no response worthy of using y= mx + c
credit.
Determination
Gradient in the range 0.7 to 0.9

(kPa K–1)

Mark Scheme
y = mx + c used to determine the

intercept c or absolute zero
Absolute zero in the range –320 °C to

–240 °C
Use only L1, L2 and L3 in RM Assessor.
It was clear that the majority of candidates
had either performed this experiment
themselves or had otherwise seen it
before. The concept of absolute zero was
very successfully described and many
knew that an extrapolation or calculation
involving the equation of a straight line was
required to find absolute zero as the
x-intercept of the straight line.
Common errors included mis-calculating

the gradient, inability to rearrange the
equation or inappropriate conversion to
kelvin. Re-plotting the graph was not
required and merely wasted time for little
reward.
d Draw the worst fit line (through all the error B1

bars) (AW).
Determine the new value for absolute zero B1

and find the difference between the value Examiner’s Comments
in (c)(ii) and this new intercept. (AW) Many candidates realised that drawing a
line of worst fit was sensible. Far fewer
were clear that using the line of worst fit to
find a new x-intercept, leading to a spread
in values for absolute zero was the correct
procedure. Many incorrectly suggested
finding the difference in gradients, or
percentage differences in gradients.

Mark Scheme
e Cooling gas value of absolute zero is lower B1

than (c)(ii)
(Whilst cooling, the) temperature of gas B1

lags behind the temperature of water (AW,
ORA)
Graph is shifted to the left B1 Allow: gradient is too shallow

Allow: p measured is higher than expected
for incorrect measurement of T (so affects
the graph) (AW, ORA)
Stir water / wait for temperatures to be the B1 Not insulation of water bath
same / attempt at measuring temperature Not heat losses
of gas directly (AW)
The first mark for this item was intended to
be for a straightforward comparison that
the repeated experiment yielded a lower
value than that from part c(ii). Many
candidates calculated a percentage
difference yet did not refer to the direction
of difference.
Some candidates successfully suggested

that the water would always be cooler than
the gas and so the thermometer reading
would be systematically lower than the true
temperature of the gas. Rather fewer
discussed that the pressure reading would
therefore be higher than it should be for the
thermometer reading. Very few candidates
linked this idea to the effect on the graph,
namely that the points would all be shifted
to the left, causing a lower x-intercept or a
less steep line of best fit.
There were three acceptable experimental

approaches to avoid this systematic error.
Stirring the water and waiting until the gas
and water equilibrated would have reduced
the effects of the rapid cooling. A sensible
approach employed by some candidates
was to take the temperature of the gas
directly using a thermometer or
temperature inside the flask.
Total 18

Mark Scheme
4 Level 3 (5–6 marks) B1 × 6 Indicative scientific points may include:

Clear description including steps to obtain Experiment
high quality data and analysis Description
There is a well-developed line of reasoning Pendulum string clamped / fixed (can

which is clear and logically structured. be shown on diagram)
The information presented is relevant and
substantiated.
Use a stopwatch to determine time
Level 2 (3–4 marks) period T
Clear description and some analysis
There is a line of reasoning presented with Time multiple oscillations to

some structure. The information presented determine T
is in the most part relevant and supported
by some evidence.
Use a ruler to measure L
Limited description and analysis Or limited
description Vary length L and determine T
The information is basic and Quality of Data

communicated in an unstructured way.
The information is supported by limited Method used to ensure small
evidence and the relationship to the oscillations
0 marks Small angles i.e. <10 degrees

credit.
Idea of fiducial mark
Start / stop timing at the centre of the

oscillation
Measure from the fixed point to the

centre of the bob
Analysis
Correct plotting of graph, e.g. T2

against L or T against √L or lg T
against lgL
Analysis of data table showing T2/L

= constant

Mark Scheme
Expect a straight line through the origin
Correct gradient of the line e.g. 4π2/g
Use only L1, L2 and L3 in RM Assessor.
While a small number of candidates
described the incorrect experiment (such
as masses on a spring or circular motion)
most candidates made excellent attempts
to describe the experiment and the ensuing
analysis.
References to even the most basic

equipment are essential, such as
measuring lengths with a ruler and periods
of time with a stopwatch or other suitable
timer. Candidates that did neither could not
score higher than Level 1.
Level 3 responses included ideas about

achieving high quality data, such as use of
a fiducial mark, starting the oscillation
count (and hence the timer) at the midpoint
where the pendulum bob is fastest, stating
a suitable small angle of ten degrees or
less and how to achieve that consistently
with a protractor and by measuring the
length of the string from the suspension
point to the centre of the bob.
By far the preferred method of analysis

leading to verification of the relationship
was plotting a graph of T2 against L and
expecting the trend to be not only straight
but also through the origin with a gradient
of (4π2/g). An acceptable alternative was to
suggest calculating several values of (T2/L)
and demonstrating that ratio to be constant
and equal to (4π2/g). Note that writing ‘Plot
a graph of T2/L’ is not an acceptable short
hand for ‘plot T2 on the y-axis and L on the
x-axis.
Total 6

Mark Scheme
5 Level 3 (5–6 marks) B1 x6 Indicative scientific points may include:

Clear procedure, measurements and
analysis Procedure
There is a well-developed line of reasoning labelled diagram

which is clear and logically structured. The long tube
information presented is relevant and method to determine terminal velocity
substantiated. check for terminal velocity
safety precaution (tray to avoid spills /
Level 2 (3–4 marks) gloves / clamp tube)
Some procedure, some measurements method to remove sphere
and some analysis.
Measurements
some structure. The information presented measurement of diameter
is in the most-part relevant and supported use micrometer / calliper to measure
by some evidence. diameter
averages diameter
Level 1 (1–2 marks) measurements to determine v, e.g.
Limited procedure and limited stopwatch, ruler, light gate connected
measurements or limited analysis to timer, detailed use of video camera
repeats experiment for same r
communicated in an unstructured way. Analysis
The information is supported by limited
evidence and the relationship to the r=d/2
determination of terminal velocity
0 marks plot a graph of v against r2
credit. K = gradient.
This question was the first level of
response question on the paper. It involved
candidates planning an investigation into
the variation of terminal velocity and the
radius of a sphere. Candidates were
expected to draw a labelled diagram and
there were many tubes with elastic bands
drawn. To gain the highest marks
candidates were expected to explain
carefully how they would measure the
terminal velocity and to include how they
would check that the terminal velocity had
been achieved. Candidates were also
expected to explain how their results could

Mark Scheme
be used to give to determine the constant

K. Good candidates suggested an
appropriate graph that should be plotted
and explained how K could be determined
from the gradient. In general answers were
better this year than last year.
Total 6

Mark Scheme
Clear diagrams and procedure and 6 Diagram and procedure

measurements and analysis
labelled diagram
There is a well-developed line of reasoning correct circuit diagram
which is clear and logically structured. The description of procedure
information presented is relevant and use of cushion in case load falls
substantiated. repeats experiment.
Measurements
use of balance to measure load
A diagram, some procedure, some use of ruler to measure height
measurements and some analysis. use stopwatch to measure time
use of ammeter to measure current
There is a line of reasoning presented with use of voltmeter to measure p.d.
some structure. The information presented
is in the most-part relevant and supported Analysis
by some evidence.
equation to determine input
Level 1 (1–2 marks) power/energy (IV/IVt)
equation to determine output
Limited procedure and limited power/energy (mgh/t or mgh)
measurements or limited analysis equation to determine efficiency
use of gradient of appropriate graph
There is an attempt at a logical structure
with a line of reasoning. The information is Examiner’s Comments
in the most part relevant.
This question is assessing candidates’
0 marks abilities to plan an investigation. The
No response or no response worthy of question is set to help candidates e.g. “lift
credit. light loads” should have given the hint of
gravitational potential energy.
The stem of the question indicates that a

suitable diagram should be drawn. Many
candidates did not label their diagrams, or
the diagrams were not workable. It was
expected that there would be a workable
circuit diagram with appropriate measuring
instruments to determine the input power
or energy; correct circuit symbols should
be used. There also needed to be a
diagram indicting how the useful power or
energy could be determined. See
Exemplar 1.

Mark Scheme
When answering planning questions,

candidates should identify the
measurements that need to be taken and
indicate appropriate measuring
instruments.
Candidates also needed to explain how the

data would be analysed. This required
them to give the appropriate equations
using their measurements to determine the
input power/energy, the output
power/energy and the efficiency. Good
candidates suggested the plotting of an
appropriate graph and explained how the
efficiency could be determined from the
gradient.
Exemplar 1
This candidate has drawn two diagrams –

one diagram indicating clearly how the
motor is connected to a cell with an
ammeter and voltmeter which could be
used to determine the input power. The left-
hand diagram is an arrangement of the
apparatus which indicates the basic set up
and included a foam box for the mass to
fall into if the experiment does not work
properly.
This candidate has also underlined key

words from the question.
Total 6

Mark Scheme
7 Level 3 (5–6 marks) B1 x 6 Indicative scientific points may include:

Clear description and analysis. Description
There is a well–developed line of reasoning Ruler used to determine x

which is clear and logically structured. The Average readings to determine x
information presented is relevant and x recorded for various v
substantiated. Suitable method for consistent v or
varying v e.g.
Released from same point on a
Level 2 (3–4 marks) track
Some description and some analysis. Ejected from a spring device with
different compressions
There is a line of reasoning presented with Suitable method of determining point of
some structure. The information presented impact e.g.
is in the most–part relevant and supported trial run to get eye in approximate
by some evidence. correct position
carbon paper so that ball makes a
mark on paper
Level 1 (1–2 marks) scale in frame of video recording
Limited description and limited analysis tray of sand to catch ball
or limited description Suitable instrument used to determine
or limited analysis v (light–gate / motion sensor / video
techniques) or suitable description of
There is an attempt at a logical structure inference of v from other
with a line of reasoning. The information is measurements such as energy
in the most part relevant. released from spring of known k and x
Ensuring the initial velocity of ball is
horizontal
0 marks
No response (NR) or no response worthy Analysis
of credit (0).
Horizontal velocity is constant
Time of fall is independent of v
/horizontal velocity
Suggested relationship: e.g. x ∝ v,x
d.p. to V2, etc
Plot a graph of x against v or graph
consistent with candidate’s suggested
relationship
If relationship is correct, then a straight
line through the origin.
Suggested relationship supported by
correct physics or algebra.
Correct relationship supported by
physics.

Mark Scheme
Note:
L1 is used to show 2 marks awarded and
L1^ is used to show 1 mark awarded.
Many candidates had plenty to say that

was sensible. There was plenty of
evidence that candidates had seen this
experiment or had performed a similar one
themselves. A few confused the question,
instead describing how to find the time of
flight or that the ball was falling vertically.
Others described what they thought would
happen to the vertical component of
velocity when they changed the vertical
distance that the ball dropped.
Exemplar 2

Mark Scheme
In the first paragraph, the candidate has

made clear that the time of flight is
constant and goes on to explain why
towards the end of the response. This
supports the prediction that v ∝ χ In
addition, the candidate takes time to
explain how to obtain data for both the
horizontal velocity and horizontal distance.
It was pleasing to see light gates and
motion sensors being employed, with the
best answers explaining how to use the
data provided by the sensors to calculate
the velocity of projection.
The exemplar response also includes the

correct analysis. There is a graph of v
against x and the resulting best fit straight
line through the origin supports the idea
that these two variables are directly
proportional. Too many candidates did not
mention the crucial statement about the
line going through the origin, limiting their
response to a high L1 or low L2.
Total 6

Mark Scheme
8 Level 3 (5–6 marks) B1x6 Indicative scientific points may include:

Clear explanation and correct calculation.
Explanation
There is a well–developed line of reasoning
which is clear and logically structured. The At a certain temperature all atoms have
information presented is relevant and the same average kinetic energy
substantiated. Helium behaves as an ideal gas
•
Some explanation and limited calculation, Mean / r.m.s speed of atoms is less
or limited explanation and correct than the escape velocity
calculation. Atoms have range of speeds / velocity
or mention of Maxwell–Boltzmann
There is a line of reasoning presented with distribution
some structure. Faster atoms have escaped the Earth
The information presented is in the (over long period of time)
most–part relevant and supported by some Earth was significantly hotter in the
evidence. (ancient) past

Limited explanation and missing or Calculation
incomplete calculation.
T = 283 K
with a line of reasoning. The information is
in the most part relevant. •
•
0 marks
No response (NR) or no response worthy
of credit (0). cr.m.s = 1.3 km s–1

Mark Scheme
Exemplar 6
In correctly calculating the root means

square speed and by being clear about
how that has been calculated, this
candidate has gained L2 already.
There is a correct comparison of this
speed with the escape velocity. There
is also reference to the Boltzmann
distribution of speeds, suggesting that
even though a small fraction will have a
sufficient velocity, over time those
particles will escape.

Mark Scheme
Most candidates made good progress

with the calculation or provided an
alternative by calculating the mean KE
of a particle and comparing that with
the KE a particle with escape velocity
would have. A significant fraction made
a poor comparison of their value with
escape velocity (e.g. that 1300 ms–1
was greater than 11 km s–1) or
compared the mean squared speed
with the escape velocity.
Total 6

Mark Scheme
9 Level 3 (5 - 6 marks) B1 x 6 Use level of response annotations in RM

Clear determination of input energy, Assessor, e.g. L2 for 4 marks, L2‸ for 3
procedure and analysis marks, etc.
There is a well-developed line of reasoning Candidates can gain full credit for
which is clear and logically structured. The investigating the efficiency of either:
information presented is clear, relevant and Method 1(M1): GPE (nmgh) to energy
substantiated. conversion in LED (Pt) or
Method 2(M2): GPE (nmgh) to energy
Level 2 (3 – 4 marks) stored in capacitor (½CV2 or ½Q2/C)
Clear determination of input energy and L1 maximum for any answers which do not
procedure, but no analysis use GPE as input energy
or Clear analysis but limited determination

of input energy and/or limited procedure Indicative scientific points may include:
or Attempted determination of input Determination of input energy

energy, basic procedure, and an attempt at
analysis record the number of inversions, n
(use electronic / top pan balance to)
There is a line of reasoning presented with measure mass of magnet m
some structure. The information presented (use mm ruler to) measure tube length
is in the most part relevant and supported lt and magnet length lm
by some evidence. calculate h = lt – lm
calculate (GPE =) nmgh
Level 1 (1 – 2 marks) Procedure

A limited selection from the scientific points
worthy of credit. invert torch n times (with torch
There is an attempt at a logical structure switched off)
with a line of reasoning. The information is make sure that the magnet falls the full
in the most part relevant. 0 marks No height h between inversions
response or no response worthy of credit M1 switch torch on and (use stopwatch
to 0.1 s to) measure time t taken until
LED goes out (use video with timer for
greater accuracy)
M1 use a darkened room or view LED
through tube
M2 (use voltmeter across capacitor to)
measure final p.d. Vf
M2 (with coulombmeter) measure final
charge Qf stored by capacitor
repeat experiment for different n
Analysis of efficiency
M1 calculate W = Pt where P = 50 mW
M2 calculate W = ½CVf2 or ½Qf2/C
calculate efficiency = W/nmgh

Mark Scheme
compare efficiency values for different

n
plot suitable graph e.g. efficiency
against n / W against nmgh
plot t against n (M1) / V2 or Q2 against
n (M2) with justification
discuss shape / gradient of graph
In level of response questions like 3(c),

candidates must remember to refer closely
to the stem of the question when planning
their extended answer to make sure that
they are addressing the question asked.
The challenge in this question was to

design an experiment that would yield
results leading to a valid conclusion.
Candidates could gain full credit for
investigating the efficiency of gravitational
potential energy (GPE) to either:
energy conversion in the LED (power x

time) or
energy stored in the capacitor (½CV2
or ½Q2/C)
Candidates were then expected to

describe how the efficiency would be
calculated, and how they could tell whether
the efficiency depended on the number of
times the torch is turned or inverted, n.
Many candidates were able to describe a
valid graphical method, usually plotting
efficiency against n, or output energy
against input energy. Some candidates
plotted time against number of inversions,
which was able to score maximum credit
provided that they clearly explained that t
and n were proportional to output and input
energy respectively.
The best responses were those where
candidates had not just stated what to plot
but had gone on to describe and explain
the expected shape of the graph and what
its gradient would show.
Exemplar 4

Mark Scheme
Exemplar 4 shows a typical Level 2

response. The candidate is correctly trying
to find the efficiency of GPE converted to
electrical energy in the torch, but their
response lacks the clarity and detail
needed for a Level 3 response. Also, their
method will not yield correct results
because they have
not realised that GPE increases with

the number of turns, so they need to
use the formula GPE = nmgh.
not specified that the length h is the
distance that the magnet falls, rather
than the length of the tube.
not made clear which is the input and
which the output energy in the (correct)
efficiency formula.
used incorrect graphical analysis for
their graph of efficiency against n. We
want to discover whether efficiency
depends on n, not demonstrate that
efficiency increases proportionally to n,
which is impossible.
Total 6

Mark Scheme
10 Level 3 (5–6 marks) B1×6 Indicative scientific points may include:

Clear description and explanation and
correct calculations leading to value of Lf
Description and explanation
which is clear and logically structured. The m ∝ t (for both)
information presented is relevant and Greater gradient for funnel with heater /
substantiated. greater rate of water from funnel with
heater
Level 2 (3–4 marks) Energy supplied to the ice is at a
Clear description and explanation constant rate (for both beakers)
or Idea that arrangement in Fig 17.2 is a
Correct calculations leading to value of Lf control
or Beaker in 17.2 heated just by
Some description or explanation and some surroundings / air / room
correct calculations Arrangement in Fig. 17.1 gains energy
from heater and surroundings / air /
There is a line of reasoning presented with room
is in the most-part relevant and supported Calculation
by some evidence.
Gradient(s) calculated
Level 1 (1–2 marks) Δm = 45 × 10–3 kg
Limited description or explanation ΔE = mL(f)
or ΔE = 5 × 12 × 240 = 14400 J
Limited calculations L(f) = 14400 / 45 × 10–3 = 3.2 × 105
Units: J kg–1
communicated in an unstructured way. The Note : L(f) can be calculated using L(f) = VI
information is supported by limited ÷ |Δgradient|
0 marks
credit.
Total 6

Mark Scheme

Clear description of experiment and
measurements and clear analysis.
Description
which is clear and logically structured. The Release method
information presented is relevant and Ensure bob is not pushed
substantiated. Repeat experiment for same H
Repeat for different H
Level 2 (3–4 marks) Centre of mass of single bob and
Some description of experiment and some joined bob considered
measurements and some analysis. Keep bob string taught
There is a line of reasoning presented with Measurements

is in the most-part relevant and supported Measure heights h and H with ruler
by some evidence. Use centre of mass of bob or another
suitable method
Level 1 (1–2 marks) Use video camera to record motion
Limited description of experiment Use of datalogger and appropriate
or sensor to measure H and h
Limited measurements Measure mass with (top pan) balance
or
Limited analysis Analysis
The information is basic and Construct a table of h and H

communicated in an unstructured way. The Plot graph of h against H
information is supported by limited LoBF should pass through origin.
evidence and the relationship to the Determine gradient or calculate h/H
evidence may not be clear. repeatedly
gradient (gradient must

0 marks be consistent with the plot)
No response or no response worthy of Masses substituted into above
credit. expression and checked against
experimental gradient
Total 6

Mark Scheme
12 Level 3 (5 – 6 marks) B1 x 6 Use level of response annotations in RM

Clear expansion of three statements Assessor,
e.g. L2 for 4 marks, L2ˆ for 3 marks, etc.
There is a well-developed line of reasoning Indicative scientific points may include:
which is clear and logically structured. The
information presented is clear, relevant and statement 1
substantiated.
fusion reactions are occurring
Level 2 (3 – 4 marks) which change H into He
Clear expansion of two statements and mass is lost which releases energy
or energy released = c2Δm
Limited attempt at all three Δm per second = luminosity / c2
There is a line of reasoning presented with statement 2

is in the most part relevant and supported
by some evidence.
average k.e. of each proton is
high T means protons are travelling at
Level 1 (1 – 2 marks)
high speed
Limited attempt at one or two statements
so fast enough to overcome repulsive
forces
and get close enough to fuse
with a line of reasoning. The information is
p.e. = e2/4πε0r so T must be high
0 marks enough for

No response or no response worthy of r is approximately 3fm
credit.
statement 3
k.e. ∝ T so average energy at 107 K is

only one thousandth of the average
energy at 1010 K when protons might
fuse
but M-B distribution applies so at the
high energy end there will be a few p
with enough energy
quantum tunnelling across potential
barrier is possible
small probability of many favourable
collisions to boost energy of p
4 p must fuse to produce He; it is
complicated process making probability
of fusion much less
number of p in Sun is so huge that,
even with such a small probability, 4 x
109 kg of p still interact s–1
a larger probability means lifetime of
the Sun would be shorter

Mark Scheme
This was one of the two LoR questions. It

required understanding of fusion, mass-
energy equivalence, the Maxwell-
Boltzmann distribution, and the relationship
between mean kinetic energy and
temperature for particles in an ideal gas.
Responses to the following questions were

being sought:
1. Why is the Sun losing mass?

2. Why is an extremely high temperature
needed for fusion in stars?
3. Why does fusion occur in the Sun even
though its temperature is 1,000 times
less than that required by theory?
Two dissimilar responses could score

comparable marks if the criteria set out in
the answer section of the marking scheme
were met. Level 3 responses gave a clear
answer to all three of the questions,
whereas Level 2 responses generally had
clear answers to only two. In Level 1,
limited answers to only one or two of the
above questions were given.
Total 6

Mark Scheme

Clear explanation of terms and explanation Explanation of terms
of results correctly comparing momentum
and kinetic energy. p = mv

Total momentum conserved in all
which is clear and logically structured. The
collisions
information presented is relevant and
Total energy conserved in all collisions
substantiated.
Ek conserved in elastic collision
Ek NOT conserved in inelastic collision
Speed of approach = speed of
Clear explanation of terms and limited
separation in elastic collision
explanation of results comparing
momentum
Explanation of results
or limited explanation of terms and some
Initial pA= 15 kg cm s-1 or 0.15 kg m s-1
explanation of results
Initial EkA = 0.015 J
Expt 1:
or correct comparison of momentum and
Speed of separation = 0.150 +
kinetic energy.
0.050 = 0.200 m s-1
pA after collision = (-) 0.375 kg m
s-1
pB after collision = 0.1875 kg m s-1
is in the most-part relevant and supported
Total p after collision = 0.15 kg m
by some evidence.
s-1
EkA after collision = 0.0009375 J
EkB after collision = 0.0140625 J
Has limited explanation of terms or limited
Total Ek after collision = 0.015 J
comparison of momentum / kinetic energy.
Collision is elastic since Ek
conserved
Expt 2:
communicated in an unstructured way. The
p after collision = 0.15 kg m s-1
information is supported by limited
Ek after collision = 0.005625 J
Collison is inelastic since Ek not
conserved
Momentum conserved in both
0 marks
collisions
credit.
Total 6

Mark Scheme
14 Level 3 (5 - 6 marks) B1 x 6 Indicative scientific points may include:

Clear explanation using kinetic theory
ideas and either a clear proof using Explanation using kinetic theory
formulae or a correct calculation
pressure = force/area
There is a well-developed line of reasoning force is caused by air molecules
which is clear and logically structured. The colliding with oven walls
information presented is relevant and Newton’s 2nd Law states force = rate of
substantiated. momentum change
increased temperature means each
Level 2 (3 – 4 marks) molecule has greater KE
A partial explanation using kinetic theory hence greater velocity and hence
ideas and either a partial proof using greater momentum
formulae or a partial calculation and more collisions with walls per
second
There is a line of reasoning presented with hence greater rate of momentum
some structure. The information presented change on hitting walls.
is in the most part relevant and supported This would lead to greater pressure if N
by some evidence. remained constant
so number of molecules in oven must
Level 1 (1 – 2 marks) decrease (air escapes)
An attempt at either explanation or proof or so fewer but 'harder' collisions at
calculation higher temperatures giving constant
pressure.
There is an attempt at a logical structure Rms velocity c increases with
with a line of reasoning. The information is temperature but number N decreases
in the most part relevant. and so effects balance out to keep total
KE (½Nmc2) constant
0 marks
No response or no response worthy of Proof using formulae
credit.
equate pV = NkT and E NkT to
show E pV
in an ideal gas, all internal energy E is

kinetic energy
so E is independent of temperature
Calculation
Internal energy pV = 1.5 x 0.065 x

1.0 x 105 = 9.8 kJ
At T = 293K, N = pV/kT = 1.6 x 1024

and n = 2.7 moles

Mark Scheme
At T = 473K, N = 1.0 x 1024 and n = 1.7

moles
so we can show that NT (and/or nT)
remain constant
Total 6

Mark Scheme
15 Level 3 (5–6 marks) B1× 6 Use level of response annotation in RM

Clear description and clear analysis Assessor.
There is a well-developed line of reasoning Indicative scientific points may include:

which is clear and logically structured. The Description
information presented is relevant and
substantiated. Determine T by measuring several
oscillations
Level 2 (3–4 marks) Independent and dependent variables
Some description and some analysis identified (e.g. L and T)
or Variables kept constant (e.g. for L and
Clear description T experiment, m is kept constant)
or Clear analysis Repeating to determine average T
Measure length L and width w with
There is a line of reasoning presented with ruler
some structure. The information presented Measure thickness t with a vernier
is in the most-part relevant and supported (calliper) / micrometer
by some evidence. Use video/phone camera / stopwatch /
data-logger and motion sensor / light
Level 1 (1–2 marks) gates and timer
Limited description Use top-pan balance / scales to
or measure m
Limited analysis
Analysis
with a line of reasoning. The information is Plot an appropriate graph, e.g. T2
in the most part relevant. against L3 or tabulate T2 ÷ L3
Gradient of best line determined or
0 marks average of T2 ÷ L3
No response or no response worthy of Use a large triangle to determine
credit. gradient
Gradient (or equivalent) related to E,
e.g. gradient = 16π2m/wEt3 for T2
against L3 graph
Examiner's Comments
This part tested ideas about investigative
experiments: there was a solid focus on
elements of data-taking and instruments
that should be used. Typically at A Level,
analysis should include an appropriate
graph and a comparison between the line
of best fit and the equation under test.
Putting the general equation below the
given equation would make it much clearer
how the candidate linked the gradient or y-
intercept with the required property.
Total 6

Mark Scheme

Clear description and correct calculations
leading to value of total energy (must Description
include the negative sign)
Orbit above the equator / equatorial
There is a well-developed line of reasoning orbit
which is clear and logically structured. The Orbit from west to east/same direction
information presented is relevant and of orbit as Earth’s rotation
substantiated. Orbital period is 24 hours / 1 (sidereal)
day /23hrs 56mins (4 s)
Level 2 (3–4 marks) Orbit is circular / above the same point
Some description and some correct on the Earth
calculations
or Calculation
Correct calculations (including the negative
sign)

is in the most-part relevant and supported
by some evidence. = (-)2.4 × 1010 J
Level 1 (1–2 marks) V= ωr

Limited description
or V= = 3.07 × 103 m s-1
Limited calculations

communicated in an unstructured way. The
information is supported by limited
evidence and the relationship to the = 1.2 × 1010
evidence may not be clear. J
Total energy = - 2.4 × 1010 + 1.2 × 1010
0 marks = - 1.2 × 1010 J
No response or no response worthy of Allow full credit for algebraic proof
credit.
using
E= and total
energy = KE + PE
Allow higher order answers in terms of

Lagrange's Identity
Examiner's Comments
This part explored multiple ideas about
geostationary orbits. It was accessible to
most candidates, many of whom calculated
the magnitude of the GPE correctly yet

Mark Scheme
forgot that this value must be negative.
Almost all candidates forgot that

Gravitational Potential Energy is negative.
Total 6

Mark Scheme

Clear description and clear calculations of
energy per kg
Description
which is clear and logically structured. The Energy is produced in both reactions
information presented is relevant and More energy produced (per reaction) in
substantiated. fission
The (total) binding energy of ‘products’
Level 2 (3–4 marks) is greater
Clear description OR In fusion, nuclei repel (each other)
Clear calculations of energy per kg Fusion requires high temperatures /
OR high KE
Some description and some calculations Fission reactions are triggered by
(slow-)neutrons
There is a line of reasoning presented with Chain reaction possible in fission
is in the most-part relevant and supported Calculations
by some evidence.
1 kg of uranium has 4.26 mols / 2.56 ×
Level 1 (1–2 marks) 1024 nuclei
Limited description 1 kg of deuterium has 500 mol / 3.01 ×
OR 1026 nuclei / 1.50 × 1026 ‘reactions’
Limited calculations 200 MeV = 3.2 × 10-11 J
4 MeV = 6.4 × 10-13 J
There is an attempt at a logical structure Uranium: ~ 1014 (J kg-1) (actual value
with a line of reasoning. The information is 8.2 × 1013)
in the most part relevant. Deuterium: ~ 1014 (J kg-1) (actual value
9.6 × 1013)
0 marks The energy per kg is roughly the same
credit Examiner’s Comments
This is the second LoR question. This is

designed to assess knowledge of the two
nuclear energy reactions and to calculate
energy release using some given data. The
differences between the fission and fusion
reactions were generally well answered
although many candidates explained
differences in design, operation and waste
more than the reactions. The similarities
were often not as clear however several
candidates gave excellent responses in
terms of binding energies and mass
differences. Candidates were also
expected to complete a calculation to show
which produces more energy output per
kilogram. This is challenging calculation to

Mark Scheme
follow through fully, but most candidates

were able to make some attempt, even if it
was only converting MeV to J. Only better
candidates realised 2 nuclei of deuterium
were used for one fusion reaction. While a
small number of candidates did correctly
calculate the energy per kilogram, they
tended to state that fusion produced more
energy rather than a feeling that they are
basically equivalent. As usual with LoR
questions, a holistic approach is taken to
the marking and candidates can access
higher levels without necessarily reaching
all the marking points. Even so, relatively
few candidates were able to access Level
3, generally due to poor calculations and/or
descriptions.
Total 6

Mark Scheme

Clear diagram and procedure and
measurements including explanation of the Diagram and procedure
use of one light gate and analysis including
determination of Q and R. labelled diagram including light gate
positioned at P
There is a well-developed line of reasoning card added to trolley to interrupt light
which is clear and logically structured. The beam
information presented is relevant and description of procedure
substantiated. repeats experiment for each M
keep d constant
Level 2 (3–4 marks) method to keep d constant, e.g. mark
Some procedure, some measurements start position
and some analysis. method to stop trolley hitting pulley /
OR load hitting floor e.g. cushion / sand
Limited procedure, limited measurements bag
and detailed analysis method to fix M to the trolley
OR use a release mechanism
Detailed procedure, detailed
measurements and limited analysis Measurements
There is a line of reasoning presented with use ruler to measure length of card /
some structure. The information presented object interrupting light beam
is in the most-part relevant and supported use of balance to determine M
by some evidence. method to determine W
use of ruler to measure d.
limited procedure and limited Analysis
measurements and limited analysis
v = length of card ÷ time
There is an attempt at a logical structure plot a graph of 1/v2 against M (or
with a line of reasoning.The information is equivalent graph
gradient =
0 mark
R = y-intercept
credit.
Q = 2dW –
The question was designed to assess

candidates’ practical skills.
Candidates were advised to draw a

‘suitable diagram’, it was anticipated that
they would draw a diagram with one light
gate positioned at point P and a
rectangular card added to the trolley to

Mark Scheme
interrupt the light beam.
To gain a Level 3 mark on this question

candidates needed to explain both the
procedure and measurements that needed
to be taken. In particular candidates
needed to explain how the velocity v was
determined at P. Many candidates
incorrectly used two light gates and
determine the average speed to travel
distance d.
Appropriate measuring instruments should

be specified to determine the other
constants.
The analysis of the data should include an

appropriate graph to plot and an
explanation of how Q and R could be
determined from the gradient and intercept.
Q and R should be the subject of the
equation.
Exemplar 1
Exemplar 1 - The candidate was awarded

4 marks as the scientific content of the
response meets the Level 2 descriptors
and the communication statement is also

Mark Scheme
satisfied.
The candidate structures the response by

initially determining the graph that would
need to be plotted to determine the
constant Q and R. The candidate then
explains how the gradient and y-intercept
is used to determine Q and R.
The candidate describes a brief procedure

and includes the use of a cushion,
repeating results and keeping d and W
constant.
To gain Level 3, the candidate needed to

have included a diagram showing the
position of the light gate and explained the
measurements that would need to be taken
to determine v from a light gate connected
to a timer.
Assessment for learning
Candidates should understand how light

gates attached to a timer can be used to
determine velocity and acceleration. In
particular, candidates should understand
the distance measurements and shape of
the interrupt card.
Other data logging methods such as a

motion sensor should also be understood.
Misconception
Many candidates incorrectly calculated the

velocity v at P since they measured the
time for the trolley to travel distance d and
then calculated the average speed to travel
distance d.
Assessment for learning

Mark Scheme
Candidates should be able to determine

appropriate axes to plot graphs and then
explain how constants can be determined
from the gradient and y-intercept.
Total 6

Mark Scheme
19 a i (area of shaded region =) 1.9 × 6.0 or 11.4 C1 Allow volume found in one second leading
(m2) to mass per second multiplied by 3 for 2nd
C1 and 3rd mark
(volume of air in 3.0 s =) 11.4 × 3.0 × 12
Note: volume of air is 410 (m3)
(mass of air = 11.4 × 3.0 × 12 × 1.2)
A1
mass of air = 492(.48) (kg)
ii ∆p = 12 × 490 or 5900 (kg ms–1) C1 Expect to see mass of 490, 492, 492.5,
492.48
(force = ∆p / ∆t = 5900/3.0)
Note answer is 1970 to 3 SF using 492.48
F = 2000 (N) A1
Note answer is 1960 to 3 SF using 490
Candidate’s answers to this part were

either jumbled or grounded in incorrect
physics.
This question is correctly answered by

thinking about a cuboid of air that is 36 m
long and has a cross-sectional area equal
to that of the shaded side of the tent.
That cuboid corresponds to the air that hits

the tent in the three second period.
The force applied will be equal to the rate

of momentum change. This means
multiplying the mass of air that hits the tent
by the velocity change (i.e. 12 m/s) and
then dividing by the time taken for that
momentum change.
b *Level 3 (5–6 marks) B1×6 Indicative scientific points may include:

Clear descriptions and explanations,
supported by quantitative analysis Description
There is a well-developed line of reasoning Increasing the area/diameter of the guy

which is clear and logically structured. The ropes
information presented is relevant and A different material with a larger
substantiated. breaking or yield stress
A more streamlined shape that allows
Level 2 (3–4 marks) the wind to pass over or around the
Some description and some explanation or tent

Mark Scheme
quantitative analysis Explanation

or
Clear explanation Correct reference/use of F = ∆p / ∆t
or Greater cross-sectional area of rope
Clear description would reduce the stress
The rope would not exceed a higher
or breaking/yield stress
Clear quantitative analysis Changing shape produces a smaller
momentum change and a smaller force
There is a line of reasoning presented with If the air passes over/around the tent, it
some structure. The information presented still has some forward momentum and
is in the most part relevant and supported hence the change and force is less
by some evidence. Reduction of angle of ropes from
ground reduces component of tension
Level 1 (1–2 marks) perpendicular to ground so tension
Limited description decreases.
or
Limited explanation Quantitative analysis
There is an attempt at a logical structure Mass (per unit time) and velocity both
with a line of reasoning. The information is double (at 40 m/s)
in the most part relevant. Momentum change is ×4
Force would increase by a factor of 4
0 marks Rope cross section must be × 4 (or
No response or no response worthy of diameter × 2)
credit. Breaking or yield stress of material
would need to be × 4
Use of trigonometry to determine the
angle of deflection that would reduce
the momentum change by a factor of 4
(about 15° compared to the original
90°)
This question tested ideas about forces,

resolution of forces, behaviour of materials
under stress and rate of change of
momentum transfer. Level 1 answers were
restricted to merely suggestions of what
could be done to make the support of the
tent stronger. Level 2 answers developed
at least one of those suggestions by
referring, qualitatively, to the underlying
physics. Level 3 answers were rare, as the
requirement was for some quantitative
physics. Candidates that attempted a
quantitative answer often believed that the
force would be doubled, when in fact it is
quadrupled. This is because both the mass

Mark Scheme
of the air depends on the velocity of air, so

doubling the speed will also double the
mass, thus quadrupling the momentum
transfer.
This candidate clearly states, on lines 3–5,

that the force is directly proportional to the
square of the speed by thinking about their
answers to previous parts of the question.
The statements following this, after the

page break, are sensible and grounded in
physics in topics typically covered in the
first year of study. The candidate mentions
about quadrupling the number of ropes and
reducing the area presented to the wind by
a factor of four.
The candidate goes on, in the additional

answer space, to refer to the thickness of
the ropes and how the radius would need
to double. Level 3 response.
Total 11
Powered by TCPDF (www.tcpdf.org)

All Markers Paper 1

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

All Markers Paper 1

Uploaded by

Copyright:

Available Formats

Physics A (H156, H556)

All ^ markers Paper 1

OCR supplied materials:

Other materials required:

Centre number Candidate number

INFORMATION FOR CANDIDATES

© OCR 2023. You may photocopy this page. 1 of 82 Created in ExamBuilder

The experiment uses a metal ball and a ramp.

© OCR 2023. You may photocopy this page. 2 of 82 Created in ExamBuilder

Fig. 18.2 (not to scale)

(i) Calculate the tension T in the support cable.

© OCR 2023. You may photocopy this page. 3 of 82 Created in ExamBuilder

The results from the students are shown in a table.

© OCR 2023. You may photocopy this page. 4 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 5 of 82 Created in ExamBuilder

1 pound of force = 4.448 N

© OCR 2023. You may photocopy this page. 6 of 82 Created in ExamBuilder

(c) Fig. 17.3 shows the graph of p against θ.

© OCR 2023. You may photocopy this page. 7 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 8 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 9 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 10 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 11 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 12 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 13 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 14 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 15 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 16 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 17 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 18 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 19 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 20 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 21 of 82 Created in ExamBuilder

Fig. 17.1 Fig. 17.2

© OCR 2023. You may photocopy this page. 22 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 23 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 25 of 82 Created in ExamBuilder

The arrangement of the pendulums is shown below.

The height h is given by the equation .

© OCR 2023. You may photocopy this page. 26 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 27 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 28 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 29 of 82 Created in ExamBuilder

Two experiments are carried out.

Glider B is initially at rest between light gates 1 and 2.

Glider B is initially at rest between light gates 1 and 2.

© OCR 2023. You may photocopy this page. 30 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 32 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 33 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 34 of 82 Created in ExamBuilder

Describe some of the features of a geostationary orbit.

© OCR 2023. You may photocopy this page. 35 of 82 Created in ExamBuilder

Here is some information and data on fission and fusion reactions.

Fission reactor Fusion reactor

Approximate energy produced in 200 MeV 4 MeV

© OCR 2023. You may photocopy this page. 36 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 37 of 82 Created in ExamBuilder

Point P is a distance d from the initial position of the trolley.

where Q and R are constants.

Describe, with the aid of a suitable diagram,

© OCR 2023. You may photocopy this page. 38 of 82 Created in ExamBuilder

© OCR 2023. You may photocopy this page. 39 of 82 Created in ExamBuilder