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Oscillation and Waves

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72 views141 pages

Oscillation and Waves

Uploaded by

vplayer1703

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

Available Formats

Download as RTF, PDF, TXT or read online on Scribd

You are on page 1/ 141

_______________________

Name:
_
Oscillation and waves
_______________________
Class:
_

_______________________
Date:
_

Time: 2074 min.

Marks: 1647 marks

Comments:

Page 1 of 141
Q1.
The figure below shows a diagram of apparatus used to demonstrate the formation of
interference fringes using a white light source in a darkened room. Light from the source
passes through a single slit and then through two narrow slits S1 and S2.

(a) Describe the interference pattern that is seen on the white screen.

___________________________________________________________________

___________________________________________________________________
(2)

(b) A filter transmits only green light of wavelength λ and red light of wavelength 1.2λ
This filter is placed between the light source and the single slit.

Describe the interference pattern now seen on the white screen.

Use a calculation to support your answer.

Page 2 of 141
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(c) A student decides to use the apparatus shown in the figure to determine the
wavelength of red light using a filter that transmits only red light.

The student suggests the following changes:

• decrease slit separation s

• decrease D, the distance between the slits and the screen.

The student decides to make each change independently.

Discuss the effects each independent change has on the interference pattern, and
whether this change is likely to reduce uncertainty in the determination of the
wavelength.

___________________________________________________________________

Page 3 of 141
___________________________________________________________________
(6)
(Total 12 marks)

Q2.
(a) Figure 1 shows an incident ray of light being partially reflected at the boundary
between glass A and glass B. The refractive index nA of glass A is 1.461

The speed of light in glass B is 3.252% less than the speed of light in glass A.

Figure 1

Calculate the refractive index nB of glass B.

Give your answer to an appropriate number of significant figures.

speed of light in a vacuum = 2.998 × 108 m s–1

nB = ____________________
(3)

(b) Figure 2 shows a cross-sectional view of an optical fibre strain gauge.

Figure 2

A maximum intensity of the reflected light is produced due to superposition of the

light reflected from each of the regions with increased refractive index in the core.

This maximum intensity occurs at a particular wavelength λR.

Page 4 of 141
Figure 3 shows the relationship between λR and the strain in the optical fibre.

Figure 3

A cable is used to raise and lower a lift. An engineer fixes the optical fibre strain
gauge to the cable to monitor changes of the strain in the cable.

The lift is initially at rest and then accelerates downwards for a short time before
reaching a constant velocity.

Discuss how the value of λR changes.

___________________________________________________________________

___________________________________________________________________
(3)

Page 5 of 141
(c) Figure 4 shows the relationship between λR and the strain in two optical fibre strain
gauges P and Q. The engineer wishes to measure small accelerations in another lift.
She can choose to fix either optical fibre strain gauge P or optical fibre strain gauge
Q to the lift’s cable.

Figure 4

Explain which gauge the engineer should select.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 8 marks)

Q3.
A ray of light is incident on a glass–air boundary of a rectangular block as shown.

Page 6 of 141
The refractive index of this glass is 1.5
The refractive index of air is 1.0
The angle of incidence of the light at the first glass–air boundary is 44°

What is the path of the ray of light?

(Total 1 mark)

Q4.
The fundamental frequency f is the lowest frequency heard when a stretched string is
vibrating.

The string is now lightly touched one third of the way along its length.

What is the lowest frequency heard?

C f

D 3f

(Total 1 mark)

Q5.
A diffraction grating is illuminated normally with light of wavelength 6.5 × 10–7 m
When a screen is 1.5 m from the grating, the distance between the zero and first-order

Page 7 of 141
maxima on the screen is 0.30 m

What is the number of lines per mm of the diffraction grating?

A 3.3 × 10–6

B 3.3 × 10–3

C 3.0 × 102

D 3.0 × 105

(Total 1 mark)

Q6.

Two points on a progressive wave have a phase difference of rad

The speed of the wave is 340 m s –1

What is the frequency of the wave when the minimum distance between the two points is
0.12 m?

A 240 Hz

B 470 Hz

C 1400 Hz

D 2800 Hz

(Total 1 mark)

Q7.
Figure 1 shows the structure of a violin and Figure 2 shows a close-up image of the
tuning pegs.

Figure 1 Figure 2

Page 8 of 141
The strings are fixed at end A. The strings pass over a bridge and the other ends of the
strings are wound around tuning pegs that have a circular cross-section. The tension in
the strings can be increased or decreased by rotating the tuning pegs.

(a) Explain how a stationary wave is produced when a stretched string is plucked.

___________________________________________________________________

___________________________________________________________________
(3)

(b) The vibrating length of one of the strings of a violin is 0.33 m

When the tension in the string is 25 N, the string vibrates with a first-harmonic
frequency of 370 Hz

Show that the mass of a 1.0 m length of the string is about 4 × 10 –4 kg

Page 9 of 141
(2)

(c) Determine the speed at which waves travel along the string in question (b) when it
vibrates with a first-harmonic frequency of 370 Hz

speed of waves = ____________________ m s–1

(1)

(d) Figure 3 shows how the tension in the string in question (b) varies with the
extension of the string.

Figure 3

The string with its initial tension of 25 N is vibrating at a frequency of 370 Hz

The diameter of the circular peg is 7.02 mm

Determine the higher frequency that is produced when the string is stretched by
rotating the tuning peg through an angle of 75°

Assume that there is no change in the diameter of the string.

Page 10 of 141
frequency = ____________________ Hz
(4)
(Total 10 marks)

Q8.
In the diagram, P is the source of a wave of frequency 50 Hz

The wave travels to R by two routes, P → Q → R and P → R. The speed of the wave is 30
m s−1

What is the path difference between the two waves at R in terms of the wavelength λ of
the waves?

A 4.8λ

B 8.0λ

C 13.3λ

D 20.0λ

(Total 1 mark)

Q9.
Light from a point source passes through a single slit and is then incident on a double-slit
arrangement. An interference pattern is observed on the screen.

Page 11 of 141
What will increase the fringe spacing?

A increasing the separation of the single slit and the

double slit
B increasing the width of the single slit

C decreasing the distance between the double slits and

the screen
D decreasing the separation of the double slits

(Total 1 mark)

Q10.
A diffraction grating has 500 lines per mm. When monochromatic light is incident normally
on the grating the third-order spectral line is formed at an angle of 60° from the normal to
the grating.

What is the wavelength of the monochromatic light?

A 220 nm

B 580 nm

C 960 nm

D 1700 nm

(Total 1 mark)

Q11.
An electromagnetic wave enters a fibre-optic cable from air. On entering the cable, the
wave slows down to three-fifths of its original speed.

Page 12 of 141
What is the refractive index of the core of the fibre-optic cable?

A 0.67

B 1.33

C 1.50

D 1.67

(Total 1 mark)

Q12.
The diagram shows part of the path of a ray of light through a right-angled prism.

The prism is made of glass of refractive index 1.5

The incident light ray is parallel to the face XY. The ray is refracted towards the face XY.

What is the path of the ray after it is incident on face XY?

Page 13 of 141
A

(Total 1 mark)

Q13.
A body performs simple harmonic motion.

What is the phase difference between the variation of displacement with time and the
variation of acceleration with time for the body?

A 0

B
rad

C
rad
D π rad

(Total 1 mark)

Page 14 of 141
Q14.
An object of mass 0.15 kg performs simple harmonic motion. It oscillates with amplitude
55 mm and frequency 0.80 Hz

What is the maximum value of its kinetic energy?

A 5.7 × 10–3 J

B 11 × 10–3 J

C 0.57 J

D 11 J

(Total 1 mark)

Q15.
Which graph shows how the gravitational potential energy Ep of a simple pendulum varies
with displacement s from the equilibrium position?

Page 15 of 141
D

(Total 1 mark)

Q16.
Figure 1 shows an arrangement used to investigate double slit interference using
microwaves. Figure 2 shows the view from above.

Figure 1

Figure 2

The microwaves from the transmitter are polarised. These waves are detected by the
aerial in the microwave receiver (probe). The aerial is a vertical metal rod.

The receiver is moved along the dotted line AE. As it is moved, maximum and minimum
signals are detected. Maximum signals are first detected at points B and C. The next
maximum signal is detected at the position D shown in Figure 2.

Figure 2 shows the distances between each of the two slits, S1 and S2, and the microwave
receiver when the aerial is in position D.
S1D is 0.723 m and S2D is 0.667 m.

Page 16 of 141
(a) Explain why the signal strength falls to a minimum between B and C, and between
C and D.

___________________________________________________________________

___________________________________________________________________
(3)

(b) Determine the frequency of the microwaves that are transmitted.

frequency = ____________________________ Hz
(3)

Explain why the minimum intensity between C and D is not zero.

___________________________________________________________________

___________________________________________________________________
(2)

(d) The vertical aerial is placed at position B and is rotated slowly through 90° until it

Page 17 of 141
lies along the direction AE.

State and explain the effect on the signal strength as it is rotated.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 11 marks)

Q17.
Figure 1 shows a structure that supports a horizontal copper aerial wire W used for
transmitting radio signals.

Figure 1

The copper aerial wire is 12 m long and its area of cross-section is 1.6 × 10–5 m2.
The tension in the copper aerial wire is 5.0 × 102 N.

Young modulus of copper = 1.2 × 1011 Pa

(a) Show that the extension produced in a 12 m length of the aerial wire when the
tension is 5.0 × 102 N is less than 4 mm.
(2)

(b) The cables that support each mast are at an angle of 65° to the horizontal.

Calculate the tension in each supporting cable so that there is no resultant

horizontal force on either mast.

Page 18 of 141
tension = ____________________________ N
(1)

Explain how stationary waves are produced and why only waves of specific
frequencies can form on the aerial wire.

___________________________________________________________________

___________________________________________________________________
(4)

(d) Calculate the mass of a 1.0 m length of the aerial wire.

Density of copper = 8900 kg m–3

mass = ____________________________ kg
(1)

(e) Calculate the frequency of the wave when the third harmonic is formed on the aerial
wire.

frequency = ____________________________ Hz
(2)

(f) Sketch, on Figure 2, the standing wave on the wire when the third harmonic is
formed.

Figure 2

Page 19 of 141
(1)

(g) High winds produce large amplitudes of vibration of the aerial wire.

Explain why the wire may sag when the high wind stops.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 13 marks)

Q18.
Which row correctly shows electromagnetic radiations in order of decreasing wavelength?

A gamma > ultraviolet > microwave

B ultraviolet > gamma > microwave

C microwave > ultraviolet > gamma

D gamma > microwave > ultraviolet

(Total 1 mark)

Q19.
Which statement is correct about the properties of an unpolarised electromagnetic wave
as it passes through a polariser?

A The wave remains unchanged.

B The wave does not pass through the polariser.

C The wave’s electric field oscillates along the direction of travel.

D The intensity of the wave is reduced.

(Total 1 mark)

Page 20 of 141
Q20.
A uniform wire, fixed at both ends, is plucked in the middle so that it vibrates at the first
harmonic as shown.

What is the phase difference between the oscillations of the particles at P and Q?

A zero

(Total 1 mark)

Q21.
Which row shows the change in velocity, frequency and wavelength of an electromagnetic
wave as it travels from an optically less dense to an optically more dense medium?

Velocity Frequency Wavelength

A decreases decreases unchanged

B increases unchanged increases

C decreases unchanged decreases

D increases increases unchanged

(Total 1 mark)

Q22.
The diagram shows a ray of light travelling in air and incident on a glass block of refractive
index 1.5

Page 21 of 141
What is the angle of refraction in the glass?

A 22.5°

B 23.3°

C 33.1°

D 59.4°
(Total 1 mark)

Q23.
Intensity maxima are produced on a screen when a parallel beam of monochromatic light
is incident on a diffraction grating. Light of a longer wavelength can be used or the
distance from the diffraction grating to the screen can be increased.

Which row gives the change in appearance of the maxima when these changes are made
independently?

Distance from grating

Longer wavelength
to screen increased

A closer together more widely spaced

B more widely spaced more widely spaced

C more widely spaced closer together

D closer together closer together

(Total 1 mark)

Q24.
Light of wavelength 500 nm is passed through a diffraction grating which has 400 lines per
mm.

What is the angular separation between the two second-order maxima?

A 11.5°

B 23.1°

Page 22 of 141
C 23.6°

D 47.2°
(Total 1 mark)

Q25.
The diagram shows an arrangement used by a student to investigate vibrations in a
stretched nylon string of fixed length l. He measures how the frequency f of first-harmonic
vibrations for the string varies with the mass m suspended from it.

The table shows the results of the experiment.

m / kg f / Hz
0.50 110

0.80 140

1.20 170

(a) Show that the data in the table are consistent with the relationship

f ∝ √T

where T is the tension in the nylon string.

(2)

(b) The nylon string used has a density of 1150 kg m–3 and a uniform
diameter of 5.0 × 10–4 m.

Determine the length l of the string used.

Page 23 of 141
l = ____________________ m
(3)

(c) The student uses the relationship in question (a) to predict frequencies for tensions
that are much larger than those used in the original experiment.

Explain how the actual frequencies produced would be different from those that the
student predicts.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 7 marks)

Q26.
Figure 1 shows a ray of monochromatic green light incident normally on the curved
surface of a semicircular glass block.

Figure 1

(a) The angle of refraction of the ray at the plane surface is 90°.

Refractive index of the glass used = 1.6

Calculate the angle of incidence of the ray on the flat surface of the block.

angle of incidence = ____________________ degrees

(1)

(b) A thin film of liquid is placed on the flat surface of the glass block as
shown in Figure 2.

Figure 2

Page 24 of 141
The angle of incidence is changed so that the angle of refraction of the green light
ray at the glass-liquid interface is again 90°. The angle of incidence is now 58°.

Calculate the refractive index of the liquid.

refractive index = ____________________

(2)

(c) The source of green light is changed for one that contains only red and blue light.
For any material red light has a lower refractive index than green light, and blue light
has a higher refractive index than green light. The angle of incidence at the glass-
liquid interface remains at 58°.

Describe and explain the paths followed by the red and blue rays immediately after
the light is incident on the glass-liquid interface.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 6 marks)

Q27.
The graph shows how the vertical height of a travelling wave varies with distance along
the path of the wave.

Page 25 of 141
The speed of the wave is 20 cm s–1.

What is the period of the wave?

A 0.1 s

B 0.2 s

C 5.0 s

D 10.0 s
(Total 1 mark)

Q28.
Which statement is not correct for ultrasound and X-rays?

A Both can be refracted

B Both can be diffracted

C Both can be polarised

D Both can be reflected

(Total 1 mark)

Q29.
A stationary wave is set up on a stretched string of length l and diameter d.
Another stationary wave is also set up on a second string made from the same material
and with the same tension as the first.

Page 26 of 141
What length and diameter are required for the second string so that both strings have the
same first-harmonic frequency?

Length of second string Diameter of second string

A 2l 2d

B l 2d

C 2d

D l

(Total 1 mark)

Q30.
When a monochromatic light source is incident on two slits of the same width an
interference pattern is produced.

One slit is then covered with opaque black paper.

What is the effect of covering one slit on the resulting interference pattern?

A The intensity of the central maximum will increase

B The width of the central maximum decreases

C Fewer maxima are observed

D The outer maxima become wider

(Total 1 mark)

Q31.
When light of wavelength 5.0 × 10–7 m is incident normally on a diffraction grating the
fourth-order maximum is observed at an angle of 30°.

What is the number of lines per mm on the diffraction grating?

A 2.5 × 102

B 2.5 × 105

C 1.0 × 103

D 1.0 × 106
(Total 1 mark)

Q32.

Page 27 of 141
The graph shows how the displacement of a particle performing simple harmonic motion
varies with time.

Which statement is not correct?

A
The speed of the particle is a maximum at time

B
The potential energy of the particle is zero at time

C
The acceleration of the particle is a maximum at time

D The restoring force acting on the particle is zero at time T

(Total 1 mark)

Q33.
This question is about an experiment to measure the wavelength of microwaves.

A microwave transmitter T and a receiver R are arranged on a line marked on the bench.

A metal sheet M is placed on the marked line perpendicular to the bench surface.

Figure 1 shows side and plan views of the arrangement.

The circuit connected to T and the ammeter connected to R are only shown in the plan
view.

Figure 1

Page 28 of 141
The distance y between T and R is recorded.

T is switched on and the output from T is adjusted so a reading is produced on the

ammeter as shown in Figure 2.

Figure 2

M is kept parallel to the marked line and moved slowly away as shown in Figure 3.

Figure 3

The reading decreases to a minimum reading which is not zero.

The perpendicular distance x between the marked line and M is recorded.

Page 29 of 141
(a) The ammeter reading depends on the superposition of waves travelling directly to R
and other waves that reach R after reflection from M.

State the phase difference between the sets of waves superposing at R when the
ammeter reading is a minimum.
Give a suitable unit with your answer.

___________________________________________________________________
(1)

(b) Explain why the minimum reading is not zero when the distance x is measured.

___________________________________________________________________

___________________________________________________________________
(1)

At the first minimum position, a student labels the minimum n = 1 and records the
value of x.
The next minimum position is labelled n = 2 and the new value of x is recorded.
Several positions of maxima and minima are produced.

Describe a procedure that the student could use to make sure that M is parallel to
the marked line before measuring each value of x.
You may wish to include a sketch with your answer.

___________________________________________________________________

Page 30 of 141
(2)

(d) It can be shown that

where λ is the wavelength of the microwaves and y is the distance defined in Figure
1.

The student plots the graph shown in Figure 4.

The student estimates the uncertainty in each value of to be 0.025 m and

adds error bars to the graph.

Determine
• the maximum gradient Gmax of a line that passes through all the error bars
• the minimum gradient Gmin of a line that passes through all the error bars.

Gmax = ____________________

Gmin = ____________________
(3)

(e) Determine λ using your results for Gmax and Gmin.

λ = ____________________ m
(2)

Figure 4

Page 31 of 141
(f) Determine the percentage uncertainty in your result for λ.

percentage uncertainty in λ = ____________________ %

(3)

(g) Explain how the graph in Figure 4 can be used to obtain the value of y.
You are not required to determine y.

Page 32 of 141
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(h) Suppose that the data for n = 13 had not been plotted on Figure 4.

Add a tick (✔) in each row of the table to identify the effect, if any, on the results you
would obtain for Gmax, Gmin, λ and y.

Result Reduced Not affected increased

Gmax
Gmin
λ
y
(4)
(Total 18 marks)

Q34.
The diagram below shows the line spectrum of a gas.

Explain how line spectra are produced. In your answer you should describe:

• how the collisions of charged particles with gas atoms can cause the atoms to emit
photons.

• how spectral lines are explained by the concept of discrete energy levels.

_______________________________________________________________________

Page 33 of 141
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Q35.
The diagram below shows one position of a guitar string stretched between points X and
Y.
The string vibrates at a frequency of 330 Hz.

(a) State the phase relationship between points A and B on the string.

___________________________________________________________________
(1)

(b) Points X and Y are 0.66 m apart.

Calculate the speed of the wave along the string.

Page 34 of 141
speed = _________________ m s−1

(2)

Show that the tension in the string when it is sounding the harmonic shown in the
diagram above is about 70 N.

(3)

(d) The string is fixed at one end and wrapped around a tuning peg of radius 3.0 mm at
the other. The tuning peg needs to be turned through 3 complete rotations to
increase the tension in the string from 0 to 70 N in part (c).

Discuss, by estimating the energy stored in the string, whether there is a significant
risk to the guitar player when the string breaks.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

Q36.
A progressive wave of frequency 150 Hz travels along a stretched string at a speed of 30
m s−1.
.

What is the phase difference between two points that are 50 mm apart on the string?

Page 35 of 141
A zero

B 90°

C 180°

D 360°
(Total 1 mark)

Q37.
Which of the following statements about the behaviour of waves is incorrect?

A All waves can be diffracted.

All waves can be made to undergo

B
superposition.

C All waves can be refracted.

D All waves can be polarised.

(Total 1 mark)

Q38.
Two radio transmitters emit waves at a frequency of 1.4 MHz. A stationary wave is set up
between the two transmitters due to the superposition of the radio waves.

What is the minimum distance between two nodes in the stationary wave?

A 107 m

B 214 m

C 428 m

D 857 m
(Total 1 mark)

Q39.
Two loudspeakers emit sound waves.

Which line in the table gives the correct frequency condition and the correct phase
condition for the waves from the loudspeakers to be coherent?

Frequency condition Phase condition

A same frequency variable phase difference

constant frequency
B constant phase difference
difference

Page 36 of 141
constant frequency
C in phase
difference

D same frequency constant phase difference

(Total 1 mark)

Q40.
When a parallel beam of monochromatic light is directed at two narrow slits, S1 and S2,
interference fringes are observed on a screen.

Which line in the table gives the changes that will increase the spacing of the fringes?

Distance from slits to

Slit spacing
screen

A halved halved

B halved doubled

C doubled halved

D doubled doubled
(Total 1 mark)

Q41.
A parallel beam of monochromatic light is directed normally at a plane transmission
grating which has N slits per metre. The second order diffracted beam is at angle θ to the
zero order transmitted beam.

The grating is then replaced by a plane transmission grating which has 2N slits per metre.

Page 37 of 141
Which one of the following statements is correct?

With the first grating, the first order beam is at

A angle 0.5θ to the zero order transmitted
beam.
With the second grating, the first order beam
B is at angle 0.5θ to the zero order transmitted
beam.
With the second grating, the first order beam
C is at angle θ to the zero order transmitted
beam.
With the second grating, the second order
D beam is at angle θ to the zero order
transmitted beam.
(Total 1 mark)

Q42.
A layer of liquid of refractive index 1.6 covers the horizontal flat surface of a glass block of
refractive index 1.5. A ray of light strikes the boundary between them at an angle such that
it travels along the boundary afterwards.

How does the ray strike the boundary?

A it travels in glass at an angle of 70° to the boundary

B it travels in glass at an angle of 20° to the boundary

it travels in the liquid at an angle of 70° to the

C
boundary
it travels in the liquid at an angle of 20° to the
D
boundary
(Total 1 mark)

Q43.
(a) Distinguish between longitudinal and transverse waves.

___________________________________________________________________

___________________________________________________________________
(2)

(b) A piano repairer replaces the wire that produces the highest note on a piano. The
wire has a vibrating length of 0.050 m. He uses a wire with the following properties:

Page 38 of 141
diameter = 3.5 × 10−4 m
density = 7.8 × 103 kg m−3
breaking stress = 3.0 × 109 N m−2
Calculate the tension required for the vibrating wire to produce its correct
frequency of 4.1 kHz.

tension = _______________ N
(2)

___________________________________________________________________

___________________________________________________________________
(2)

(d) The repairer uses faulty wire so that the diameter of the wire increases linearly with
distance along its length. The profile of the vibration produced when the wire sounds
its second harmonic is shown in the diagram below.

The speed c of a transverse progressive wave travelling along a string of mass per
unit length µ and under tension T is given by

c=
Explain which end of the wire, A or B, has the greater diameter and why the profile
of the stationary wave has the shape shown in the diagram above.

___________________________________________________________________

Page 39 of 141
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 10 marks)

Q44.
(a) State the conditions for simple harmonic motion.

___________________________________________________________________

___________________________________________________________________
(2)

(b) A rigid flat plate is made to vibrate vertically with simple harmonic motion. The
frequency of the vibration is controlled by a signal generator as shown in Figure 1.

Figure 1

The velocity−time (v−t) graph for the vibrating plate at one frequency is shown in
Figure 2.

Figure 2

Page 40 of 141
Show that the maximum displacement of the plate is 3.5 × 10−4 m.

(2)

Figure 3

Page 41 of 141
(1)

(d) State one time at which the plate has maximum potential energy.

time = _____________________ s
(1)

(e) A small quantity of fine sand is placed onto the surface of the plate. Initially the sand
grains stay in contact with the plate as it vibrates. The amplitude of the vibrating
surface remains constant at 3.5 × 10−4 m over the full frequency range of the signal
generator. Above a particular frequency the sand grains lose contact with the
surface.

Explain how and why this happens.

___________________________________________________________________

Page 42 of 141
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(f) Calculate the lowest frequency at which the sand grains lose contact with the surface
of the plate.

frequency = _____________________ Hz
(2)
(Total 11 marks)

Q45.
What is the correct order of increasing photon energy in the electromagnetic spectrum?

1 is least energy, 4 is greatest energy.

Radio waves γ rays Visible light Infrared

A 1 4 3 2

B 4 1 2 3

C 1 4 2 3

D 4 1 3 2
(Total 1 mark)

Q46.
For waves on a water surface, the following graph shows how the displacement y of a
water particle in the surface varies with the time t.

Page 43 of 141
What are the quantities z and s?

z s
A frequency amplitude

B period half-amplitude

C wavelength half-amplitude

D period amplitude
(Total 1 mark)

Q47.
Monochromatic light of wavelength 600 nm is used to illuminate a pair of slits 0.50 mm
apart. The fringes are observed at a distance of 1.50 m from the slits.

What is the separation of the fringes?

A 2.0 × 10−7 mm

B 1.8 × 10−3 mm

C 5.6 × 10−1 mm

D 1.8 mm
(Total 1 mark)

Q48.
Microwaves from a transmitter are incident on a gap between two metal plates. The
microwaves that pass through the gap are detected by a receiver.

Page 44 of 141
The receiver is placed at O.

What change causes the received signal to decrease and then increase?

A make the gap narrower

B move the receiver towards X

C rotate the receiver through 90°

move the transmitter away from the

D
receiver
(Total 1 mark)

Q49.
A student carries out an experiment to determine the diameter of a cylindrical wire based
on the theory of Young’s double−slit experiment, using the arrangement shown in Figure
1.

Figure 1

The wire is mounted vertically in front of a single narrow slit which is illuminated by
monochromatic light. The wire produces a shadow between points P and Q on a glass
slide covered with tracing paper. The light diffracts as it passes the wire. Points A and B
act as coherent sources causing interference fringes to be seen between P and Q.

The student uses a metre ruler to measure the distances L and D shown in Figure 1.

Page 45 of 141
Figure 2 shows the pattern of interference fringes between P and Q. The student takes
readings from a vernier scale to indicate the positions of the centres of two of the fringes.

Figure 2

The student’s measurements are shown in Table 1.

Table 1

L/mm D/mm R1/mm R2/mm

46 395 8.71 11.16

(a) Determine the spacing of the interference fringes w using Figure 1 and the data in
Table 1.

Give your answer to an appropriate number of significant figures.

w ___________________ m
(2)

(b) Determine the diameter d of the wire.

wavelength of the monochromatic light = 589.3 nm

d = ___________________ m

Page 46 of 141
(2)

(c) Estimate the number of interference fringes seen between P and Q.

number of interference fringes = ___________________

(3)

(d) The student uses a micrometer screw gauge to confirm his result for d.

Describe a suitable procedure that the student should carry out before using the
micrometer to ensure that the measurements are not affected by systematic error.

___________________________________________________________________

___________________________________________________________________
(2)

(e) To reduce the impact of random error, the student takes several measurements of
the diameter at different points along the wire so that he can calculate a mean value
for d.

These measurements are shown in Table 2.

d/mm
0.572

0.574

0.569

0.571

0.566

0.569

Use the data from Table 2 to determine the percentage uncertainty in the student’s
result for d.

Page 47 of 141
percentage uncertainty = ___________________ %
(2)
(Total 11 marks)

Q71.
The diagram shows the arrangement of apparatus in an experiment to measure the
wavelength of red light emitted by a laser. The light is incident on a double-slit so that an
interference pattern is produced on the screen.

A student sets up the apparatus and measures the fringe width w of the interference
pattern and the distance D between the double-slit and screen.

The student makes further measurements of w using the same laser but with different
values of D and different slit spacing s.

The student’s results are shown in the table below

D/m

1.000 0.70 1.03

0.900 0.70 0.93

0.800 0.70 1.14 0.84

1.000 1.00 1.00 0.76

0.800 1.00 0.80 0.62

0.600 1.00 0.60 0.50

(a) Complete the table above.

(1)

(b) Complete the graph below by plotting the two remaining points and drawing a best
fit straight line.
(2)

Page 48 of 141
(c) (i) Determine the gradient of the graph above.

______________________________________________________________

Page 49 of 141
______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(ii) Determine the wavelength of the red laser light used in this experiment.

______________________________________________________________

______________________________________________________________
(1)

(d) (i) Theory suggests that the graph above should go through the origin.

State and explain what this suggests about the relationship between w and
.

______________________________________________________________

______________________________________________________________
(2)

(ii) The student discovers that the best fit line drawn in the graph does not go
through the origin.

Determine, using information from the graph above, the value of w

corresponding to .

______________________________________________________________

______________________________________________________________
(2)

(iii) The graph suggests a systematic error in a measurement.

Identify the measurement.

______________________________________________________________

Page 50 of 141
(1)

(e) The interference pattern produced on the screen is much brighter in the centre of the
screen than at the edges.

State what causes this effect.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 13 marks)

Q72.
(a) The image below shows a full-size photograph of a double-slit interference pattern,
using a laser.

Determine the fringe width w using a ruler to take measurements from the image
above.
You may use a hand-lens to help you make this measurement.

___________________________________________________________________

___________________________________________________________________
(3)

(b) Calculate the uncertainty in the value of w measured in part (a).

___________________________________________________________________

___________________________________________________________________
(2)

Page 51 of 141
s = 0.60 ± 0.02 mm
D = 1.500 ± 0.002 m
Using these data and your answers to part (a) and part (b), determine

(i) the wavelength of the laser light used

______________________________________________________________

______________________________________________________________
(1)

(ii) the percentage uncertainty in this value of wavelength

______________________________________________________________

______________________________________________________________
(1)

(iii) the absolute uncertainty in this value of wavelength.

______________________________________________________________

______________________________________________________________
(1)
(Total 8 marks)

Q73.
A student aligns the longer edge of a rectangular glass block along a line LR, as shown in
Figure 1.

Page 52 of 141
The student marks the outline of the block and directs a ray along PQ.

The student marks the direction of the emergent ray then removes the block and marks a
line perpendicular to LR where PQ and LR intersect.

The student then marks the points W, X, Y and Z that are defined in Figure 2.

Page 53 of 141
(a) Show that the refractive index n of the block is given by the equation

You may wish to use the equation

where θ1 and θ2 are the angles shown in Figure 3.

You may also wish to illustrate your answer with a diagram.

Page 54 of 141
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) The student repeats the procedure for different directions of the incident ray PQ.
The student measures XZ, WX, YZ and WY for each direction of PQ.
State and explain how the student can use these results to obtain a value of n by a
graphical method.

___________________________________________________________________

___________________________________________________________________
(2)

The student’s data are shown in the table below.

Page 55 of 141
WX/mm WY/mm XZ/mm YZ/mm

130 78 113 44

103 75 80 38

90 73 63 33

81 71 49 27

75 69 38 22

67 66 15 10

Explain whether the range of measurements made by the student is suitable.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

Q74.
In a compound pendulum the mass is distributed along its length rather than being a
'point' mass as in a simple pendulum.

When used to strike a ball, a cricket bat behaves like a compound pendulum. The bat has
a sweet spot. When the ball hits this spot there is a maximum momentum transfer from
the bat to the ball and the bat oscillates in the batsman’s hands.

Page 56 of 141
The diagram above shows a cricket bat pivoted at the point at the centre of the batsman’s
grip. The position of the sweet spot is also marked on the bat.

It is suggested that the distance l between the pivot and the sweet spot is the same as the
length of a simple pendulum with the same period of oscillation as the bat.

Describe how you would use the pivoted bat shown in the diagram to investigate whether
the distance from the sweet spot to the pivot is equal to the length of the equivalent simple
pendulum.

You should consider the uncertainties in the measurements for the bat and the pendulum
in your answer

_______________________________________________________________________

Page 57 of 141
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 5 marks)

Q75.
Figure 1 is a diagram of a microwave oven.

Figure 1

A student wants to use the stationary waves formed in the microwave oven to measure
the frequency of the microwaves emitted by the transmitter.

(a) Suggest how stationary waves are formed in the microwave oven.

___________________________________________________________________

___________________________________________________________________
(2)

(b) The student removes the turntable and places a bar of chocolate on the floor of the
oven. He then switches the oven on for about one minute. When the chocolate is
removed the student observes that there are three small patches of melted
chocolate with unmelted chocolate between them. Figure 2 is a full-sized diagram of
the chocolate bar.

Figure 2

Page 58 of 141
Suggest why the chocolate only melts in the positions shown.

___________________________________________________________________

___________________________________________________________________
(2)

(c) Calculate, by making suitable measurements on Figure 2, the frequency of the

microwaves used by the oven.

frequency = ____________________ Hz
(5)

(d) Explain why most microwave ovens contain a rotating turntable on which the food is
placed during cooking.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 10 marks)

Q76.
A seismometer is a device that is used to record the movement of the ground during an
earthquake. A simple seismometer is shown in the diagram.

Page 59 of 141
A heavy spherical ball is attached to a pivot by a rod so that the rod and ball can move in
a vertical plane. The rod is suspended by a spring so that, in equilibrium, the spring is
vertical and the rod is horizontal. A pen is attached to the ball. The pen draws a line on
graph paper attached to a drum rotating about a vertical axis. Bolts secure the
seismometer to the ground so that the frame of the seismometer moves during the
earthquake.

(a) The ball is made of steel of density 8030 kg m−3 and has a diameter of 5.0 cm.

Show that the weight of the ball is approximately 5 N.

(3)

(b) The distance from the surface of the ball to the pivot is 12.0 cm, as shown in the
diagram above.

Calculate the moment of the weight of the ball about the pivot when the rod is
horizontal. Give an appropriate unit for your answer.

moment = __________ unit =

(3)

Calculate the extension of the spring when the rod is horizontal and the spring is
vertical. You may assume the mass of the pen and the mass of the rod are

Page 60 of 141
negligible.

extension = ____________________ m
(3)

(d) Before an earthquake occurs, the line being drawn on the graph paper is horizontal.

Explain what happens to the line on the graph paper when an earthquake is
detected and the frame of the seismometer accelerates rapidly downwards.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

Q77.
What is the phase difference between two points 0.16 m apart on a progressive sound
wave of frequency 256 Hz?

speed of sound = 330 m s–1

(Total 1 mark)

Page 61 of 141
Q78.
The frequency of the first harmonic of a standing wave on a wire is f. The length of the
wire and tension in the wire are both doubled.

What is the frequency of the first harmonic as a result?

B f
C

D 2f
(Total 1 mark)

Q79.
In a diffraction-grating experiment the maxima are produced on a screen.

What causes the separation of the maxima of the diffraction pattern to decrease?

A using light with a longer wavelength

increasing the distance between the screen and

B
grating
increasing the distance between the source and
C
grating

D using a grating with a greater slit separation

(Total 1 mark)

Q80.
White light passes through a single narrow slit and illuminates a screen.

What is observed on the screen?

A a set of equally spaced white fringes

B a central maximum made up of a spectrum surrounded

by white fringes
a white central maximum surrounded by coloured
C
fringes

D a single narrow white line

(Total 1 mark)

Q81.
Which of the following is correct when total internal reflection occurs?

Page 62 of 141
A the angle of incidence is less than the critical angle

B the light meets an optically less dense medium

C the light enters a medium with a higher refractive index

D the angles that the incident and refracted rays make

with the normal are the same
(Total 1 mark)

Q82.
What is the speed of light in glass of refractive index 1.42?

A 4.26 × 107 m s−1

B 2.11 × 108 m s−1

C 3.00 × 108 m s−1

D 4.73 × 108 m s−1

(Total 1 mark)

Q83.
(a) Explain what is meant by a progressive wave.

___________________________________________________________________

___________________________________________________________________
(2)

(b) Figure 1 shows the variation with time of the displacement of one point in a
progressive wave.

Figure 1

Page 63 of 141
Figure 2 shows the variation of displacement of the same wave with distance.

Figure 2

Use Figures 1 and 2 to determine

(i) the amplitude of the wave

amplitude = ____________________ mm
(1)

(ii) the wavelength of the wave

wavelength = ____________________ m
(1)

(iii) the frequency of the wave

frequency = ____________________ Hz
(1)

(iv) the speed of the wave

speed = ____________________ m s−1

(1)

(c) Which of the following statements apply?

Place a tick (✔) in the right-hand column for each correct statement.

✔ if correct

Page 64 of 141
sound waves are
transverse

sound waves are

longitudinal

sound waves can

interfere

sound waves can be

polarised
(1)

(d) In an investigation, a single loudspeaker is positioned behind a wall with a narrow

gap as shown in Figure 3.

A microphone attached to an oscilloscope enables changes in the amplitude of the

sound to be determined for different positions of the microphone.

Figure 3

The amplitude of sound is recorded as the microphone position is moved along the
line AB a large distance from the gap.

The result of the measurements is shown in Figure 4.

Figure 4

Page 65 of 141
The signal generator is adjusted so that sound waves of the same amplitude but of a
higher frequency are emitted by the loudspeaker. The investigation using the
apparatus shown in Figure 3 is then repeated.
Explain the effect this has on Figure 4.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 10 marks)

Q84.
A discharge lamp emits light of four colours: red, green, blue and violet. The diagram
shows light from the lamp incident normally on a diffraction grating with slit separations of
1.8 × 10−6 m. The light is viewed through a telescope which can be rotated as shown.

Page 66 of 141
As the telescope is rotated from the straight-through position, each of the four colours is
observed as a bright line at its corresponding first-order diffraction angle.

(a) Which colour would be observed first as the telescope is rotated from the straight-
through position?

Place a tick (✔) in the right-hand column to show the correct answer.

✔ if correct

red

green

blue

violet
(1)

(b) Explain how a bright line is formed by the diffraction grating at the first-order
diffraction angle.

___________________________________________________________________

___________________________________________________________________
(3)

(c) (i) The wavelength of the green light is 5.3 × 10−7 m.

Calculate the first-order diffraction angle for this colour.

Page 67 of 141
angle = ____________________ degree
(2)

(ii) As the telescope is rotated further, higher-order diffraction maxima are

observed.
Calculate the highest order observed for the green light.

highest order = ____________________

(3)
(Total 9 marks)

Q85.
Diamond jewels sparkle because light that enters the diamond at different incident angles
is reflected back to an observer. Figure 1 shows the path of one of these incident rays
through a diamond.

Figure 1

(a) (i) Calculate the critical angle for diamond.

Refractive index of diamond = 2.42

Page 68 of 141
critical angle = ____________________ degree
(2)

(ii) The ray shown in Figure 1 enters at an angle of incidence of 50.2°.

Calculate the angle of refraction θ.

θ = ____________________ degree
(2)

(iii) The angles of a diamond are chosen to maximise the amount of light
reflected.
Figure 2 shows a diamond with different angles to that of a normally shaped
diamond. The dotted lines show the normal shape of a diamond.

Figure 2

Draw on Figure 2 the path of the ray until it leaves the diamond.
(2)

(iv) Moissanite is a transparent material with a refractive index of 2.67.

Discuss whether this material, if made to the diamond shape shown in Figure

Page 69 of 141
1, would reflect light back more or less than diamond.

______________________________________________________________

______________________________________________________________
(2)

(b) Figure 3 shows an infrared ray entering an optical fibre. The refractive index of the
core is 1.55 at infrared frequencies.

Figure 3

(i) Calculate the speed at which infrared radiation travels in the core.

speed = ____________________ m s−1

(1)

(ii) The wavelength of this infrared radiation is 1300 nm in air.

Calculate the wavelength of infrared in the core.

Page 70 of 141
wavelength = ____________________ m
(2)

(iii) State one reason for surrounding the core with cladding.

______________________________________________________________

______________________________________________________________
(1)
(Total 12 marks)

Q86.
The graph shows how velocity changes with time for a simple pendulum moving with
simple harmonic motion.

Which one of the following statements related to the motion of the pendulum is incorrect?

A
The acceleration is a minimum at

B
The acceleration is a maximum at

C
The kinetic energy is a maximum at

D
The restoring force is a minimum at
(Total 1 mark)

Q87.
A mass hanging on the end of a spring undergoes vertical simple harmonic motion.
At which point(s) is the magnitude of the resultant force on the mass a minimum?

A at both the top and bottom of the oscillation

B only at the top of the oscillation
C only at the bottom of the oscillation
D at the centre of the oscillation
(Total 1 mark)

Q88.
The diagram shows a string XY supporting a heavy pendulum P and four pendulums A, B,
C and D of smaller mass.

Page 71 of 141
Pendulum P is set in oscillation perpendicular to the plane of the diagram.

Which one of the pendulums, A to D, then oscillates with the largest amplitude?
(Total 1 mark)

Q89.
Within certain limits, the bob of a simple pendulum of length l may be considered to move
with simple harmonic motion of period T, where

(a) State one limitation that applies to the pendulum when this equation is used.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Describe an experiment to determine the value of the Earth’s gravitational field
strength g using a simple pendulum and any other appropriate apparatus.

In your answer you should:

• describe how you would arrange the apparatus
• indicate how you would make the measurements
• explain how you would calculate the value of g by a graphical method
• state the experimental procedures you would use to ensure that your result
was accurate.

You may draw a diagram to help you with your answer.

The quality of your written communication will be assessed in your answer.

___________________________________________________________________

Page 72 of 141
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

(c) When carrying out the experiment in part (b), a student measures the time period
incorrectly. Mistakenly, the student thinks that the time period is the time taken for
half of an oscillation instead of a full oscillation, as illustrated in the diagram.

Deduce the effect this will have on the value of g obtained from the experiment,
explaining how you arrive at your answer.

___________________________________________________________________

___________________________________________________________________
(3)
(Total 10 marks)

Page 73 of 141
Q90.
Musicians can use tuning forks to tune their instruments.
A tuning fork produces a specific frequency when it vibrates.

Figure 1 shows a tuning fork vibrating in air at a single instant in time.

The circles represent the positions of air particles in the sound wave.

Figure 1

(a) The tuning fork emits a wave that has a frequency of 0.51 kHz.

(i) State the meaning of the term frequency of a wave.

______________________________________________________________
(1)

(ii) Air particles vibrate in different phases in the direction in which the wave is
travelling.

Calculate the minimum separation of particles that vibrate 180° out of phase.

speed of sound in air = 340 m s–1

minimum separation ____________________ m

(3)

(b) A student sets a tuning fork of lower frequency vibrating at the same time as the
0.51 kHz tuning fork in part (a).

The student detects the resultant sound wave with a microphone. The variation with
time of the voltage generated by the microphone is shown in Figure 2.

Figure 2

Page 74 of 141
(i) Explain why the two tuning forks are not coherent sources of sound waves.

______________________________________________________________

______________________________________________________________
(2)

(ii) Explain why the resultant sound has a minimum amplitude at 50 ms.

______________________________________________________________

______________________________________________________________
(3)

(iii) Calculate the frequency of the tuning fork that emits the lower frequency.

frequency ____________________ Hz
(3)

(c) A signal generator connected to a loudspeaker produces a sinusoidal sound wave

with a frequency of 440 Hz.

The variation in air pressure with time for this sound is shown in Figure 3.

Figure 3

Page 75 of 141
A violin string has a fundamental frequency (first harmonic) of 440 Hz.

Figure 4 shows the variation in air pressure with time for the sound created by the
violin string.

Figure 4

(i) The two sounds have the same pitch but sound different.

What term describes the difference between the sounds heard?

Tick (✔) the correct answer.

Frequency modulation

Octaves

Path difference

Quality

(1)

(ii) The complex sound in Figure 4 can be electronically synthesised.

Describe the process of electronically synthesising this sound.

______________________________________________________________

Page 76 of 141
______________________________________________________________

______________________________________________________________
(3)
(Total 16 marks)

Q91.
Describe a laboratory experiment to investigate how the fundamental frequency of a
stretched string depends on the tension in the string.
The stretched string has a mass per unit length of 1.5 × 10–3 kg m–1.

Your detailed method should include:

• a labelled diagram of the experiment arrangement
• suitable estimates of any quantities involved in the experiment
• how you would use the data to demonstrate the relationship between fundamental
frequency and tension.

The quality of your written communication will be assessed in your answer.

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Q92.
Figure 1 shows an acrobat swinging on a trapeze.

Figure 1

Page 77 of 141
(a) (i) State and explain how the tension in the ropes of the trapeze varies as the
acrobat swings on the trapeze.

______________________________________________________________

______________________________________________________________
(3)

(ii) The period of the oscillation of the acrobat on the trapeze is 3.8 s.

Calculate the distance between the point of suspension of the trapeze and the
centre of mass of the acrobat.

Assume that the acrobat is a point mass and that the system behaves as a
simple pendulum.

distance ____________________ m

Page 78 of 141
(2)

(b) At one instant the amplitude of the swing is 1.8 m. The acrobat lets go of the bar of
the trapeze at the lowest point of the swing. He lands in a safety net when his centre
of mass has fallen 6.0 m.

(i) Calculate the speed of the acrobat when he lets go of the bar.

speed ____________________ m s−1

(3)

(ii) Calculate the horizontal distance between the point of suspension of the
trapeze and the point at which the acrobat lands on the safety net.

horizontal distance ____________________ m

(3)

Figure 2

Page 79 of 141
(i) Show that the amplitude of the oscillations decreases exponentially.

(3)

(ii) Explain why the period of the trapeze changes when the acrobat lets go of the
bar.

______________________________________________________________

______________________________________________________________
(2)
(Total 16 marks)

Q93.
(a) Tick (✓) the appropriate boxes in the table to indicate how the wavelength,
frequency and speed of light are affected when a ray of light travels from air into
glass.

Wavelength Frequency Speed

increases

stays the same

decreases
(2)

(b) Figure 1 shows a right-angled glass prism in contact with a transparent substance
on one of the faces. One of the other angles of the prism is θ.

Figure 1

Page 80 of 141
(i) A ray A enters perpendicularly to one face of the prism. It is partially refracted
and partially reflected at the interface between the glass and the transparent
substance. The angle of refraction is 65.0°. The ray eventually leaves at an
angle α to the surface of the transparent substance.

Determine the angle α.

angle α = ____________________ degree

(2)

(ii) Determine the angle θ in Figure 1.

angle θ = ____________________ degree

(2)

(c) Figure 2 shows another ray entering the prism.

Figure 2

Page 81 of 141
(i) Identify the effect that takes place at X in Figure 2.

______________________________________________________________
(1)

(ii) Explain, with a diagram, how the effect that occurs at X is used to transmit
information along an optic fibre.

______________________________________________________________

______________________________________________________________
(3)
(Total 10 marks)

Q94.
A stationary wave is formed on a stretched string. Discuss the formation of this wave.
Your answer should include:

• an explanation of how the stationary wave is formed

• a description of the features of the stationary wave

Page 82 of 141
• a description of the processes that produce these features.

The quality of your written communication will be assessed in your answer.

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Q95.
The diagram shows Young’s double-slit experiment performed with a tungsten filament
lamp as the light source.

(a) On the axes in the diagram above, sketch a graph to show how the intensity varies

Page 83 of 141
with position for a monochromatic light source.
(2)

(b) (i) For an interference pattern to be observed the light has to be emitted by two
coherent sources.
Explain what is meant by coherent sources.

______________________________________________________________

______________________________________________________________
(1)

(ii) Explain how the use of the single slit in the arrangement above makes the light
from the two slits sufficiently coherent for fringes to be observed.

______________________________________________________________

______________________________________________________________
(1)

(iii) In this experiment light behaves as a wave.

Explain how the bright fringes are formed.

______________________________________________________________

______________________________________________________________
(3)

(c) (i) A scientist carries out the Young double-slit experiment using a laser that emits
violet light of wavelength 405 nm. The separation of the slits is 5.00 × 10–5 m.

Using a metre ruler the scientist measures the separation of two adjacent
bright fringes in the central region of the pattern to be 4 mm.

Calculate the distance between the double slits and the screen.

Page 84 of 141
distance = ____________________ m
(2)

(ii) Describe the change to the pattern seen on the screen when the violet laser is
replaced by a green laser. Assume the brightness of the central maximum is
the same for both lasers.

______________________________________________________________

______________________________________________________________
(1)

(iii) The scientist uses the same apparatus to measure the wavelength of visible
electromagnetic radiation emitted by another laser.
Describe how he should change the way the apparatus is arranged and used
in order to obtain an accurate value for the wavelength.

______________________________________________________________

______________________________________________________________
(3)
(Total 13 marks)

Q96.
For a body performing simple harmonic motion, which one of the following statements is
correct?

A The maximum kinetic energy is directly proportional to the frequency.

B The time for one oscillation is directly proportional to the frequency.

C The speed at any instant is directly proportional to the displacement.

D The maximum acceleration is directly proportional to the amplitude.

(Total 1 mark)

Page 85 of 141
Q97.
(a) Musical concert pitch has a frequency of 440 Hz.
A correctly tuned A-string on a guitar has a first harmonic (fundamental frequency)
two octaves below concert pitch.

Determine the first harmonic of the correctly tuned A-string.

frequency____________________ Hz
(1)

(b) Describe how a note of frequency 440 Hz can be produced using the correctly tuned
A-string of a guitar.

___________________________________________________________________

___________________________________________________________________
(1)

___________________________________________________________________

___________________________________________________________________
(2)
(Total 4 marks)

Q98.
An optical fibre consists of a core, cladding and an outer sheath.

(a) State the purpose of the outer sheath in an optical fibre.

___________________________________________________________________

___________________________________________________________________
(1)

(b) For one fibre, the speed of monochromatic light in the core is 1.97 × 108 m s−1 and
the speed in the cladding is 2.03 × 108 m s−1.

Calculate the critical angle for this light at the interface between the core and the
cladding.

Page 86 of 141
critical angle ____________________ degrees
(2)
(Total 3 marks)

Page 87 of 141
Mark schemes

Q1.
(a) TWO FROM:
central white fringe ✔
(fringes either side) showing range of colours/spectrum ✔
with red furthest and blue/violet closest to centre ✔
Allow rainbow for spectrum
Reject different colour fringes
If colours mentioned for last mark must be in right order i.e.
red last
1
1
(MAX 2)

(b) FOUR FROM:

central fringe is a mixture of red and green light/two wavelengths ✔
EITHER (1 marks)
(separate) red and green fringes are seen (on either side) ✔
OR (for 2 marks)
spacing of green fringes is less than spacing of red fringe / green fringes closer to
middle than red ✔ ✔
OR (for 3 marks)
spacing of red fringes is 20% (or 1.2 times)greater than green fringes ✔ ✔ ✔
6th green fringe overlaps with 5th red fringe ✔
Allow orange/yellow for central fringe
If w used must be identified as fringe spacing for third
alternative
1
1
1
1
(MAX 4)

(c) The mark scheme gives some guidance as to what statements are expected to
be seen in a 1 or 2 mark (L1), 3 or 4 mark (L2) and 5 or 6 mark (L3) answer.
Guidance provided in section 3.10 of the ‘Mark Scheme Instructions’
document should be used to assist in marking this question.

Mark
Criteria
QoWC
>
Explains how (%) uncertainties combine to determine uncertainty in wavelength OR identify %
uncertainty s as being the largest
The student presents relevant information coherently, employing structure, style and sp&g to render
meaning clear.
The text is legible.
>

Explain how wavelength is determined using

Page 88 of 141
Explains how second change affects fringe spacing
AND
Comments on how change in fringe spacing affects (%)uncertainty / change in s OR D affects
(%)uncertainty
The student presents relevant information and in a way which assists communication of meaning. The
text is legible. Sp&g are sufficiently accurate not to obscure meaning.
>
Explains how second change affects fringe spacing
OR
Comments on how change in fringe spacing affects (%)uncertainty / change in s OR D affects
(%)uncertainty
>
States how one of the changes affects fringe separation (decrease s increases fringe separation /
decrease D decrease fringe separation
The student presents some relevant information in a simple form. The text is usually legible. Sp&g
allow meaning to be derived although errors are sometimes obstructive.
>
States that one of the changes alters fringe separation
>
No correct change identified
The student’s presentation, spelling and grammar seriously obstruct understanding.
The following statements may be present for decreasing slit
separation s:

Fringe separation increases

Uncertainty in measuring fringe separation will
decrease
and as this is needed to measure wavelength,
uncertainty in wavelength
measurement will decrease

The following statements may be present for smaller D:

Uncertainty in measuring D would increase

Fringe separation would also decrease
so uncertainty in measuring fringe separation would increase
Both are required to find wavelength so uncertainty in finding
wavelength would increase

FOR Middle Band one of these considered:

Decrease s
Larger fringe separation so smaller (%) uncertainty (in w)
Smaller s so higher (%) uncertainty in s
Decrease D
Smaller fringe separation so larger (%) uncertainty (in w)
Smaller D so higher (%) uncertainty in D

If explain reverse change correctly (s increase D increase)

no penalty

Page 89 of 141
6
[12]

Q2.

(a) Use of to make cA the subject of the equation

Condone truncation without appropriate rounding mid-
calculation

speed in glass A = 2.05(2) × 108 ms–1 1✔

Speed in glass B = 1.985(3) × 108

Condone use of c = 3 × 108

But must see answer to 4 sf answer

their speed in glass A × 0.96748 (or equivalent) 2✔

Values obtained using c = 3×108:
• speed in glass A = 2.05(3)× 108 ms–1
• speed in glass B = 1.98(7) × 108
• n = 1.510

Alternative 1st and 2nd marks

Use of nA/nB = cB/cA by substitution for nA 1✔

Use of nA/nB = cB/cA by substitution for nA and cB = cA × 0.96748 2✔

nB = 1.461 / 0.96748 1✔2✔

Watch for maths errors:
Dividing by 1.03252 ≠ multiplying by 0.96748
Multiplying by 1.03252 ≠ dividing by 0.96748

1.510 cao to 4 sf only 3✔

Correct answer to 4 sf obtains all 3 marks
Penalise any unit on final answer
3

(b) Relationship:

Increase in tension (or stress) in cable produces increase in strain resulting in

increase in λR

Page 90 of 141
Decrease in tension (or stress) causes decrease in strain resulting in decrease in λR
1✔

Variation due to motion:

As the lift accelerates downwards, (the tension is less than the weight in the cable, a
decrease in tension results) in λR decreasing 2✔

At constant velocity (the tension again equals the weight and) λR returns to the initial,
at rest value 3✔
Allow a correct comment on the directional relationship
between tension, strain and λR independent of the motion of
the lift for first mark
3

P because it has a larger gradient (must be a sense of larger increase in λR for the
(same) increase in strain) ✔

Hence smaller accelerations (which produce small changes in strain) can produce
measurable changes in λR

Hence gauge P will have a higher resolution ✔

Selecting Q gains zero marks
Linking steeper gradient to being able to withstand a larger
force negates this mark
Allow more accurate measurement of acceleration
Allow more readings of acceleration can be taken (over the
range)
More sensitive treat as neutral
2
[8]

Q3.
D
[1]

Q4.
D
[1]

Q5.
C
[1]

Page 91 of 141
Q6.
A
[1]

Q7.
(a) Waves travel to the boundaries and are reflected ✔
Not bounce off ...
1

two waves travelling in opposite directions interfere/superpose ✔

Not superimpose or interferes with itself
1

Fixed boundaries (cannot move so) are nodes ✔

creates nodes and antinodes bland = 0

In some positions the waves always cancel /interfere destructively to give zero
amplitude/no vibration/nodes)
OR
interfere constructively to produce positions of maximum amplitude/maximum
vibration/antinodes ✔
1
Max 3

(b) Use of ✔
Either rearranges for μ without substitution or substitutes
correctly in the formula
1

4.2 (4.19) × 10–4 (kg) ✔

(c) 240 (244) (m s–1)

(d) 1 rotation of the peg = 22 mm ✔

Or Reads increase in tension produced by the extra
extension (about 10 N) from graph and adds to 25
1

extra extension = 22 × 75/360 = 4.6 mm

(ecf for incorrect circumference) ✔

πd × 75/360 not evaluated =1
1

Total extension = 11 + 4.6 (15.6 mm) so tension 35 - 36N ✔

Inspect their length and their tension in the substitution
1

Calculates frequency for their tension

T must be greater than the original 25N
Condone adding or subtracting extra extension to 0.33 m

Page 92 of 141
If 4.0 × 10–4 kg used then answer will be in range 448 Hz to
455 Hz
If 4.19 × 10–4 used 438 to 444 Hz
1
[10]

Q8.
C
[1]

Q9.
D
[1]

Q10.
B
[1]

Q11.
D
[1]

Q12.
D
[1]

Q13.
D
[1]

Q14.
A
[1]

Q15.
D
[1]

Q16.
(a) path difference for two waves ✔
Allow ‘waves travel different distances’
Condone out of phase

gives rise to a phase difference ✔

Page 93 of 141
if phase and path confused only give 1 for first 2 marks

Destructive interference occurs ✔

allow explanation of interference
3

(b) (Path difference =) 0.056 m ✔

Path difference = 2λ or wavelength = 0.028 m ✔e

Use of f=c/λ so f = 11(10.7) × 109 Hz ✔

Allow 2 max for 5.4 × 109 Hz or 2.7 × 109 Hz
Allow ecf
3

(c) Intensity decreases with distance ✔

One wave travels further than the other ✔

Amplitudes/intensities of the waves at the minimum points

are not equal ✔
Or “do not cancel out”
max 2

(d) The signal decreases/becomes zero ✔

The waves transmitted are polarised ✔

zero when detector at 90° to the transmitting aerial/direction

of polarisation of wave ✔
max 3
[11]

Q17.

(a) Substitution of data in

3.1 × 10–3 (m) ✔

2 marks can be awarded if 4mm used to show T>500 N
provided an explanation is provided, otherwise award zero.
2

(b) (500 = Tcos 65)

T = 1200 N ✔
1

(c) Wind produces a wave / disturbance that travels along the

wire ✔

Wave is reflected at each end / waves travel in opposite

directions✔

(Incident and reflected) waves interfere / superpose ✔

Page 94 of 141
Only certain frequencies since fixed ends have to be nodes.
✔
4

(d) Mass per m of the wire = 0.14(2) kg ✔

(e) Use of to find fundamental

Third harmonic = 7.4 (Hz) ✔

The second mark is for multiplying the fundamental
frequency by 3 – allow ecf
2

(f) Diagram showing three approximately equally spaced loops

Condone single line
1

(g) Copper may be stretched beyond elastic limit / may deform

plastically ✔

Permenant deformation / Does not return to original length ✔

Allow 'will remain longer than original' or 'will be permenantly
deformed'
2
[13]

Q18.
C
[1]

Q19.
D
[1]

Q20.
A
[1]

Q21.
C
[1]

Q22.
C
[1]

Page 95 of 141
Q23.
B
[1]

Q24.
D
[1]

Q25.
(a) EITHER

calculate value for constant using two calculations ✔

calculate value for constant using three calculations and

make a comment that they have same value ✔
need to see table to look for any working

calculate ratio between masses and √T for one pair of values

✔

calculate ratio between masses and √T for two pairs of

values and make comment about same value ✔
e.g. 0.5/0.8 = √110/√140

work out constant and use to predict one other frequency or

mass ✔

work out constant and use to predict two other frequencies

or mass ✔
no comment needed with this alternative
2

(b) μ = ρA = 1150 × π(5.0 × 10–4/2)2

μ = 2.258 × 10–4 (kg m–1) ✔

use of consistent m and f Substituted in including

g but condone powers of 10 error ✔
Award second mark if T and f substituted correctly (ignore μ)

0.67 m ✔
If used diameter for radius incorrectly then lose first mark but
can get third mark (answer 0.335 m)
3

(c) appreciation of reducing diameter when string is stretched. ✔

Page 96 of 141
lower mass per unit length so (constant of proportionality and
hence) frequency is higher (than would be predicted) ✔
2
[7]

Q26.
(a) i = sin–1 (1/1.6) = 39° ✔
1

(b) sin 58 = n/1.6 ✔

n = 1.4 (1.36) ✔
1
1

(c) blue light undergoes TIR ✔

red light refracted ✔
reason i.e. critical angle for red light is more OR critical angle
for blue light is less ✔
Allow correct description of refraction. Ignore statements
about towards/away from normal
OR
if refractive indices change by same factor ✔
critical angle stays constant ✔
so path followed by red and blue light is the same ✔
OR
don’t know if refractive indices change by same factor ✔
so can’t predict the effect on critical angle ✔
so can’t predict paths of red and blue light ✔
For second two alternatives third mark (i.e. about paths of
red and blue) dependent on first mark (i.e. factor of refractive
index change)
1
1
1
[6]

Q27.
B
[1]

Q28.
C
[1]

Q29.
C
[1]

Q30.
C
[1]

Page 97 of 141
Q31.
A
[1]

Q32.
D
[1]

Q33.
(a) 180 degrees
accept ° for degrees

π radians ✔
condone c or ‘rad’ for radian
reject ‘half a cycle’
treat ‘π radians in phase’ as talk out
1

(b) (idea that) sets of combining waves do not have the same
amplitude ✔
condone ‘waves do not have same intensity’ or ‘same
energy’ or ‘some energy is absorbed on reflection’ or ‘same
power’ or ‘same strength’ or idea that non point source or
non point receiver would lead to imperfect cancellation
condone the idea that the waves may not be monochromatic
ignore ‘some waves travel further’ or ‘waves do not perfectly
cancel out’
reject ‘waves may not be 180° out of phase’
1

(c) valid use of a set square or protractor against TR (to ensure

perpendicular) 1 ✔

measure x at two different points [at each end of M] and

adjust until [make sure] both distances are the same 2 ✔

use of set square to align M with the perpendicular line earns

2 ✔

if method used does not allow continuous variation in x then

award maximum 1 mark

align graph paper with TR 1 ✔

align M with grid lines on graph paper 2 ✔

both marks can be earned for suitable sketch showing a

Page 98 of 141
viable procedure involving one or more recognisable set
squares or protractors; the sketch may also show a
recognisable ruler, eg

allow use of scale on set square to measure the

perpendicular distances don’t penalise incorrect reference to
the set square, eg as ‘triangular ruler’, as long as the sketch
shows a recognisable set square
2

(d) Gmax line ruled through bottom of n = 3 error bar and through
top of n = 11 error bar 1✔

Gmin line ruled through top of n = 5 error bar and through

bottom of n = 13 error bar 2 ✔

Gmax and Gmin calculated from valid y step divided by valid x

step; both n steps ≥ 6 3 ✔
allow 1 mm tolerance when judging intersection of gradient
lines with error bars
ignore any unit given with Gmax or Gmin; penalise power of ten
error in 01.5

12✔= 1 MAX if (either) line is thicker than half a grid square

or of variable width or not continuous;
expect Gmax = 3.2(1) × 10–2 and Gmin = 2.5 (2.49) × 10–2
3

Page 99 of 141
(e)

AND

result in range 2.8(0) to 2.9(0) × 10–2 (m) 1 ✔ 2 ✔

award one mark for

2.7(0) to 3.0(0) × 10–2 (m) 12 ✔

penalise 1 mark for a power of ten error
reject 1 sf 3 × 10–2 (m)
if a best fit line is drawn between the Gmax and Gmin lines and
the gradient of this is calculated award 1 mark for λ in range
2.8(0) to 3.0(0) × 10–2(m)
2

(f) uncertainty in λ = Gmax – λ

λ – Gmin
OR

1 ✔

percentage uncertainty = (uncertainty/λ)×100 2 ✔

result in range 11(.0) % to 14(.0) % 3 ✔

1✔ can be earned by showing a valid uncertainty then

dividing by λ
ecf their λ, Gmax and Gmin for 1 ✔ and 2 ✔
allow λ found from best fit line

12 ✔

allow × 100 where ∆λ is any plausible uncertainty for 2

✔
numerical answer without valid working can only earn 3 ✔
3

(g) (states) calculate the (vertical) intercept 1 ✔

outlines a valid calculation method to calculate y 1 ✔

Page 100 of 141

determine the intercept for both lines and calculate average
value 2 ✔

determine the (vertical) intercept of the line of best fit

(between Gmax and Gmin) 2 ✔
draw the line of best fit (between Gmax and Gmin); perform
calculation to find intercept earns 12 ✔
2

(h)
result reduced not affected increased
Gmax ✔
Gmin ✔
λ ✔
y ✔
general marker question
allow any distinguishing mark as long as only one per row
for ✔ and X in same row ignore X
for ✔ and ✔ in same row give no mark
ignore any crossed-out response
4

alternative approach: single best fit line drawn on Figure 4

(d) G calculated from y step divided by x step;

n step ≥ 6 3 ✔
MAX 1

(e) λ in range 2.8(0) to 2.9(0) × 10–2 ✔

MAX 1

(f) percentage uncertainty in λ = × 100

AND

result in range 11(.0) % to 14(.0) % ✔

MAX 1

(g) calculate intercept

outlines a valid calculation method to find y ✔

MAX 1

(h) as main scheme

no ecf possible
4

alternative approach: non-crossing lines for Gmax and Gmin on

Figure 4: includes lines that meet but do not cross

Page 101 of 141

(d) Gmax and Gmin calculated from y step divided by x step; both n
steps ≥ 6 3 ✔
MAX 1

(e) to (h) as main scheme

1
[18]

Q34.
The mark scheme gives some guidance as to what statements are expected to be
seen in a 1 or 2 mark (L1), 3 or 4 mark (L2) and 5 or 6 mark (L3) answer. Guidance
provided in section 3.10 of the ‘Mark Scheme Instructions’ document should be
used to assist in marking this question.

Level Criteria QoWC

L3 Good discussion of both The student presents relevant

5−6 marks elements in question with at information coherently,
least 4 points mentioned in employing structure, style and
each element sp&g to render meaning clear.
The text is legible.

L2 Good discussion with at least The student presents relevant

3−4 marks 3 points in one element and 2 information and in a way
points in the other element which assists the
communication of meaning.
The text is legible. Sp&g are
sufficiently accurate not to
obscure meaning.

L1 Discussion of one element The student presents some

1−2 marks only incorporating at least two relevant information in a
points. simple form. The text is
usually legible. Sp&g allow
meaning to be derived
although errors are
sometimes obstructive.

0 Unsupported combination or The student’s presentation,

no relevant analysis spelling, punctuation and
grammar seriously obstruct
understanding.
Collisions
• Energy from collision of charged particles transfers to
electrons in gas molecules.
• Electrons excited to higher energy levels.
• The more energy the electrons absorb the higher the
energy levels reached.
• Electrons are unstable at higher energy levels so will
fall back down.
• When it falls down it will emit a photon.
Formation of spectral lines
• Photon energy = hf/ or photon energy proportional to
frequency.

Page 102 of 141

• Spectral lines are at specific wavelengths.
• Each spectral line corresponds to an electron falling
down to a lower energy state.
• Energy gap, ΔE = hc/λ
• Larger energy gap means higher energy photon is
emitted so shorter wavelength or vice versa.
Responses with no mention of photons are likely to receive
zero marks.
6
[6]

Q35.
(a) π / 180° out of phase ✔
Do not allow “out of phase”.
1

(b) wavelength = 0.44 m ✔

c (= f λ) = 145 (m s−1) ✔
2

(c) First harmonic frequency = 110 Hz✔

T = 4 × 1102 × 0.662 × ✔

71.8 N✔
3

(d) Extension of string = 3 × 2π × 3.0 × 10−3 (= 5.65 cm)✔

energy stored = 0.5 × 71.8 × 0.0565 = 2.03 (J)✔

Compares calculated energy quantitatively to another energy and draws correct

inference, e.g. wire would be moving at about 80 mph so a risk / 2 J is the
equivalent of 1 kg mass dropped through 0.2 m so a risk✔
3
[9]

Q36.
B
[1]

Q37.
D
[1]

Q38.
A
[1]

Page 103 of 141

Q39.
D
[1]

Q40.
B
[1]

Q41.
C
[1]

Q42.
D
[1]

Q43.
(a) Refers to relative direction of oscillations to that of the direction of propagation /
transfer of energy ✔

For transverse waves oscillations are at right angles to direction of propagation

while in longitudinal waves they are in the same direction ✔
allow direction the wave is travelling in
2

(b) Correct value for µ = (1 ×) ρ = 7.5 × 10−4 (kg m−1)✔

Tension = 126 N (allow 9.7 × 105 × their value for µ) ✔

(c) Max tension permissible before breaking = 3.0 × 109 ×

= 288 (289)(290) N ✔

This is greater than required tension so wire is suitable. ✔

stress in operation = = 1.3 × 109 (N m−2)✔

which is less than breaking stress ∴ safe to use✔

Allow ecf for incorrect area in 2.2

Page 104 of 141

(d) Shows second harmonic λ = ✔

Identify f and T are constant so λ is proportional to ✔

λ increases from A to B ✔
mass per unit length decreases from A to B so A has a greater diameter✔
4
[10]

Q44.
(a) SHM is when

The acceleration is proportional to the displacement ✔

the acceleration is in opposite direction to displacement✔

(b) f = 1/T =1/0.05=20 Hz ✔

A= ✔ (=3.5 × 10−4 m)
2

(c) Cosine shape drawn, maximum at t= 0, amplitude 3.5 × 10−4 m ✔

(d) (any of the following when the velocity is zero) 0.00s, 0.025s,0.050s or 0.075s ✔
1

(e) when the vibrating surface accelerates down with an acceleration less than the
acceleration of free fall the sand stays in contact. ✔

above a particular frequency, the acceleration is greater than g ✔

there is no contact force on the sand OR

sand no longer in contact when downwards acceleration of plate is greater than

acceleration of sand due to gravity ✔
3

(f) (when the surface acceleration is the same as free fall)

g = r ϖ2 = A (2 πf)2 ✔

f = √(g /A4 π2 ) = (9.81/(3.5 × 10−4 × 4 π2))1/2 = 26.6(7) Hz ✔

2
[11]

Page 105 of 141

Q45.

A
[1]

Q46.

D
[1]

Q47.

D
[1]

Q48.

B
[1]

Q49.

(a) w from ✔

3 sf answer ✔
2

(b) 1 ✔

✔ 2

allow ecf in 2✔ for wrong w but not for POT error

2 ✔

number of fringes seen = 13 (integer only)3 ✔

allow 12 or 14 fringes
3

(d) close jaws using ratchet ✔

confirm that instrument reads zero ✔

Page 106 of 141

(e) mean = 0.57(0) mm; uncertainty = 0.5 × range ✔

✔
2
[11]

Q71.
(a) 1.43, 1.29
1

(b) Both plotted points to nearest mm ✔

Best line of fit to points ✔

The line should be a straight line with approximately an
equal number of points on either side of the line.
2

(c) (i) Large triangle drawn (at least 8 cm × 8 cm) ✔

Correct values read from graph ✔

Gradient value in range (0.618 to 0.652) × 10–6 to 2 or 3 sf ✔

Allow the 2nd mark for incorrect numerical values read
ignoring incorrect power of 10.
Incorrect power of 10 is penalised in gradient value.
3

(ii) Same figure quoted for gradient but with correct unit
1

(d) (i) Straight line (through origin) ✔

(directly) proportional ✔
2

(ii) Evidence of substituting data from the table / graph into w = mD/s + c (from y =
mx + c) ✔

Computation of correct value for c (i.e. value of w when D/s = 0) with correct
unit.
Should be approximately 0.1 × 10–3 m, depending on the
exact lobf drawn.
2

(iii) w
1

(e) Any reference to either width of slits OR single slit diffraction ✔

1
[13]

Q72.
(a) Measurement of at least 30 fringe widths
(check that candidate has not miscounted) e.g. 30 fringe widths = 40 mm or 41 mm.

Page 107 of 141

Correct answer of 1.3 or 1.4 mm quoted to 2sf with unit ✔(one mark)
OR
Correct answer 1.33 – 1.37 mm to 3sf with correct unit ✔✔ (two marks).
If candidate quotes value in range 1.33 – 1.37 mm to 3sf
they achieve both the 2nd and 3rd marks (A quote to 3sf is
justified in terms of uncertainty if a large number of fringe
widths have been measured).
For 2nd & 3rd marks allow ecf from incorrect measurement
in 1st mark.
If the printing process in your centre alters the scale of
this diagram, measure the values on your printed
question papers and mark the scripts accordingly. Send
details to the moderator.
If a candidate is visually impaired and using a modified
paper that alters the scale of this diagram, measure the
values on the printed question paper and mark the script
accordingly.
3

(b) 1 mark for intermediate step where candidate doesn’t get correct final answer. i.e.
calculating % uncertainty of total measurement (i.e. % uncertainty in w) ✔

OR for both marks:

Uncertainty in w = ± 0.03 mm ✔✔

(Full 2 marks for correct answer with unit – No unit no mark unless a correct
intermediate step has been completed which will have been credited for 1 mark as
explained above)
Uncertainty in measurement of multiple fringes is ± 1 mm
(precision of ruler used).
E.g. for length 41 mm ± 1 mm % uncertainty = 1/41 x 100 =
2.4 %

Uncertainty in w (single fringe)

= 2.4 x 1.4/100 = ±0.03 mm

Simply quoting 0.03 - NO marks

No penalty for omission of ±

(c) (i) (Using w = 1.40 mm)

Wavelength = 5.60 × 10–7 m ✔

Allow ecf for value of w from (b)
Consistent unit required for the mark. No sf penalty.
1

(ii) (Intermediate step) % uncertainty = 5.8% ✔

(From %uncty s = 3.3%, w = 2.4%, D = 0.1% % uncertainty
in wavelength = 3.3 +2.4+0.1 = 5.8%).
Allow ecf from (b)
1

Page 108 of 141

(iii) (Using wavelength = 5.60 × 10–7 m)

Uncertainty in wavelength = ± 3.2 × 10–8 (m) ✔ or ± 32 (nm) or ± 3.2 × 10–5

(mm)
Allow ecf from (c)(i) & (ii)
No sf penalty
If the value is consistent with the wavelength quoted in (c)(i),
allow the numerical answer without the unit, otherwise a
unit is required.
1
[8]

Q73.

(a) ✔

(must see this step either separately or in substitution for

condone i and r for θ etc.)

(b) idea implied that (XZ) × (WY) = n × (WX) × (YZ) is of form y = mx (+ c);

plot (XZ) × (WY) against (WX) × (YZ) ✔

calculate gradient to find n (false plot loses both marks) 2 ✔

[must mention XZ, WX, YZ and WY for full credit: bland ‘plot sin θ1 against sin θ2 and
calculate gradient to find n’= 1 MAX]

[alternative method is to plot XZ against WX to find G1 and plot YZ against

WY to find G2 1 ✔; evaluate to find n 2✔]

(c) upper limit of (XZ) range [largest value] is suitable 1 ✔

largest XZ value ≈ length of block (114)

[largest WX value ≈ diagonal distance (131) across block / used

(approximately) largest value of XZ [WX] available]2✔

Page 109 of 141

lower limit of (XZ or YZ) range [smallest value] is not suitable3✔

smallest YZ [XZ] values have large percentage uncertainty / are unreliable] 4✔

(reject idea these values are too close to zero)

smallest WX value ≈ width of block (65)5✔

[statement that range is suitable plus quantitative comment comparing length of

block (114) with 98 (the range of XZ data) or covers more than 85% of available
range] 12✔✔

equivalent statement regarding WX: compares available range (131 to 65 = 66) with
63 (the range of WX data) 12✔✔ = 2 MAX

statement that range is suitable plus simple qualitative comment relating range to
the block, e.g. ‘a large fraction / part of the available XZ [WX] range is covered’ 12✔ =
1 MAX (bland ‘range is large / wide’ is not enough)]
MAX 3
[7]

Q74.
(a) Time a minimum of ten oscillations in total including at least one repeat
measurement and then calculate the mean period of oscillation, T, of the bat ✔

(b) Measure the distance, l, from the pivot to the sweet spot ✔

A clear description of a simple pendulum experiment (length = l) to determine Tc ✔

(d) Calculate the uncertainty in T from the repeat measurements ✔

(e) The %uncertainty in Tc = 0.5 × the %uncertainty in l, if Tc was calculated ✔

Calculate the %uncertainty in Tc from repeat timings, if Tc was found by experiment ✔

(f) Compare T with Tc to see whether they agree within the calculated uncertainties. ✔

(g) Allow 1 mark for any experimental detail designed to reduce uncertainties (but not
more repeat readings) ✔
Award up to five marks of the 7 that are available.
Annotate the script with a tick and the appropriate code letter
(e.g. ✔a) at each point where the candidate’s answer
matches a marking point.
[5 max]

Q75.
(a) waves are reflected (from the oven wall) ✔
1
and superpose/interfere with wave travelling in opposite direction/incident
waves/transmitted wave ✔

Page 110 of 141

NOT superimpose
1

(b) energy/amplitude is maximum ✔

1
(chocolate melts at) antinode ✔
if refer to node can still be awarded first mark
1

(c) clear evidence that used first and third antinode ✔

can be from diagram
1
distance from first to third antinodes = 0.118 ± 0.001 (m) OR
distance between two adjacent antinodes = 0.059 ± 0.001(m)
✔
mark for either value
carry their value forward for subsequent marks even if
outside tolerance
1
wavelength = 0.118 (m) ✔
mark for using their wavelength (range 0.112 to 0.124)
1
frequency = 3.0 × 108 /0.118 ✔
mark for use of v = fλ allow this mark if use 0.059
1
frequency = 2.5 × 109 (Hz) ✔
must be in range 2.40 × 109 − 2.60 × 109
if use 330 for speed lose last 2 marks
1

(d) position of antinode/maximum energy/maximum

amplitude/nodes (in food) continually changes ✔
must be clear antinode maximum energy/maximum
amplitude changes location
1
[10]

Q76.

(a) use of V = πr3 to give V = π(2.5 × 10−2)3 ✔ = 6.5 × 10−5 m3

use of ρ = to give m = ρ V = 8030 × 6.5 × 10−5 ✔ = 0.53 kg

use of W = mg to give W = 0.53 × 9.81 = 5.2 (N) ✔
the first mark is for making some attempt to calculate the
volume; ignore power of ten errors.
the second mark is for the correct substitution or for the
calculation of mass
the third mark is for going on to calculate the weight
allow ce for incorrect volume or mass but 2 errors = 0/3
no sf penalty but g = 10 N kg−1 loses mark
3

(b) distance of line of action of weight to pivot = (0.120 + 0.025) = 0.145 m ✔

Page 111 of 141

moment = force × distance = 5.2 × 0.145 = 0.75 ✔
unit Nm ✔
the first mark is for identifying that the weight of the ball will
act through its centre; use of 0.12 m loses this mark
the second is for correctly calculating the moment; allow ce
for wrong distance; condone force = 5 N (which leads to
0.725)
allow suitable unit consistent with calculation, eg N cm
reject ‘nm’ or ‘NM’ etc
3

(c) taking moments about the pivot

clockwise moment from spring = anticlockwise moment from
ball
F × 0.080 = 0.75 ✔
F = 9.4 N ✔

use of F = kx to give x = = 0.094 m ✔

allow ce from (b)
the first mark is for the use of the moment equation
the second mark is for calculating the force on the spring;
condone 9.35 and 9.3
the third mark is for calculating the extension; allow
calculation in cm
allow ce from the second mark ie use of wrong force;
condone 1 sf 0.09 m if (1 sf) 5 N used in (b)
3

(d) the line / pen (initially) moves up; ignore subsequent motion ✔
(the downwards acceleration of the ball is much less than
that of the frame and) the ball does not move (very far in the
time taken for the frame to move down) ✔
the first mark is for stating the correct direction of the line /
pen; allow ‘diagonally up’, ‘up then down’ but reject ‘up and
down’
the second mark is for an explanation which shows some
understanding of the relative displacement of the ball and
frame; this mark is consequential on the first being correct;
condone ‘ball has inertia’
2
[11]

Q77.
C
[1]

Q78.
A
[1]

Page 112 of 141

Q79.
D
[1]

Q80.
C
[1]

Q81.
B
[1]

Q82.
B
[1]

Q83.
(a) A wave transfers energy from one point to another ✔
without transferring material / (causing permanent displacement of the medium) ✔
owtte
2

(b) (i) 0.6 (mm) or 0.60 (mm) ✔

(ii) 0.080 (m) ✔

Allow 1 sig fig
1

(iii) f = 1/T = 1/0.044 = 23 (Hz) ✔ (22.7 Hz)

(iv) v = f λ = 22.7 × 0.080 = 1.8 (m s-1) ✔ (1.82 m s-1)

allow CE v = (biii) × (bii) but working must be shown
1 sig fig not acceptable
1

(d) the wavelength would be smaller

smaller spread in main peak or more peaks (between A and B)
the central peak is higher (owtte)
as the energy is concentrated over a smaller area (owtte)
reference to (sin θmin = λ/d)
✔ ✔ ✔ any 3 lines max 3
Note that the marks here are for use of knowledge rather

Page 113 of 141

than performing calculations.
No bod if writing does not make increase or decrease clearly
distinct.
Marking should be lenient.
3
[10]

Q84.
(a) Answer D ✔ (violet)
1

(b) (light from each slit) superpose

light from adjacent slits have a path difference of one wavelength
(at this angle all) the waves are in phase
constructive interference / peaks coincide / (positively) reinforce
any 3 points ✔ ✔ ✔ max 3
Ignore reference to nodes or antinodes
If general statements are made only give marks for parts
related to ‘Bright line’ or ‘First order’ which appears in the
question.
3

(c) (i) use of sin θ = λ / d = 5.3 × 10-7 / 1.8 × 10-6 ✔ (= 0.294)

θ = 17° ✔ (17.1°)
Answer alone scores both marks
2

(ii) ( use of n = d sin θ / λ) nmax = (d sin 90° / λ) = d / λ = ✔

= 1.8 × 10-6 / 5.3 × 10-7 = 3.4 ✔
max order = 3 ✔
Showing that n=4 is not possible is not answering the
question but the first mark (equation mark) can be gained
this way
Max order is an independent mark from reducing a
calculated value for n to the next lowest integer.
3
[9]

Q85.
(a) (i) sinC = 1/n = 1/2.42 ✔ (= 0.413)
C = 24.4° ✔ (allow 2 or more sig figs)
Answer only gains both marks
2

(ii) sin θdia = sin θair / n = sin 50.2 / 2.42 ✔ (= 0.317)

θdia = 18.5° ✔ (allow 2 or more sig figs)
Answer only gains both marks
Answer can be 18° or 19° depending on rounding
2

(iii) TIR shown at bottom left surface ✔(If the reflected ray were extended it would
pass through the writing below the diagram between the ‘i’ in ‘it’ and the full
stop at the end of ‘diamond’.) ray leaves bottom right surface either with an

Page 114 of 141

increased emergent angle or straight though if hitting normally ✔
(The second mark is consequential on gaining the first mark)

acceptable emergent rays

(iv) it has smaller critical angle / critical angle is 22°

allowing more / same number / greater chance / increased probability of TIR’s
occurring
greater/same sparkle ✔✔ max 2
‘reflect more’ is insufficient for a mark
2

(b) (i) ccore = cair / n = 3.00 × 108 /1.55 = 1.9 × 108 (ms-1)✔(1.94× 108 ms-1)
1 sig fig is not acceptable if no other answer is given
1

(ii) (n = cair / ccore = f λair / fλcore =λair /λcore )

λcore = λair / n or 1300 × (10-9) / 1.55✔
= 8.4 × 10-7 (m)✔(8.39 × 10-7 m or 839 nm)
The first mark is for the equation or substitution ignoring
powers of 10 errors
1st mark can be gained from calculating the frequency ( f =
3.0 × 108 / 1300 × 10-9 = 2.3 × 1014 (Hz) which then can be
used to find the the wavelength
Using this method the answer can range between 8.4 × 10-7
→ 8.7 × 10 -7
(m) and consider ecf’s from (b)(i)
2

(iii) protects the core (from scratches etc)

prevents crosstalk / stops signal crossing from one fibre to another / increases
critical angle / reduces pulse broadening / reduces smearing / prevents
multipath dispersion
allows fibre to be supported / touched (without losing light)
✔any one point
Preventing signal loss is not enough for the mark.
1
[12]

Q86.
C
[1]

Q87.
D

Page 115 of 141

[1]

Q88.
B
[1]

Q89.
(a) amplitude (of bob) is small
[or (angular) amplitude is less than or = 10° ]
[or sin θ ≈ θ with θ explained ] ✔
or string is inextensible (or of negligible mass)
or bob is a point mass
Ignore references to “air resistance”.
1

(b) The candidate’s writing should be legible and the spelling, punctuation and
grammar should be sufficiently accurate for the meaning to be clear.

The candidate’s answer will be assessed holistically. The answer will be assigned to
one of three levels according to the following criteria.

High Level (Good to excellent): 5 or 6 marks

The information conveyed by the answer is clearly organised, logical and coherent,
using appropriate specialist vocabulary correctly. The form and style of writing is
appropriate to answer the question.

The candidate describes the arrangement of the apparatus clearly. They identify
correctly the measurements to be made, and indicate how these measurements
would be made. They describe a valid method by which a straight line graph may be
obtained and show how g would be calculated from their graph. They are also aware
of precautions that should be taken during the experiment to ensure that the result is
accurate.

Intermediate Level (Modest to adequate): 3 or 4 marks

The information conveyed by the answer may be less well organised and not fully
coherent. There is less use of specialist vocabulary, or specialist vocabulary may be
used incorrectly. The form and style of writing is less appropriate.

The candidate is less clear about the experimental arrangement, gives a reasonable
account of the measurements to be made and indicates a valid method by which a
straight line graph may be obtained. They are less clear about how the result would
be calculated from the graph, and they know the precautions less well.

Low Level (Poor to limited): 1 or 2 marks

The information conveyed by the answer is poorly organised and may not be
relevant or coherent. There is little correct use of specialist vocabulary. The form and
style of writing may be only partly appropriate.

The candidate gives a superficial account of the experimental arrangement, has

some knowledge of the measurements to be made, but has only limited ability to
show how a graphical method could be used to calculate the result. Some
precautions may be known.

The description expected in a competent answer should include a coherent

selection of the following points.

Page 116 of 141

• Diagram or description showing a bob suspended from a fixed point, on
which the length l may be labelled correctly.
• Length l of pendulum measured by ruler from fixed point of support to
centre of mass of bob.
• Period T measured by stopwatch, by timing a number of oscillations.
• Measurement of T repeated for the same l and a mean value of T
calculated.
• Measurements repeated for at least five different values of l.
• Graph of T2 against l (or any other suitable linear graph) would be
plotted.
• Graph is a straight line through origin, gradient is 4π2/g (or correct
expression for g from their graph).

Experimental measures such as the following are likely to be given:

• Small amplitude oscillations.
• Measure l to centre of mass of bob.
• Measure T from a large number of oscillations.
• Repeat timing for each length.
• Begin counting oscillations at nought when t = 0.
• Measure complete oscillations.
• Use of fiducial mark at centre of oscillations.
• Pendulum should swing in a vertical plane.
• Avoid very small values of l when repeating the experiment.

Credit may be given for any of these points which are described by reference
to an appropriate labelled diagram.
A high level answer must include
1. a description of the apparatus,
2. a correct statement of the measurements to be made,
3. a correct graph plot,
4. a correct indication of how g would be found from the
graph,
5. at least two precautions.
An intermediate level answer must include (at least)
1 and 2, or 1 and 3, or 2 and 3, above and at least one
precaution.
A low level answer must include (at least) any one of 1,2,3,4
above.
An inappropriate, irrelevant or physically incorrect answer
should be awarded a mark of zero.
If the experiment described relates to a compound
pendulum, mark to max 2.
If a log graph is plotted and explained, it may gain credit.
If a correct graph is not used, then maximum mark awarded
is 3.
max 6

(c) measured value of g will be 4× true value of g ✔

gradient of T2 against l graph will be ¼ of expected value [or reference to g ∞ 1/T2

or equivalent] ✔

Page 117 of 141

(T is halved so) T2 is ¼ of true value ✔
2nd and 3rd marks may be covered by an analysis of the
period equation.
3
[10]

Q90.
(a) (i) Number of complete waves passing a point in one second / number of
complete waves produced by a source in one second / number of complete
vibrations (oscillations) per second / number of compressions passing a fixed
point per second
1

(ii) 180° phase difference corresponds to ½ λ

Use of v = fλ with correct powers of 10
0.33 (m)
3

(b) (i) Do not have the same frequency

do not have a constant phase difference
2

(ii) Waves meet antiphase

Undergo superposition
Resulting in destructive interference
3

(iii) T = 100 ms
Use of T = 1 / f or beat frequency (∆f) = 10 Hz
500 (Hz) (allow 510 –their beat frequency)
3

(c) (i) Only box ticked: Quality

(ii) Add regular alternating voltages together

With appropriate amplitudes
Where frequencies of voltages match the harmonics of sound / where
frequencies are multiples of 440 Hz
Allow 2 for sampling sound (at twice max frequency ) B1
Convert to binary ( and replay through D to A converter). B1
3
[16]

Q91.
The marking scheme for this question includes an overall assessment for the quality of
written communication (QWC). There are no discrete marks for the
assessment of QWC but the candidate’s QWC in this answer will be one of the
criteria used to assign a level and award the marks for this question.

Descriptor – an answer will be expected to meet most of the criteria in the level descriptor.
Level 3 – good
-claims supported by an appropriate range of evidence
-good use of information or ideas about physics, going beyond those given in the question
-argument well structured with minimal repetition or irrelevant points

Page 118 of 141

-accurate and clear expression of ideas with only minor errors of grammar, punctuation
and spelling
Level 2 – modest
-claims partly supported by evidence,
-good use of information or ideas about physics given in the question but limited beyond
this the argument shows some attempt at structure
-the ideas are expressed with reasonable clarity but with a few errors of grammar,
punctuation and spelling
Level 1 – limited
-valid points but not clearly linked to an argument structure
-limited use of information about physics
-unstructured
-errors in spelling, punctuation and grammar or lack of fluency
Level 0
-incorrect, inappropriate or no response

Level 3
Response will give a sensible diagram, suggestion of length of string and sensible range
details of range of tension, the procedure to obtain data and the analysis of the data. The
response may include a calculation of f for the chosen apparatus.

Level 2
All bullet points will be addressed but may lack essential detail. The response will include
a sensible diagram and procedure but the procedure may be poorly explained. It should
include how the data is analysed to demonstrate the relationship.

Level 1
Attempt will contain some relevant detail of a sensible experiment. The diagram may be
poorly drawn. The range for the tension may be given but not be sensible. Their procedure
and analysis may be only superficially described.

Level 0
Response will contain no relevant information about an appropriate experiment.
Points that may be included
• Labelled diagram including string , weights, pulley, metre
rule,
• method using signal generator (calibrated) and magnets to
cause oscillation of the string
• method using tuning forks
• Length 1-2 m
• e.g Weights up to 12 N in 2 N increments (range of at least
6)
• Frequencies different by detectable amount on sig gen /
use of range of tuning forks
• Calculation to show approx f value for selected T and l
• Method of changing T
• How frequency is determined for each T
• Graph of f against √T
[6]

Q92.
(a) (i) Tension minimum at extremities or maximum at middle / bottom

Page 119 of 141

Tension depends on (component of) weight and
required centripetal force / velocity

Increases as acrobat moves downwards

Tension at bottom = mg + mv2/r or Tension = weight +

centripetal force

Tension at extremity = mg/cosθ (θ is angle between

rope and vertical)
Max 3
3

(ii) Use of T = 2π√(l/g)

3.6 (3.59) (m)

Allow for change of subject for use
2

(b) (i) Frequency of swing = 0.26 Hz

Use of v = 2πfA

3.0 or 2.97 (m s-1)

alternative method
Change in pe = gain in ke
Calculating ∆h by geometry from swing = 0.48 m
3.1 or 3.06 (m s-1)
3

(ii) Use of s = ½ at2

time to reach safety net = 1.11 s

s = their answer to (b)(i) × their time to reach the net =

answer

(answer is 3.3 m if all correct)

Allow for change of subject for use
3

(c) (i) Attempt at valid test:

Fractional change in amplitude for same time interval

or use of ‘half life’ method

or use of exponential formula (A = Aoe–kt) to show that

k is constant

Correct calculation for one pair of amplitudes

Correct for second pair and conclusion

for half life method must see curve through peaks or other
indication to find values between peaks
3

Page 120 of 141

(ii) Period shorter

Centre of mass of trapeze artist was lower than the bar

Effective length of the pendulum is lower

Bar likely to be low mass now have a pendulum with

distributed mass / no longer a simple pendulum /
centre of mass is half way along suspending rope

Calculates new effective length of the pendulum (2 m)

Max 2
2
[16]

Q93.
(a)

wavelength frequency speed

increases

stays the
✓
same

decreases ✓ ✓

middle column correct ✓

first and third column correct ✓
2

(b) (i) (n1sinθ2 = n2sinθ2)

(1.09)sin 65.0 = (1.00)sinθ2 ✓ (giving θ2 = 81°)

α = 9(°) ✓ (8.93°)
no internal CE
allow 9.0°
2

(ii) 1.09sin65 = 1.70sinx

or sinx = 0.58
or x = 35.5 (°) ✓ (allow 35° or 36°)
[beware an answer close to the correct value can come from
n = 1 / sinC]

90 − 35.5 = 54.5(°) ✓ (allow 54° or 55°)

CE for 90° − their value
2

(c) (i) total internal reflection

TIR does not gain the mark
1

(ii) diagram showing core / cladding and light ray TIR at interface at least
once with another TIR shown on the diagram or suggested in their

Page 121 of 141

explanation ✓
labelling is not required and reflections do not have to be
accurate provided they are shown on the correct side of the
normal

light fibre consists of core and cladding with lower refractive index /
optical density ✓

light (incident) at angle greater than the critical angle (results in TIR) ✓
3
[10]

Q94.
The student’s writing should be legible and the spelling, punctuation and grammar
should be sufficiently accurate for the meaning to be clear.

The student’s answer will be assessed holistically. The answer will be assigned to
one of three levels according to the following criteria.

Answers may cover some of the following points:

• (1) a wave and its reflection / waves travelling in opposite directions
meet / interact / overlap / cross / pass through etc
point (1) must be stated together i.e it should not be
necessary to search the whole script to find the two parts
namely the directions of the waves and their meeting
• (2) same wavelength (or frequency)
• (3) node − point of minimum or no disturbance
points (3) may come from a diagram but only if the node is
written in full and the y-axis is labelled amplitude or
displacement
• (4) antinode − is a point of maximum amplitude
point (4) may come from a diagram but only if the antinode is
written in full and the y-axis is labelled amplitude or
displacement
• (5) node - two waves (always) cancel / destructive interference / 180°
phase difference / in antiphase [out of phase is not enough] (of the two
waves at the node) [not peak meets trough]
• (6) antinode − reinforcement / constructive interference occurs /
(displacements) in phase
• (7) mention of superposition [not superimpose] of the two waves
• (8) energy is not transferred (along in a standing wave).
if any point made appears to be contradicted elsewhere the
point is lost − no bod’s

High Level (Good to excellent): 5 or 6 marks

6 marks: points (1) AND (2) with 4 other points which must include point (4) or the
passage must indicate that the wave is oscillating at an antinode

5 marks: points (1) AND (2) with any three other points
although point (1) may not be given as a mark the script can
be searched to see if its meaning has been conveyed as a

Page 122 of 141

whole before restricting the mark and not allowing 5 or 6
marks

Intermediate Level (Modest to adequate): 3 or 4 marks

4 marks: (1) OR (2) AND any three other points

3 marks: any three points

Low Level (Poor to limited): 1 or 2 marks

The information conveyed by the answer is poorly organised and may not be
relevant or coherent. There is little correct use of specialist vocabulary.
The form and style of writing may be only partly appropriate.

2 marks: any two points

1 marks: any point or a reference is made to both nodes and antinodes
[6]

Q95.
(a) uniform width peaks ✓ (accurate to within ± one division)
peaks need to be rounded ie not triangular
the minima do not need to be exactly zero

a collection of peaks of constant amplitude or amplitude decreasing away from

central peak ✓
pattern must look symmetrical by eye
condone errors towards the edge of the pattern
double width centre peak total mark = 0
2

(b) (i) constant / fixed / same phase relationship / difference (and same
frequency / wavelength) ✓
in phase is not enough for the mark
1

(ii) single slit acts as a point / single source diffracting / spreading light to
both slits ✓
OR
the path lengths between the single slit and the double slits are
constant / the same / fixed ✓
1

(iii) superposition of waves from two slits ✓

phrase ‘constructive superposition’ = 2 marks

diffraction (patterns) from both slits overlap (and interfere constructively)

✓ (this mark may come from a diagram)

constructive interference / reinforcement (at bright fringe)

peaks meet peaks / troughs meet troughs ✓ (any reference to antinode
will lose this mark)

waves from each slit meet in phase

Page 123 of 141

OR path difference = n λ ✓
4 max 3

(c) (i) D= = ✓ do not penalise any incorrect powers of

ten for this mark
= 0.5 (m) ✓ (0.4938 m)
numbers can be substituted into the equation using any form
note 0.50 m is wrong because of a rounding error
full marks available for answer only
2

(ii) fringes further apart or fringe / pattern has a greater width / is wider ✓
ignore any incorrect reasoning
changes to green is not enough for mark
1

(iii) increase D ✓
measure across more than 2 maxima ✓
several / few implies more than two

added detail which includes ✓

explaining that when D is increased then w increases
Or
repeat the reading with a changed distance D or using different numbers
of fringes or measuring across different pairs of (adjacent) fringes
Or
explaining how either of the first two points improves / reduces the
percentage error.
no mark for darkened room
3
[13]

Q96.
D
[1]

Q97.
(a) 110 Hz

B1
1

(b) (Use finger on the fret so that) a ¼ length of the string is used to sound the
note or hold string down on 24th fret

B1
1

(c) Mention or description of beats or description of rising and falling amplitude /

louder and quieter
Regular rising and falling of loudness owtte

Page 124 of 141

Beat frequency 10(.0Hz) Allow beat frequency = 430 - 420

2
[4]

Q98.
(a) Prevents (physical) damage to fibre / strengthen the fibre / protect the fibre
Allow named physical damage e.g. scratching

Prevent crosstalk
1

(b) (Relative) refractive index = 1.03

or
Use of sinc = n2 / n1
Calculating the refractive indices and rounding before
dividing gives 76.8

76.0° or 76.8°

A1
2
[3]

Page 125 of 141

Examiner reports

Q1.
This question required students to be familiar with the interference pattern produced by a
double slit arrangement. They were also required to explain factors that affect the pattern
observed.

(a) A significant proportion of students appreciated that the fringes would exhibit a
range of colours. It was, however, less common for them to identify the central fringe
as being white. Some students did try to explain the reason for the formation of the
fringes when only a description of the pattern seen was required.

(b) This question produced good discrimination. Weaker students were able to identify
the fact that red and green fringes would be seen, but then frequently thought that
the spacing of green fringes would be greater. Only the best students were then able
to explain that the red spacing would be 20% greater than the green spacing. It was
also quite rare to see responses that explained that the central fringe would be a
mixture of red and green.

(c) This was a ‘levels of response’ question and a high proportion of students did at
least get into the middle band because they were able to correctly explain the effect
of each change on fringe spacing and give some discussion of the effect these
changes have on uncertainties. A disappointing number of students (only 3.5%)
reached the top band – this was usually because they did not explain how the
change in fringe spacing affected the determination of the wavelength of the light
and whether the change reduced the overall uncertainty.

Q2.
(a) There were many good examples of work in this part from higher achieving
students. On the other hand, lower achieving students had difficulty in following the
question structure with many trying to find 97% of the speed of light in a vacuum
rather than 97% of the speed of light in glass A. Another common mistake seen was
students who simply multiplied na × 1.03252. This was another place in the paper
where students failed to gain marks due to incorrect use of significant figures. Just
over a third of students failed to gain any marks.

(b) Lower achieving students characteristically limited their answers to restating the
relationship between λR and strain as shown in the graph. They were unable to
make the link between the motion of the lift and its effect on strain and λR. Where
students attempted to explain this connection, they often thought that the tension in
the cable increased as the lift accelerated downwards. Only 7.4% of students scored
two or three marks.

(c) Many students presented answers that addressed the strength of the cable and its
ability to withstand larger stress rather than the ability of the sensor to detect small
changes in the acceleration. Two-thirds of students who attempted the question
failed to gain any marks here.

Q3.
38.1% of students were able to obtain the correct answer. Both A and C were common
wrong answers.

Page 126 of 141

Q4.
Most students selected distractor B as their answer, the logic used being of the length

able to vibrate would result in of the frequency. 31.3% of students arrived at the correct
answer.

Q5.
Most students selected A as their answer, this being d rather than the number of lines per
mm as requested. Only 25.5% of students were able to select the correct answer.

Q6.
Just over 40% of students selected the correct answer, with distractor B being the most
common incorrect response selected; this answer was obtained by multiplying 0.12 by 6
to find their wavelength rather than realising that a wavelength was separated by 2π
rather than π.

Q7.
(a) This was well answered by many students (47.5% gained at least two marks here),
but there were also many responses that presented ambiguous or unclear
statements. Those students who only referred to reflection of the wave at one of the
fixed points had difficulty expressing clearly that there are two waves moving in
opposite directions that superpose. The clearest answers referred to the wave
produced by plucking travelling to both fixed ends of the string where they are
reflected and then superpose, followed by an explanation of the interference ideas
that produce nodes and antinodes.

(b) This was answered very well by a great majority (81.1%) of the students.

(c) All the data needed to do this were readily available to substitute in v = fλ.
Determining the correct value for λ (0.33 m and 0.165 m were often seen) led to
most incorrect answers.

(d) Most students appeared to appreciate the process that needed to be followed to
arrive at an answer and many were able to follow this through to a successful
conclusion. In general terms, knowing how to determine circumferences and areas
of 2- dimensional objects, and circumference, surface areas and volumes of 3-
dimensional objects is fundamental in almost all topics in physics. Those who made
little progress did not have this basic understanding. In this question, the
circumference of a circle was the basic knowledge needed and how to determine
the length of an arc of that circle. The other issue for the first step was to read
carefully what information had been provided; in this instance diameter, not radius.
In the next step, misreading the scale of the extension axis was a common error.
The frequency calculation was then straightforward. Many students did not know
what to do about the length, not appreciating that the vibrating length was
unchanged when the peg was turned. The extension was added and occasionally
subtracted from the length of 0.33 m, but this was condoned as ‘specialist
knowledge’.

Q8.
78.0% correct

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Q9.
74.9% correct

Q10.
83.2% correct

Q11.
89.2% correct

Q12.
48.8% correct

Q13.
48.0% correct

Q14.
66.6% correct

Q15.
74.3% correct

Q16.
This question placed the idea of double slit interference in the less familiar context of
microwave transmission. Students who failed to make the link with interference found it
difficult to make much headway in this question. There was evidence of students ignoring
the context and writing in terms of sound or visible light.

(a) It was common to see answers referring to a simple line of sight issue related to the
three metal plates, despite references to double slit interference in the stem. This
may suggest that students fail to read the stem of a question with sufficient care, a
problem that may be alleviated if students were in the habit of underlining key words
as they read. Students who understood the context often lost marks by confusing
path difference and phase difference. Being familiar with the difference, and
relationship, between these two is fundamental to an understanding of interference
in waves.

(b) This is a fairly demanding multi-step problem that many found difficult. In order to
answer this question, students were required to relate the data in the diagram to the
path difference of the waves, specifically 2 x the wavelength. They also had to apply
the wave equation to the answer they obtained. Those who managed to make some
attempt at an answer commonly missed the double wavelength, or made an
arithmetical error in the use of speed = frequency x wavelength.

(c) Many students suggested that total destructive interference cannot occur, without
relating it to the different amplitudes of the waves due to their different path lengths.
This is probably due to the fact that students commonly picture waves of equal
amplitude interfering, irrespective of path length. Incorrect answers included
suggestions that other sources of microwaves, including the CMBR, were to blame.

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(d) Most students were able to make an attempt to link the phenomenon described in
this question to the polarisation of the waves. Some students interpreted the line AE
as another sequence of slits and suggested that the microwaves were being
blocked. Many had difficulties expressing their answer in terms of the orientation of
the microwave and aerial, with some stating that the signal would increase as the
aerial was aligned with the maxima.

Q17.
This question applied both the idea of standing waves and the behaviour of materials to
the context of a radio aerial. Despite this combination of topics, several parts of the
question proved to be very accessible.

(a) It is clear from the large proportion of students who obtained both marks for this
question that the application of the Young modulus is well understood. This question
was made even more accessible by providing the area, and by giving all the data in
units that did not require conversion.

(b) This one mark calculation was poorly answered, with few students being able to
obtain the correct value for the tension. It may be that many students missed the
relevant data or could not picture which forces were needed. It would doubtless
have helped some students had they drawn the forces on the diagram provided.

(c) It is clear that many students learn about the formation of standing waves in general
terms and answers focusing on this were incomplete in several respects. In
particular, many students missed out the initial formation of the wave, and many
failed to adequately explain the reason for production of specific frequencies.
Consequently it was common to see answers obtaining only 2 of the 4 marks.

(d) This calculation proved to be very accessible with a large majority of students
obtaining the single mark for it.

(e) However, this calculation proved to be less accessible despite an error for the mass
per unit length in part (d) being carried forward. Credit was also given for students
making it clear that the fundamental frequency had to be multiplied by 3.

(f) The drawing of three ‘loops’ was generally awarded the mark, unless the length of
each loop was too unequal to be acceptable.

(g) Whilst it was common to see answers that made some attempt to describe what
happens to the wire if it is stretched too much, poor use of the correct terminology,
such as failure to mention an elastic limit or equivalent, tended to limit the mark
awarded to many answers.

Q18.
Just over 60% of students identified the electromagnetic radiations in order of decreasing
wavelength. The most common incorrect answer was distractor A. Students need to be
encouraged to read questions carefully and take note of the inequality signs.

Q19.
Distractor C was selected by almost 35% of students. This response indicated a limited
understanding of what is meant by a transverse wave or an assumption that an option,
which suggests some type of restriction, has been phrased correctly.

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Q20.
Only 35% of students answered this question correctly. The most popular incorrect
response was distractor C. Knowledge of the phase relationship between points on a
stationary wave is expected. Students should be familiar with characteristics of a
stationary wave, not simply limited to no net energy transfer and node / antinode
positions.

Q21.
Approximately 35% of students selected distractor A as their answer. Students need to be
able to recall that wavelength decreases as velocity decreases as light enters a more
optically dense medium.

Q22.
This question was set up to test the students’ ability to spot that 35° was not the angle of
incidence. This indeed proved to catch a lot of students out, with almost 60% of students
selecting distractor A. Errors of this type can be minimised by completing the ray diagram
and marking the angle to be determined. Doing this gives the students a chance to take
stock of the information, making it less likely to misinterpret the data.

Q23.
The majority of students selected the correct answer. Of those who got it wrong, most of
them chose distractor C (20% of all responses); these students could not determine how
increasing the distance between the slits and the screen affected the spacing of the
maxima. A quick sketch of the grating and typical pattern of the maxima would certainly
have aided students in making this connection.

Q24.
Less than 20% of students selected the correct answer. Nearly 40% of students selected
distractor C and in doing so failed to notice that the angle required was double 23.6°.
Students need to pay close attention to the wording in questions as this type of extra
detail is typical of multiple choice questions.

Q25.
Question (a) required students to analyse the data given and demonstrate that it was
consistent with the given relationship. Just over half of students were able to do this.
Common errors were confusion between linear and proportional relationships, and
attempts to derive the expression algebraically without using the data.

The calculation in question (b) proved to be one of the more challenging in the paper. The
main reason for this was a lack of appreciation of how to find the mass per unit length of
the nylon string; this did limit them although they were able to pick up a mark for a correct
substitution of tension and frequency in the appropriate formula.

The explanation, required in (c), of why the result might be different if much larger masses
were used, was not well answered. The majority did not appreciate that the nylon would
get thinner and this would reduce the mass per unit length. Common responses tried to
invoke Hooke’s law notwithstanding the fact that nylon does not obey this law.

Q26.
The first two parts of this question on refraction proved to be straightforward, with three-

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quarters of students scoring full marks. The third part, which involved a certain amount of
judgement, was less well done. Many students mixed up the blue and red light, stating
that the red light would undergo total internal reflection. Some did pick up on the fact that
if the refractive indices of both media increased by the same proportion then there would
be no change and all three rays would follow the same path. This approach received full
credit.

Q33.
This question addressed the ideas behind assessed practical activity 2. Some of the
graphical techniques described in the Practical Handbook were also tested. The numerical
work in questions (d) to (f) (and in the multiple-choice part (h)) was usually where students
scored the bulk of their marks.

Questions (a) and (b) exposed poor understanding of superposition. Although there were
plenty of correct answers to (a) and very few students forgot to supply any unit (we
expected π radians or 180°), there were a variety of unsuccessful alternatives and some
students clearly confused path difference with phase difference. Most students seemed to
think that the resultant amplitude depended only on the phase difference between the sets
of superposing waves, and very few considered the possibility that the waves travelling via
M would arrive at R with less amplitude than those travelling directly from T. A small but
significant number of students blamed microwave background radiation for the non-zero
minimum reading on the ammeter.

Examiners found that many students ‘improvised’ their answer to question (c). Developing
strategies for encouraging students to think about the practicalities of arranging
apparatus, and challenging their reasoning, would pay dividends in future. A simple
approach such as measuring, at different points, the distance between M and the line
between T and R, and checking these were equal could earn 1 mark; the sensible use of a
set-square earned the second mark. Frequent suggestions that non-standard science
equipment, such as tri-squares could be used, perhaps indicated that some students had
only had limited opportunities to perform practical work. A common misconception was
that the ends of rulers can be assumed to be square; several students stated that aligning
the end of the ruler, or the graduations along the edge, with the line between T and R,
ensured that perpendicular distances would be measured. One really positive aspect of
the work seen was the good standard of sketches students used to illustrate their
answers; some of these, by themselves, were sufficient to earn both marks.

Answers to question (d) were much stronger, with many students demonstrating an
understanding of how the error bars could be used to establish the maximum and
minimum gradients. Most knew they should use large steps for the gradient calculations,
and recognised in question (e) that their mean gradient gave λ.

In question (f), many students appeared to have taken a guess, often based on the size of
the error bars, about the uncertainty they should use. The better students used a variety
of valid ways, based around ‘best gradient − worst gradient’, of judging the uncertainty.
However, full credit proved elusive because the final answer was often compromised by
the truncation, in (d), of the values for maximum and minimum gradients.

Many students seemed to have rushed question (g), thinking they were being asked to
explain that y was the vertical intercept. However, examiners wanted to know how Figure
4, which did not allow a direct measurement, should be used. Suggesting a calculation
method could earn a mark, but this was denied when any suggested algebra was wrong;
otherwise, some consideration of an average of the maximum and minimum intercepts
also gained credit.

Question (h) provided some respite for students who found the descriptive writing

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challenging.

Q71.
(a) Correctly answered by almost all candidates.

(b) As usual in this question a small proportion of candidates failed to accurately plot
both points and an even greater proportion were unable to draw an acceptable line
of best fit.

(ii) A good discriminator, with only the most able candidates giving the correct unit.

(d) (i) A straightforward question with all but the weakest responses scoring both
marks.

(ii) A good discriminator, with only the most able candidates correctly using 'y =
mx + c' and substituting data from the table or graph to find intercept c.

(iii) Only the most able candidates correctly identified the systematic error to be in
w.

(e) Not well understood by many candidates, with only a small proportion referring to
single slit diffraction.

Q72.
As anticipated this question provided good discrimination.

(a) Most students attempted to count and measure a large number of fringe widths. A
common error was to measure from the first to the fiftieth fringe, but count this as 50
fringe widths rather than 49.

(b) Weaker responses were unsure how to calculate the uncertainty in a single fringe
width from the uncertainty in the total measurement.

(c) (i),(ii) & (iii) Many candidates failed to score on any part of this question, despite part
(i) being a straightforward substitution into the formula quoted. The uncertainty
calculations in (ii) & (iii) were only successfully completed by the most able
candidates.

Q73.

In part (a) most showed that to earn a mark but some

missed a key step in the manipulation that followed in arriving at

In part (b) the majority saw we expected a simple application of the y = mx + c idea and
gained both marks.

Part (c) proved challenging for the candidates, most of whom made only limited progress
by making an observation without any supporting explanation, e.g. by comparing the
largest XZ value with the length of the block or by computing the diagonal distance across
the face of the block and comparing this with the largest WX value. We wanted the

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candidates to discuss whether the limiting values of the data in the table showed if a
suitable range had been used. Clearly the upper limit was ideal but the lower limit raised
the question of whether such values could be measured without attracting a significant
percentage uncertainty.

Better answers seen compared the range of the XZ data with the length of the block but
we saw very few responses that earned full credit.

Several candidates used each row to calculate six values of refractive index and decided
on the suitability of the data looking at the spread of results. Others judged the quality of
the data based on the intervals between the values in each column. These approaches
earned no credit.

Few could score more than 5 out of 7. A/B candidates scored between 3 and 5 while E/U
candidates usually scored 1 or 2.

Q74.
As usual in this type of question it discriminated well, with only the more able students
scoring four or five marks. It was clear that many students had not fully understood what
they were trying to measure or calculate, and consequently were only able to pick up the
occasional mark.

Experimental techniques involved were very straightforward, and very specific details
were required. E.g. timing multiple oscillation and at least one repeat for one mark.

Q75.
This question about the formation of stationary waves in a microwave oven was answered
well by a good proportion of students. In part (a) the idea of reflection taking place was
clearly stated in the majority of answers. The second marking point explaining how this
resulted in the reflected and incident wave superposing was more discriminating. A
significant proportion of students stated that the waves superimposed rather than
superposed. Part (b) was only fully answered by those students who, having identified the
melted chocolate positions as antinodes were then able to explain that this is where the
amplitude of the wave was a maximum. Weaker responses tended to identify these
positions as nodes or did not link the melted chocolate to stationary waves at all. Part (c)
was a five mark calculation and this produced very good discrimination. About a third of
students were awarded 4 or 5 marks. To obtain full marks students were required to give a
clear indication, either on the diagram or in their working, that they had measured the
distance between the first and third dot rather than measuring from the first to second dot
and then doubling. It was sometimes hard to establish exactly what students had
measured and it should be appreciated that showing full working in these extended
calculations is very important. A lot of vague answers were seen to question 2.4 and it was
the physics that needed to be explained. A common response was ‘to cook the food
evenly’ and this was not seen as a physics explanation.

Q76.
This question required students to apply their knowledge and understanding of physics to
a simple seismometer. Although the diagram contained a lot of information, and there was
a relatively long stem to the question, there was no evidence to suggest that students
found the context particularly demanding.

(a) This was a multi-step calculation that most students found fairly straight forward.
The common errors seen were wrong substitution of diameter (or use of a wrong
formula for volume) and power of ten errors arising from calculation of volume in

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cm3. Students who have difficulty converting between cm3 and m3 would be better
advised to work in m from the outset. Generally “show that” questions are used to
provide unsuccessful students the data they would need to complete further parts of
the question. Students should be reminded to provide at least 1 sf more than the
“show that” value, and they should be discouraged from trying to calculate an
answer backwards. Another error is forcing their answer to be near the “show that”
value: many students were denied consequential error marks when, having made an
error, they attempted to manipulate their answer to obtain a numerical value near 5.
For example, students who used 5 cm for the radius could obtain a value of 4.2 kg
for the mass. Many would then miss out the step (multiplying by g) to determine the
weight, as they had already reached a value near to 5 perhaps. Many modern
calculators generate results as fractions or surds. No credit is given for final answers
given in such a form or with recurring notation but there is no penalty for this with
intermediate results. However students should be discouraged from doing this
because it makes the work less transparent and inhibits error-checking. The
rounding down of intermediate results compromises the chance of full credit; any
rounding down, e.g. to the same significant figures as that of the least accurate data
should not be done until the final stage is complete.

(b) There were two potential errors in answers that often led students to lose at least
one mark. Many students did not take the centre of mass of the ball into account,
and therefore did not include the radius when calculating the distance to the pivot.
Some students worked through their answers in cm, but wrote the moment unit as
Nm.

(c) Many good answers were seen to this multi-step calculation and this was a good
discriminator. Some students were unable to suggest much beyond picking F = 5 N
and rearranging F = k∆l (given on the data sheet) to produce ∆l = 0.05 m. Spotting
that this was a 3 mark question may have led some of them to realise that a more
complicated calculation was needed. Others tried to calculate the extension by
dividing turning moment by stiffness or by multiplying distance from the pivot by
stiffness. A number of students did not attempt this question.

(d) This was a fairly demanding question that aimed to get students to think about the
reason for having the heavy ball in the seismometer. Successful answers were able
suggest that, in the very short length of time involved, the ball would barely move
and therefore the arm holding the pen would pivot about the ball, causing the
upwards line. Many incorrect answers were seen: some students were convinced
there was a third law or conservation of momentum explanation while others said
the spring, having become compressed, then pulled the arm up. It seemed that
many felt that the downwards accelerating seismometer took the ball with it and so
the line went downwards. No credit was earned for saying the pen or the arm did not
move, likewise any suggestion of an ‘up and down’ motion of the pen (although ‘up
then down’ could earn a mark).

Q77.
This question required students to work out the wavelength of the sound wave, and then
calculate the phase difference of two parts a certain distance apart. 45% of students
correctly identified the correct answer. Approximately 35% thought A was correct, using π,
rather than 2π, as the phase difference for two points a whole wavelength apart, perhaps.

Q78.
This proved to be one of the more demanding questions on the paper, with 39% of
students being correct, despite the equation being in the data booklet. The most popular

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distractor was C, chosen by students having difficulty dividing √2 by 2 perhaps.
Unsurprisingly B was also popular, the answer obtained if the two changes cancelled out.

Q79.
57% of students correctly identified D as the appropriate answer. The other students were
split almost evenly between the distractors, with A being slightly more popular.

Q80.
It was pleasing to note that 74% of students were sufficiently familiar with white light single
slit diffraction to give the correct answer here. Approximately 10% of students gave the
answer D, suggesting that they were unaware that any effect would occur.

Q81.
This question proved to be quite demanding, with 40% of the students giving the correct
answer. Nearly 30% chose D, confusing angles of reflection and refraction perhaps.

Q82.
This straightforward calculation proved to be very accessible with 85% of the answers
correct. It is worth pointing out that only about 2% of students chose D, an answer greater
than the speed of light in a vacuum.

Q83.
(a) For a majority this was a piece of work that was never committed to memory and the
marks were low. Only about half the students scored the mark about the wave being
able to transport energy from one place to another. Then only a small subgroup of
these students referred to matter not being transported.

(b) (i) Almost all students found this basic question straightforward.

(ii) Almost all students found this basic question straightforward.

(iii) Again the vast majority of students had no problems but a few got into
difficulty in reading the time scale correctly.

(iv) The equation for velocity was known by almost all the students and most
scored the mark.

(c) A majority of students chose the correct responses but there was a significant
number tempted away by one or more of the distractors.

(d) This question discriminated between students very effectively. Many did appreciate
that a higher frequency meant a shorter wavelength. This in turn had the effect of
compressing the diffraction pattern. Students had some difficulty in expressing this
idea. Instead of simply saying the central peak was narrower they might say the
wave is shorter. Only the very able students obtained a third mark. Most said the
pattern shown would have the same height because the amplitude was the same.

Q84.
(a) Although the correct answer (violet) was the most common response all the
alternatives were given in significant numbers.

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(b) On the whole the answers were set out well. A majority of students discussed
constructive interference as well as superposition. Inevitably some wrote
'superposition as 'superimposition'. It was also common to see an 'in-phase'
statement but only a minority made all three statements. The idea that the path
difference between light coming from adjacent slits was one wavelength was not
seen often. The path difference was normally given as n times the wavelength.
Students also failed to gain marks by describing the whole pattern of light and dark
fringes in which it was not clear what part of the pattern a reference to 'constructive
interference' belonged.

(c) (i) This calculation was performed well and the usual tail of students who have
difficulty in using a calculator was not seen.

(ii) Most students performed this calculation as shown in the mark scheme. Other
students who chose to show the diffraction angle of each order including the
fourth order, which is not possible, could score full marks. However many of
those students did not show enough work to justify their answer. For example,
showing only that the fourth order is not possible does not exclude the answer
'second order'.

Q85.
(a) Both the geometric optics calculations in parts (i) and (ii) were done very well by
students.

(iii) This question gave a good spread of marks. Although a majority scored well,
errors were seen at each stage. The most common error was to simply copy
what happened in the figure, which resulted in an incorrect angle of reflection
on the first surface. In other cases the reflections were drawn from the dotted
lines in the figure. The other common mistake was for the TIR on the first
surface to be drawn with the angle of reflection not looking close to the angle
of incidence.

(iv) This question was very discriminating. More able students knew exactly what
they were doing but many others either simply suggested it would reflect more
or less and gave the reason as the refractive index was higher. Even when
they related the refractive index to the critical angle they often related this to
the conclusion in the wrong way. For example they may have said 'lower
critical angle so the rays of light are less likely to be reflected.

(b) (i) This straightforward calculation was done well by a majority.

(ii) This was again done well but it gave rise to a few more errors compared to the
previous part.

(iii) There was a huge number of correct possible answers for using cladding and
a majority of students chose one of them. However a significant number of
students thought that the cladding made TIR more likely or prevented light
escaping from the core.

Q86.
This question tested students’ interpretation of a velocity-time graph for simple harmonic
motion. The question asked for the incorrect statement to be selected; this generally
causes problems for students who read the questions too superficially. However on this
occasion 70% of them gave the correct answer. Maybe the 13% of students who selected
distractor D, which is clearly a correct statement, had forgotten the wording of the

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question by the time they reached it.

Q87.
This was another re-used question from an earlier test paper. Its facility this time was
67%, up from 59% last time. 14% of the students thought the resultant force would be a
minimum at both the top and the bottom of the oscillation (distractor A).

Q88.
This question, on coupled pendulums, had appeared in the 2009 examination. The results
on that occasion were surprisingly disappointing, with fewer than 40% of correct
responses. In 2016 more of the students selected the correct resonant pendulum (B), but
it was only 53% of them. One third of the students chose pendulum A, the longest one.

Q89.
In (a), quite apart from the obvious “small angle” limitation that applies when a simple
pendulum is moving in simple harmonic motion, other answers which were accepted were
an inextensible string, a string of negligible mass, or the bob having to behave as a point
mass.

The experiment to determine the value of the Earth’s gravitational field strength by the use
of a simple pendulum is well known, so in part (b) most students successfully described
the experimental procedures they had carried out and the measures they had taken to
produce an accurate result. When describing the experiment, some answers fell short of
what was expected when describing the arrangement of the apparatus and many were
quite obscure about the measurement of the length of the pendulum. Students had to give
an acceptable graphical procedure in order to reach a high level assessment (5 or 6
marks). Any graph that would give a straight line through the origin was acceptable, but
students had to show how they would arrive at the value of g from their graph. A few
answers suggested that the time for one oscillation only would be found, hardly practical
for an accurate result from this system. There were also some references to a pendulum
that was clearly a compound pendulum rather than a simple pendulum; the maximum
mark that could be given for these was 2.

Part (c) produced many good answers, in which it was clearly explained why the value of
g obtained by the mistaken student would be four times the true value. It had been
anticipated that the usual approach to the explanation would be by reference to the effect
of the mistake on the gradient of the graph obtained in the experiment. In fact, more
students preferred an approach relying on g ∝ 1/T2, which was equally acceptable. They
usually recognised that T would be halved and that T2 would be a quarter of its true value.

Q90.
(a) (i) Acceptable definitions were given by a good majority of the students. Those
who failed to produce a satisfactory response usually omitted reference to
time.

(ii) Most gained credit for the use of v = fλ . The common errors were ignoring the
k in kHz and not calculating λ/2.

(b) (i) This question was a ‘twist’ on a commonly asked question that requires
students to explain what is meant by waves being coherent. This question required
students to identify that the tuning forks had different frequencies and would not
have a constant phase difference when they arrive at a point so would not be

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coherent. This proved to be too challenging for many students.

(ii) This was poorly done and fewer than half the students were able to give at
least one acceptable point worthy of credit and there were relatively few who
gained full credit. One can only speculate that students have difficulty
understanding interference that occurs due to changes in phase difference
that take place at a point with time as is the case in this instance.

(iii) A high proportion of the students gained credit for use of f = 1/T and many of
these arrived at the correct beat frequency. Many did no more than this and
relatively few of these went on to calculate the correct frequency of the fork
that emitted the lower frequency.

(ii) Relatively few appreciated the meaning of synthesis of sound ie the process of
adding together sinusoidal waves of appropriate frequencies and amplitude to
produce a required sound. Students were given compensatory credit for
explaining the process of sampling a sound and storing it digitally.

Q91.
Responses to this part were very disappointing and very few seemed to have conducted
or seen such an experiment performed. Diagrams of apparatus were very poor and many
were quite inappropriate for the experiment. Descriptions included no way of fixing the
tension in the string and those who had some idea usually quoted use of increments of
100 g masses. Many seemed to think the experiment had to be conducted in such a way
as to use calculations to determine the tension. A few made sensible suggestions such as
the use of a set of tuning forks, microphone and oscilloscope or a stroboscope but most
responses gave no method at all or an impractical method such as timing a number of
oscillations using a stopwatch. When a vibrating mechanism was suggested this was
often stated to be driven by dc and / or moved to produce tension with the other end fixed.
Relatively few gave a sensible way of using the data.

Q92.
(a) (i) Although only 3 of 5 possible statements were required for full marks, many
students found this question difficult. Some believed that the tension at the
lowest point was mg, totally ignoring centripetal force. Some stated the weight
acts at different angles as the trapeze swings, and some though the
centripetal force was constant.

(ii) A few attempts to change the subject of the formula were incorrect, but most
students were awarded full marks.

(b) (i) Correct answers were reached by those who used the formula V = 2πfA, but
those that chose the energy method invariably used the wrong value of height
(0.48m)

(ii) Most students had difficulty here. Some used the incorrect formula x = A cos
(2πft) and others used Pythagoras in an attempt to find the horizontal
distance. Of those who chose an equation of motion, some chose
inappropriately and were unable to find, the time (1.11 s).

(c) (i) Many students had little idea of how to tackle this question. The most straight
forward correct method was to calculate the ratio of successive amplitudes.

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Those who attempted to find the half-life were expected to sketch the curve on
the graph on (figure 2). The most difficult and rarely correctly executed method
was to calculate k in = Aoe−kt.

(ii) Most students completely missed the point that the simple pendulum is
effectively shortened and so the period is reduced. Those using T = 2π √ m/k
and others claiming that air resistance affected T gained no marks. There were
lots of non-committal answers failing to state whether T increased or
decreased.

Q93.
This question showed up a lack of geometrical knowledge in some students but strong
students sailed through. In (b)(i) most students knew Snell’s Law as applied to the
boundary between two media. Unfortunately, many did not choose to use the correct
refractive indices or use the correct angles. The use of 25° in place of the correct 65°
featured prominently. The students who had problems with (b)(i) also had problems in (b)
(ii). There was the potential for an error carried forward mark for students who presented a
value for the angle x as in the mark scheme. However, only a minority of these students
correctly found the answer to this section by subtracting x from 90°.

Although (c)(ii) asks for a diagram, weaker students sometimes chose not to give one or
when they did it showed an optical fibre without cladding. In this way they failed to gain
the first mark. The other two marks were only obtained by stronger students. More
students chose to give an answer that involved the critical angle than an answer involving
the refractive indices. Only the strongest students scored all three marks.

Q94.
Almost all students made a good effort at answering this question and almost all of those
knew that standing waves are constructed from two waves. This being the case it was
appropriate that this question was the basis of the quality of written communication
assessment in this examination. Weaker students often spent too long setting the scene.
They gave details of the apparatus and explained how the string was plucked or vibrated
before the bullet points were addressed. Often at this stage these were answered with
very brief responses that gave very little detail. The middle ability group of students fared
much better. They could describe what nodes and antinodes were and how they came
about in terms of the interference of two waves. What was often missing was the fact that
the two waves that superpose have the same frequency or wavelength. Many of this
group and a large percentage of the top ability group understood that an antinode was a
maximum of the motion but they referred to the maximum displacement rather than the
maximum amplitude. A couple of points separated this top group from the middle students
as well as the quality of the structure of their writing and spelling. First they referred to the
waves superposing unlike the majority who thought the waves superimposed on each
other. Secondly, they sometimes included a point about the lack of energy transmission in
a standing wave.

Q95.
This was a discriminating question throughout all its parts. Very few students answered
this question without error in some part. A majority of students simply reproduced the
single slit diffraction pattern with a double width centre fringe for (a). These students were
not awarded any marks. Most of the answers that did score some marks rarely produced
graphs that were very smooth with peaks falling in height following the expected profile. All
sorts of sharp edges and cusps were drawn and the spacing between fringes were rarely
uniform.

Page 139 of 141

In (b)(i) the answer, ‘in phase’, features just as often as, ‘constant phase difference’.
Weaker students did not refer to phase but concentrated on the frequency or wavelength
being the same thereby missing the main point. In (b)(ii) a majority of students did not
understand the function of the single slit and simply gave an answer that couples together
some themes suggested earlier in the question. So a common response was, ‘used to
make the light coherent as it has the same wavelength’. Students gave a much better
response to (b)(iii) where a majority discussed the waves being in phase and constructive
interference, although some had a few issues about how to express a phase difference.
Many referred to a phase as being a proportion of a wavelength. As in a previous question
the words superposition was confused with superimposition. In the explanation of how the
bright fringes are formed, very few explained how the pattern is positioned where the two
diffraction patterns of the double slits overlap. The weaker students instead discussed
how to set up the apparatus in great detail which must have taken some time in using up
half the answer space. In essence they only described what was shown.

In (c)(i) most students knew which equation to use but only half managed to calculate the
correct answer. Some used a factor of 2 with the width spacing. Others did not rearrange
the equation properly or made errors in powers of 10. Many students seem to make a
guess in answering (c)(ii). Just as many students correctly said the pattern or fringes get
wider as said they get narrower. Additionally many students explained the change by
referring to the wavelength change. However in many cases the explanation contradicted
what they gave as their answer.

Students did not do well in the final part of this question, (c)(iii). A majority tried to change
the apparatus rather than change how it was used. These students did score some marks
by getting a mark for increasing the double slit to screen distance along with a majority of
the others. Fewer students scored the other marks available but referring to measuring
across more fringes was the next regularly gained mark. Some students failed to gain
marks unnecessarily by the way they phrased their answers, an example being, ‘Change
D to make it easier to measure’.

Q96.
This question on simple harmonic motion, readily gave the correct answer to students who
could apply a = −(2πf)2 x : clearly therefore amax is proportional to xmax, the amplitude. 78%
of the responses were correct. Incorrect answers were fairly evenly distributed amongst
the other three distracters.

Q97.
(a) A large majority of the candidates completed this successfully.

(b) Many candidate having completed part (a) successfully then failed to appreciate that
to produce four times the frequency, a quarter of the length is needed. Some
suggested using a shorter length without making reference to the how much shorter
it needed to be. Others incorrectly suggested changing tension / thickness or the
mass per unit length.

Q98.
(a) Most candidates gave a sensible response usually referring to improved strength or
protection for the optical fibre. Those who discussed light leaving or entering the
fibre rarely referred to the consequences for the signal in the fibre or the effect on
other signals in nearby fibres.

Page 140 of 141

(b) Most completed this straightforward calculation successfully. Some candidates gave
answers that suggested that their calculators were set in radian-mode. Others
rounded off too early in the calculation when finding the refractive index of the core
and cladding first which is inadvisable in any calculation as it can produce answers
outside an accepted range.

Page 141 of 141

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