The diagram below shows how the kinetic energy of a simple pendulum varies with

1. displacement.

(a) Sketch on the diagram above a graph to show how the potential energy of the pendulum
varies with displacement.
(2)

(b) (i) State the amplitude of the oscillation.

______________________________________________________________
(1)

(ii) The frequency of vibration of the pendulum is 3.5 Hz. Write down the equation that
models the variation of position with time for the simple harmonic motion of this
pendulum.

______________________________________________________________
(1)

(iii) Calculate the maximum acceleration of the simple pendulum.

(2)
(Total 6 marks)

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 (a) State the conditions necessary for a mass to undergo simple harmonic motion.
2.
___________________________________________________________________

___________________________________________________________________
(2)

(b) A child on a swing oscillates with simple harmonic motion of period 3.2 s.

acceleration of free fall = 9.8 m s–2

(i) Calculate the distance between the point of support and the centre of mass of the
system.

(2)

(ii) The total energy of the oscillations is 40 J when the amplitude of the oscillations is
0.50 m. Sketch a graph showing how the total energy of the child varies with the
amplitude of the oscillations for amplitudes between 0 and 1.00 m. Include a suitable
scale on the total energy axis.

(2)
(Total 6 marks)

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 (a) Simple harmonic motion may be represented by the equation
3.
a = – (2πf)2x

(i) Explain the significance of the minus sign in this equation.

______________________________________________________________

______________________________________________________________
(1)

(ii) In Figure 1 sketch the corresponding v-t graph to show how the phase of velocity v
relates to that of the acceleration a.

(1)

(b) (i) A mass of 24 kg is attached to the end of a spring of spring constant 60 N m–1. The
mass is displaced 0.035 m vertically from its equilibrium position and released. Show
that the maximum kinetic energy of the mass is about 40 mJ.

(5)

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 (ii) When the mass on the spring is quite heavily damped its amplitude halves by the end
of each complete cycle. On the grid of Figure 2 sketch a graph to show how the
kinetic energy, Ek, of the mass on the spring varies with time over a single period.
Start at time, t = 0, with your maximum kinetic energy. You should include suitable
values on each of your scales.

(3)
(Total 10 marks)

(a) A body is moving with simple harmonic motion. State two conditions that must be satisfied
4. concerning the acceleration of the body.

condition 1 __________________________________________________________

___________________________________________________________________

condition 2 __________________________________________________________

___________________________________________________________________
(2)

(b) A mass is suspended from a vertical spring and the system is allowed to come to rest.
When the mass is now pulled down a distance of 76 mm and released, the time taken for
25 oscillations is 23 s.

Calculate

(i) the frequency of the oscillations,

______________________________________________________________

______________________________________________________________

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 (ii) the maximum acceleration of the mass,

______________________________________________________________

______________________________________________________________

(iii) the displacement of the mass from its rest position 0.60 s after being released.
State the direction of this displacement.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(6)

(c)

Figure 1

Figure 1 shows qualitatively how the velocity of the mass varies with time over the first
two cycles after release.

(i) Using the axes in Figure 2, sketch a graph to show qualitatively how the
displacement of the mass varies with time during the same time interval.

Figure 2

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(ii) Using the axes in Figure 3, sketch a graph to show qualitatively how the potential
energy of the mass-spring system varies with time during the same time interval.

Figure 3
(4)
(Total 12 marks)

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 The two diagrams in the figure below show a student before and after she makes a bungee jump
5. from a high bridge above a river. One end of the bungee cord, which is of unstretched length 25
m, is fixed to the top of a railing on the bridge. The other end of the cord is attached to the waist
of the student, whose mass is 58 kg. After she jumps, the bungee cord goes into tension at point
P. She comes to rest momentarily at point R and then oscillates about point Q, which is a
distance d below P.

BEFORE AFTER

(a) (i) Assuming that the centre of mass of the student has fallen through a vertical distance
of 25 m when she reaches point P, calculate her speed at P.
You may assume that air resistance is negligible.

answer = ______________________ ms–1

(2)

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 (ii) The bungee cord behaves like a spring of spring constant 54 Nm–1.
Calculate the distance d, from P to Q, assuming the cord obeys Hooke’s law.

answer = ______________________ m
(2)

(b) As the student moves below P, she begins to move with simple harmonic motion for part of
an oscillation.

(i) If the arrangement can be assumed to act as a mass-spring system, calculate the
time taken for one half of an oscillation.

answer = ______________________ s
(2)

(ii) Use your answers from parts (a) and (b)(i) to show that the amplitude A, which is the
distance from Q to R, is about 25 m.

(3)

(c) Explain why, when the student rises above point P, her motion is no longer simple
harmonic.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

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 (d) (i) Where is the student when the stress in the bungee cord is a maximum?

______________________________________________________________

______________________________________________________________
(1)

(ii) The bungee cord has a significant mass. Whereabouts along the bungee cord is the
stress a maximum? Explain your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 14 marks)

(a) Figure 1 shows how the kinetic energy, Ek, of an oscillating mass varies with time when it
6. moves with simple harmonic motion.

Figure 1

(i) Determine the frequency of the oscillations of the mass.

frequency of oscillation ____________________ Hz

(2)

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 (ii) Sketch, on Figure 1, a graph showing how the potential energy of the mass varies
with time during the first second.
(2)

(b) Figure 2 shows a ride called a ‘jungle swing’.

Figure 2

The harness in which three riders are strapped is supported by 4 steel cables. An advert for
the ride states that the riders will be released from a height of 45 m above the ground and
will then swing with a period of 14.0 s. It states that they will be 1.0 m above the ground at
the lowest point and that they will travel at speeds of ‘up to 120 km per hour’.

(i) Treating the ride as a simple pendulum, show that the distance between the pivot and
the centre of mass of the riders is about 49 m.

(2)

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(ii) The riders and their harness have a total mass of 280 kg.
Calculate the tension in each cable at the lowest point of the ride, assuming that the
riders pass through this point at a speed of 120 km h–1. Assume that the cables have
negligible mass and are vertical at this point in the ride.

tension in each cable ____________________ N

(4)

(iii) Show that the maximum speed stated in the advert is an exaggerated claim.
Assume that the riders are released from rest and neglect any effects of air
resistance.

(4)

(iv) The riders lose 50% of the energy of the oscillation during each half oscillation. After
one swing, the speed of the riders as they pass the lowest point is 20 m s–1.

Calculate the speed of the riders when they pass the lowest point, travelling in the
same direction after two further complete oscillations.

speed of riders ____________________ ms–1

(3)
(Total 17 marks)

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 (a) A simple pendulum is given a small displacement from its equilibrium position and performs
7. simple harmonic motion.

State what is meant by simple harmonic motion.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) (i) Calculate the frequency of the oscillations of a simple pendulum of length 984 mm.
Give your answer to an appropriate number of significant figures.

frequency ____________________ Hz
(3)

(ii) Calculate the acceleration of the bob of the simple pendulum when the displacement
from the equilibrium position is 42 mm.

acceleration ____________________ ms–2

(2)

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 (c) A simple pendulum of time period 1.90 s is set up alongside another pendulum of time
period 2.00 s. The pendulums are displaced in the same direction and released at the
same time.

Calculate the time interval until they next move in phase. Explain how you arrive at your
answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

time interval ____________________ s

(3)
(Total 10 marks)

(a) (i) Name the two types of potential energy involved when a mass–spring system
8. performs vertical simple harmonic oscillations.

______________________________________________________________

______________________________________________________________
(1)

(ii) Describe the energy changes which take place during one complete oscillation of a
vertical mass-spring system, starting when the mass is at its lowest point.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

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(b) Figure 1 shows how the total potential energy due to the simple harmonic motion varies
with time when a mass-spring system oscillates vertically.

Figure 1

time / s

(i) State the time period of the simple harmonic oscillations that produces the
energy–time graph shown in Figure 1, explaining how you arrive at your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) Sketch a graph on Figure 2 to show how the acceleration of the mass varies with
time over a period of 1.2 s, starting with the mass at the highest point of its
oscillations. On your graph, upwards acceleration should be shown as positive and
downwards acceleration as negative. Values are not required on the acceleration
axis.

Figure 2

(2)

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 (c) (i) The mass of the object suspended from the spring in part (b) is 0.35 kg. Calculate the
spring constant of the spring used to obtain Figure 1. State an appropriate unit for
your answer.

spring constant ____________________ unit ___________

(3)

(ii) The maximum kinetic energy of the oscillating object is 2.0 × 10–2 J. Show that the
amplitude of the oscillations of the object is about 40 mm.

(4)
(Total 14 marks)

(a) State the conditions for simple harmonic motion.

9.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(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

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

Figure 2

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

(2)

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(c) Draw on Figure 3 the displacement−time (s−t) graph between 0 and 75 ms.

Figure 3

(1)

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

time = _____________________ s
(1)

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(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.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(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)

Marylebone Boys' School Page 18 of 49

 A student is investigating forced vertical oscillations in springs.
10. Two springs, A and B, are suspended from a horizontal metal rod that is attached to a vibration
generator. The stiffness of A is k, and the stiffness of B is 3k.
Two equal masses are suspended from the springs as shown in Figure 1.

Figure 1

The vibration generator is connected to a signal generator. The signal generator is used to vary
the frequency of vibration of the metal rod. When the signal generator is set at 2.0 Hz, the mass
attached to spring A oscillates with a maximum amplitude of 2.5 × 10−2 m and has a maximum
kinetic energy of 54 mJ.

(a) Deduce the spring constant k for spring A and the mass m suspended from it.

k = ____________________ N m–1

m = ____________________ kg
(4)

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(b) Calculate the frequency at which the mass attached to spring B oscillates with
maximum amplitude.

frequency = ____________________ Hz
(2)

(c) Figure 2 shows how the amplitude of the oscillations of the mass varies with frequency for
spring A.

Figure 2

The investigation is repeated with the mass attached to spring B immersed in a beaker of
oil.

A graph of the variation of the amplitude with frequency for spring B is different from the
graph in Figure 2.

Explain two differences in the graph for spring B.

Difference 1 _________________________________________________________

___________________________________________________________________

___________________________________________________________________

Difference 2 _________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 10 marks)

Marylebone Boys' School Page 20 of 49

 A teacher sets up a demonstration to show the relationship between circular motion and simple
11. harmonic motion (SHM).

She places a block on a turntable at a point 0.25 m from its centre, as shown in Figure 1.

Figure 1

The turntable rotates with an angular speed of 1.8 rad s–1 and the block does not slip.

(a) Calculate the time taken for the turntable to complete one revolution.

time = _______________ s
(2)

(b) Figure 2 shows a plan view of the turntable and block.

The turntable rotates in a clockwise direction.

Draw an arrow on Figure 2 to show the direction of the resultant force on the block.

Figure 2

(1)

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(c) The mass of the block is 0.12 kg.

Calculate the magnitude of the resultant force on the block.

magnitude of force = _______________ N

(2)

(d) Describe, with reference to one of Newton’s laws of motion, the evidence that a resultant
force is acting on the block.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

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(e) The teacher adjusts the angular speed of the turntable so that the block completes one
rotation every 2.50 s.
She sets up a simple pendulum above the centre of the turntable so that it swings in phase
with the movement of the block.

Calculate the length of the simple pendulum.

length = _______________ m
(2)

(f) A lamp is used to project shadow images of the block and pendulum bob on a screen.
Both shadows appear to move with SHM across the screen.
Figure 3 shows the images on the screen at one instant.

Figure 3

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 Initially the shadows move in phase with the same amplitude.

Air resistance affects the motion of the pendulum.

Suggest the effect this has on the amplitude relationship and the phase relationship
between the moving shadows.

amplitude __________________________________________________________

___________________________________________________________________

___________________________________________________________________

phase _____________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

A pencil is weighted with a thin coil of wire. The volume of the wire is negligible.
12. Figure 1 shows the pencil and wire floating in equilibrium in water.

Marylebone Boys' School Page 24 of 49

In Figure 1 the combined weight of the pencil and wire is equal to an upwards force called the
buoyancy force. The length of the pencil that is submerged is l.
A student pushes the pencil down through a displacement y as shown in Figure 2.
The buoyancy force is now greater than the weight.
There is a resultant upward force F acting on the pencil when the student releases it.
The magnitude of F for any value of y is given by

F = Aρgy

where A is the cross-sectional area of the pencil

ρ is the density of water
g is the acceleration due to gravity.

The pencil is pushed down and released. The pencil then oscillates vertically about the
equilibrium position.

(a) Show that the pencil moves with simple harmonic motion.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) The time period T of the vertical oscillations is given by

Marylebone Boys' School Page 25 of 49

 The measured value of l in Figure 2 is 85 mm.
The pencil is pushed down 5.0 mm and released.

Calculate the maximum acceleration of the pencil.

maximum acceleration = ____________________ m s−2

(2)

A ship floating in the sea can be modelled by the pencil floating in water.
The ship can oscillate vertically. These oscillations are called heave oscillations.

Wave motion causes forced oscillations of the ship. Under certain conditions, heave resonance
may then occur.

(c) Explain what is meant by resonance.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Marylebone Boys' School Page 26 of 49

(d) Figure 3 shows a ship moving through continuous waves of wavelength 118 m and velocity
14.2 m s−1.

The ship is moving steadily at 8.0 m s−1 relative to the seabed in the same direction as the
waves.

Figure 3

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The natural frequency of heave oscillations of the ship is 0.13 Hz.

A crew member needs an emergency operation. The ship’s doctor is confident that she can
do the operation if the ship remains fairly steady.

There are two options:

• stop the ship’s motors and loosely anchor the ship to the seabed
• continue to sail the ship at 8.0 m s−1 in the same direction.

Deduce which is the better option.

Support your answer with a calculation.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 9 marks)

Marylebone Boys' School Page 28 of 49

Mark schemes
(a) Max to zero to max with zero at 0 displacement and correct amplitude correct shape drawn
1.
with reasonable attempt to keep total energy constant, crossing at 1 × 10–2 J
A1
(2)

(b) (i) 0.044 m

B1
(1)

(ii) x = 0.044 cos 2π3.5t (0.044 cos 22t) or x = 0.044 sin 2π3.5t etc
ecf for A
B1
(1)

(iii) αmax = (2π3.5)2 0.044

C1
21 (21.3) m s–2 ecf for A and incorrect 2πf from (ii)
(0.042 gives 20.3; 0.04 gives 19.4)
A1
(2)
[6]

(a) acceleration/force is directed toward

2. a (fixed) point/the centre/the equilibrium position
or
a = –kx + ‘–’ means that a is opposite direction to x

B1

acceleration/force is proportional to the distance from the

point/displacement
or
a = –kx where a = acceleration; x = displacement and
k is constant

B1
2

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 (b) (i) 3.2 = 2π√l/9.8 (condone use of g = 10 m s-2 for C mark)
(use of a = –ω2x is a PE so no marks)

C1

2.5(4) m

A1
2

(ii) Correct value at 0.5 m and correct curvature

M1

Energy at 1 m = 160 J

A1
2
[6]

(a) (i) acceleration (not a) and displacement (not x) are in

3. opposite directions OR restoring force/acceleration
always acts toward rest position

B1
1

(ii) (+) sine curve consistent with a graph

B1
1

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(b) (i) statement that EK = EP

B1

statement of max values considered

B1

EP = ½ k(Δl)2 or EPmax = ½ kA2

B1

correctly substituted values

B1

EK = 3.7 × 10–2 J

B1

OR
f = 1/T or T = 3.97 s or period equation

B1

leading to f = 0.252 Hz

B1

ωmax = 1.58 rad s–1 or vmax = 0.055ms–1 (seen or used)

B1

substituted values into EK = ½mA2ω2 or EK = ½mv2

B1

EK = 3.7 × 10–2 J

B1
5

Marylebone Boys' School Page 31 of 49

 (ii) any attenuation from t = 0 seen

M1

10 mJ or E0/4 at either 4s or third hump

M1

consistent period values minima at 1 and 3s

maxima at 0 and 4s

A1
3
[10]

(a) acceleration is proportional to displacement (1)

4. acceleration is in opposite direction to displacement, or
towards a fixed point, or towards the centre of oscillation (1)
2

(b) (i) f= = 1.1 Hz (or s–1) (1) (1.09 Hz)

(ii) (use of a = (2πf)2A gives)

a = (2π × 1.09)2 × 76 × 10–3 (1)
= 3.6 m s–2 (1) (3.56 m s–2)
(use of f = 1.1 Hz gives a = 3.63 m s–2)
(allow C.E. for incorrect value of f from (i))

(iii) (use of x = A cos(2πft) gives)

x = 76 × 10–3 cos(2π × 1.09 × 0.60) (1)
= (–)4.3(1) × 10–2m (1) (43 mm)
(use of f = 1.1 Hz gives
x = (–)4.0(7) × 10–2 m (41 mm))
direction: above equilibrium position or upwards (1)
6

(c) (i) graph to show:

correct shape, i.e. cos curve (1)
correct phase i.e. –(cos) (1)

(ii) graph to show:

two cycles per oscillation (1)
correct shape (even if phase is wrong) (1)
correct starting point (i.e. full amplitude) (1)
max 4
[12]

(a) (i) speed at P, v (= )=

5.
= 22(.1) (m s–1)
2

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 (ii) use of F = k∆L gives

= 11 (10.5) (m)
2

(b) (i) period T = 2π = 2π (= 6.51 s)

time for one half oscillation = 3.3 (3.26) (s)

2

(ii) frequency (= 0.154 (Hz))

use of v = ±2πf when x = 10.5 m and v = 22.1 m s–1 gives 22.12

= 4π2 × > 0.1542 (A2 – 10.52)

from which A = 25.1 (m)

[alternatively, using energy approach gives ½ mvP2 + mg∆L = ½ k(∆L)2

∴ (29 × 22.12) + (58 × 9.81 × ∆L) = 27 (∆L)2

solution of this quadratic equation gives ∆L = 35.7 (m)

from which A = 25.2 (m) ]

3

(c) bungee cord becomes slack

student’s motion is under gravity (until she returns to P)

has constant downwards acceleration or acceleration is not ∝ displacement

2

(d) (i) when student is at R or at bottom of oscillation

1

(ii) at uppermost point or where it is attached to the railing

because stress = F/A and force at this point includes weight of whole cord

[accept alternative answers referring to mid-point of cord because cord

will show thinning there as it stretches or near knots at top or bottom
of cord where A will be smaller with a reference to stress = F/A]
2
[14]

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 (a) (i) correct period read from graph or use of f=1/T 0.84±0.01
6.
C1
2.4 Hz gets C1

correct frequency 1.2 (1.18 − 1.25 to 3 sf)

A1

(ii) correct shape (inverse)

B1

Crossover PE = KE

B1

(b) (i)

C1

48.7 (49) m

A1

(ii) v = 120 000 / 3600 = 33(.3) m s−1

B1

Use of F = m v2/r (allow v in km h−1 )

B1

Total tension = 6337 + (280 × 9.81) = 9.083 × 103 N

Allow their central force

B1

Divide by 4 2.27 × 103 N

Allow their central force

B1

(iii) mgh = ½ mv2

B1
Condone: Use of v = 2πfA (max2)

9.8×44 = 0.5 v2 Allow 45 in substitution

B1
Condone 22 m s−1
Marylebone Boys' School Page 34 of 49
 29.4 m s−1 (Use of 45 gives 29.7)

B1

106 km h−1 (their m s−1 correctly converted)

Or compares with 33 m s−1

B1

(iv) 1/16th(0.625) % of KE left if correct

M1
Allow 1/8 (0.125)or 1/32(0.313)

KE at start = 5.6 × 104 J or states energy ∝ speed2 so speed is ¼

M1
Allow for correct subn E =½ 280 × 202 x factor from incorrect
number of swings calculated correctly

Final speed calculated = 5 m s−1

A1
Must be from correct working
[17]

(a) acceleration is proportional to displacement (from equilibrium)

7.
Acceleration proportional to negative displacement is 1st mark only.

acceleration is in opposite direction to displacement

or towards a fixed point / equilibrium
Don’t accept “restoring force” for accln.

position
2

Marylebone Boys' School Page 35 of 49

 (b) (i)

3SF is an independent mark.

When g = 9.81 is used, allow either 0.502 or 0.503 for 2nd and 3rd
marks.

Use of g = 9.8 gives 0.502 Hz: award only 1 of first 2 marks if

quoted as 0.502, 0.503 0.50 or 0.5 Hz.

answer to 3SF
3

(ii)
Allow ECF from any incorrect f from (b)(i).

= 0.42 (0.419) (m s−2)

2

(c) recognition of 20 oscillations of (shorter) pendulum

and / or 19 oscillations of (longer) pendulum

Explanation: difference of 1 oscillation or phase change of 2

or Δt = 0.1 so n = 2 / 0.1 =20, or other acceptable point

time to next in phase condition = 38 (s)

Allow “back in phase (for the first time)” as a valid explanation.

[ or (T = 1.90 s so) (n + 1) × 1.90 = n × 2.00

gives n = 19 (oscillations of longer pendulum)

minimum time between in phase condition = 19 × 2.00 = 38 (s) ]

3
[10]

(a) (i) elastic potential energy and gravitational potential energy ✓

8.
For elastic pe allow “pe due to tension”, or “strain energy” etc.
1

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 (ii) elastic pe → kinetic energy → gravitational pe
→ kinetic energy → elastic pe ✓✓
[or pe→ke→pe→ke→pe is ✓ only]
[or elastic pe → kinetic energy → gravitational pe is ✓ only]
If kinetic energy is not mentioned, no marks.
Types of potential energy must be identified for full credit.
2

(b) (i) period = 0.80 s ✓

during one oscillation there are two energy transfer cycles
(or elastic pe→ke→gravitational pe→ke→elastic pe in 1 cycle)
or there are two potential energy maxima per complete oscillation ✓
Mark sequentially.
2

(ii) sinusoidal curve of period 0.80 s ✓

– cosine curve starting at t = 0 continuing to t = 1.2s ✓
For 1st mark allow ECF from T value given in (i).
2

(c) (i) use of T = gives 0.80 = ✓

∴ = 22 (21.6) ✓ N m–1 ✓

Unit mark is independent: insist on N m–1.

Allow ECF from wrong T value from (i): use of 0.40s gives
86.4 (N m–1).
3

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 (ii) maximum ke = ( ½ mvmax2) = 2.0 × 10–2 gives

vmax2 = ✓ (= 0.114 m2s–2) and vmax = 0.338 (m s–1) ✓

vmax = 2πfA gives A = ✓

and A = 4.3(0) × 10–2 m ✓ i.e. about 40 mm

[or maximum ke = (½ mvmax2) = ½ m (2πfA)2 ✓

½ × 0.35 × 4π2 × 1.252 × A2 = 2.0 × 10–2 ✓

∴ A2 = ✓ ( = 1.85 × 10–3 )

and A = 4.3(0) × 10–2 m ✓ i.e. about 40 mm ]

[or maximum ke = maximum pe = 2.0 × 10–2 (J)
maximum pe = ½ k A2 ✓
∴ 2.0 × 10–2 = ½ × 21.6 × A2 ✓

from which A2 = ✓ ( = 1.85 × 10–3 )

and A = 4.3(0) × 10–2 m ✓ i.e. about 40 mm ]

First two schemes include recognition that f = 1 / T
i.e. f = 1 / 0.80 = 1.25 (Hz).
Allow ECF from wrong T value from (i) – 0.40s
gives A = 2.15 × 10–2m but mark to max 3.
Allow ECF from wrong k value from (i) –86.4Nm–1 gives
A = 2.15 × 10–2m but mark to max 3.
4
[14]

(a) SHM is when

9.
The acceleration is proportional to the displacement ✔

the acceleration is in opposite direction to displacement✔

2

(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 ✔

1

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(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]

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 (a)
10.
vmax=2π × 2.0 × 2.5 × 10–2
vmax= 0.314 m s–1 ✔
(use of Ek = ½mv2)
54 × 10–3 = ½m × (0.314)2
m = 1.1 (kg) ✔

2.0 × 2π=√(k/1.1 ) ✔
(k = (4π)2 × 1.1)
k = 173 (172.8) ✔(N m–1)
Can

OR

5.4 × 10–3 = ½ k (2.5 × 10–2)2 ✔

k = 173 (172.8) N m–1 ✔
If either of these methods used can then find mass from frequency
formula or from kinetic energy

OR

54 × 10–3 = ½ F × 2.5 × 10–2

F = 4.32
4.32 = k × 2.5 × 10–2
k = 173 (N m–1)
Accept 170 and 172.8 to 174
1
1
1
1

(b) )
same mass so

frequency = 3.5 (3.46) (Hz) ✔

Allow CE from (a) for k or m
1
1

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 (c) Two from:

(resonance) peak / maximum amplitude is at a higher frequency ✔

due to higher spring constant ✔

(resonant) peak would be broader ✔

due to damping ✔

amplitude would be lower (at all frequencies) ✔

due to energy losses from the system ✔
First mark in each case for effect
Second mark for reason
2 marks max for effects
2 marks max for reason
Cannot award from sketch graph unless explained
First mark in each pair stand alone
Second mark conditional on first in each pair
1
1
1
1
[10]

(a) Use of time = angle / angular speed ✔

11.
To get 3.5 (s) ✔
Alternative for MP1: Accept distance ÷ speed when circumference
has been calculated.
Accept answers that round to 3.49
2

(b) Arrow towards centre of turntable. ✔

1

(c) Use of F = mrw2 ✔

OR

determination of centripetal acceleration and then F =ma ✔

To give 0.097 N ✔
Shown by substitution.
Condone use of diameter or radius halved in MP1.
Accept negative answer.
Calculator value: 0.0972
2

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(d) States block is (constantly) changing direction ✔

Uses appropriate Newton law of motion to link evidence (to show

that a force acts) ✔

Alternative 1

Block constantly changing direction (at constant speed) ✔

Uses N1 to show that a force must apply ✔

Alternative 2

Changing direction shows (centripetal) acceleration ✔

Uses N2 to show that a force must apply ✔

Reference can be to the name of the law or to a description of what
the law says.
Condone lack of “resultant force” in N1 and N2.
Use of “changing velocity” without reference to direction is not
enough for MP1.
2

(e) Use of pendulum equation by substitution or manipulation ✔

To give 1.55 m ✔
Allow 2+ sf
Allow answer that rounds to 1.55
Use of g = 10 N kg-1 gives 1.58 − do not allow for MP2
2

(f) Amplitude – the pendulum shadow amplitude becomes less than

the block shadow amplitude ✔

Phase – time period decreases/changes OR frequency

increases/changes (as pendulum amplitude gets less) therefore
phase changes ✔
Must see a comparison for MP1
Condone:
the time periods/ frequencies remain identical therefore the
shadows remain in phase
2
[11]

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 (a) Equates resultant force to ma
12.
and shows a proportional to y, as Aρmg are all constant✔
In MP1:
Condone upthrust/buoyancy force for resultant force
F = ma = -Aρyg

ρ=

Condone missing minus signs in MP1.

Minus sign included and explained:

(restoring) force/acceleration directed to centre of oscillation ✔

(hence SHM)
In MP2:
Minus because force/acceleration is in opposite direction to y
OWTTE
2

(b) (T = 2π/ω) so ω = ✔ (= 10.74 rad s-1)

(amax = - ω2ymax = × ymax = (9.81÷0.085) × 0.005 )

Alternative for MP1:
calculates time (0.58(5) s) AND then uses ω from this time

0.58 (m s-2) ✔ from some correct working

MP2 for correct calculation of acceleration.
2

(c) Idea that (at resonance) frequency of forced vibrations equals natural/resonant frequency
1✔

Idea that amplitude (of vibrations/oscillations) is at a maximum 2✔

Accept fully labelled graph of amplitude vs driving frequency with
resonance frequency clearly labelled1✔ and an amplitude peak. 2✔
Condone ‘wave frequency’ for ‘driving frequency’
Ignore references to phase
2

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(d) stopped: wave frequency (= )= 0.12 Hz 1✔

moving: when ship continues at 8 m s-1, forcing frequency will be further from resonant
frequency 2✔

Moving option is better with reason,

eg for stopped option wave/forcing frequency very close to natural frequency, (so amplitude
of oscillations will be high)

OR

for moving option resonance does not occur 3✔

1✔is for calculation of (driving) frequency when stopped. Condone
reference to ‘frequency of waves’.
If no reference to ship being stopped, evidence can come from the
substitution. Reject simple “0.12 (Hz)”
2✔ is for a relevant comment about the moving situation
OR
calculation of forcing frequency with the ship moving (giving 0.05
Hz)
For 2✔ accept incorrect calculation from adding speeds provided
comment that this frequency is further from resonant frequency.
3✔ is for statement of why moving is the better option

Allow answer for 3✔ that mentions that damping will be highly likely,
so amplitudes may not reach high enough values to prevent
operation
3
[9]

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Examiner reports
(a) The majority of the candidates gained full credit for this question. The most common cause
1. of a lost mark was failure to show clearly that the total energy was constant. This was
judged by showing that KE and PE were equal at 1 × 10–2 J.

(b) (i) Misreading the amplitude as 0.042 m or giving the maximum energy, 2 × 10–2 J were
common errors.

(ii) There were many correct responses. There was a significant proportion, however,
who did not understand the question and gave the formula for the period of the
pendulum.

(iii) Allowing for errors carried forward this part was well done by most candidates. Giving
the unit as m s–1 was a commonly seen error.

(a) The majority appreciated what was required but many failed to express one or both
2. conditions clearly. Confused candidates referred to acceleration being proportional to and
in the opposite direction to velocity or amplitude. A significant proportion stated only that for
SHM the period is independent of amplitude which gained no marks.

(b) (i) This was generally well done. Some inappropriately used the SHM equation
g = –(2π/3.2)2x in which x was equal to the length of the string. This gave the
correct numerical value but the use of wrong physics resulted in no marks.

(ii) There were few correct answers to this part. Many who were on the right lines failed
to get the value at 1.00 m correct. There were many who simply drew a straight line
through the origin. Careless reading led many to decide that this question was about
the total energy remaining constant during one cycle of SHM. Others drew graphs
showing the variation of KE or PE (or both) with displacement.

(a) (i) The clear majority of the candidates were able to explain that the minus sign showed
3. either that the acceleration was directed towards the equilibrium position or else that
it indicated that the acceleration and the displacement were in opposite directions.
Weaker candidates suggested that it meant that there was always deceleration or
that the acceleration was in the opposite direction to the ‘motion’.

(iii) Most candidates recognised that the velocity would be a positive sine curve, although
other sinusoidal curves were all relatively common.

(b) (i) The two routes to solution of this part were equally common. Those candidates opting
for the ‘elastic potential energy’ version often failed to explain that in equating the
elastic potential energy to the kinetic energy, they were using the maximum values.
Those candidates calculating the kinetic energy through the frequency or angular
frequency, often missed out the intermediate steps that a ‘show that’ equation
requires. This second method gave the period that was needed to answer part (b)(ii).

(ii) The majority of candidates found this part to be difficult, with very few scoring all three
marks. Although virtually all candidates attempting this part were credited for showing
attenuation of the signal, most did not recognise that after one period the energy
would have fallen to a quarter of the maximum value when the amplitude fell to half
its maximum value. Very few candidates drew an accurate curve showing this.

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 The conditions expected in answers to part (a) were those embodied in the definition of shm:
4. acceleration is proportional to displacement, but acts in the opposite direction (or towards a fixed
point / towards equilibrium position). Other features of the acceleration, such as the fact that a is
a maximum when v = 0, were not given any credit.

In part (b) frequency was often confused with period; of itself this was only penalised once,
leaving five marks available. Part (b) (iii) caused problems for many candidates, mainly because
they did not realise that 2πf t is an angle measured in radians rather than degrees. Several
candidates confused acceleration a and amplitude A, leading to the incorrect substitution x =
3.56 cos (2π × 1.09 × 0.60). Another prevalent wrong answer was 49 or 50 mm, apparently
arrived at by calculating (0.60/0.92) × 76 mm, i.e. ( t / T ) × A. The direction of displacement when t
= 0.60s could be arrived at heuristically, without resort to the result of the previous calculation;
the direction mark was therefore regarded as independent.

Many very good answers were seen for the graphs in part (c). Common errors were a cos graph
(rather than – cos) in (i), and the wrong shape of Ep curve – even when it had been appreciated
that there are two energy cycles per oscillation – in (ii).

This question, based on bungee jumping, tested simple harmonic motion in an unfamiliar context
5. and at the same time to provide a synoptic test of some AS content. Examiners were pleased to
see that a high proportion of the students were able to cope competently with this unfamiliar
situation.

Application of energy conservation, or of the equations for uniformly accelerated motion under
gravity, led to a high proportion of correct answers in part (a) (i). The equation representing
Hooke’s law was well known in part (a) (ii) but a few students showed confusion between mass
and weight.

Part (b) (i), which required the time for half of an oscillation, only caused problems for the small
number of students who misinterpreted the wording and determined the time for one-and-a-half
oscillations. Part (b) (ii) was much more challenging and turned out to be a question that many
students returned to answer on a supplementary sheet. The most direct solution came by
applying the equation , with careful choice of the earlier values obtained
for v and x, and of the derived value for f. Most students seemed to think a quick solution could
be arrived at by applying vmax = 2πfA, but this is incorrect. It is possible to reach a correct
solution from energy considerations; this needs particular care over the balance of gravitational
pe lost, ke gained and elastic pe gained at some consistent point in the motion. Nevertheless, a
few correct solutions using this approach were seen.

In part (c) most students realised that the bungee cord would cease to exert a force on the
bungee jumper once she was higher than point P. Few went on to mention that her motion was
then purely under gravity or that her acceleration became constant, although references to the
fact that acceleration would no longer be proportional to displacement were quite common.

Almost all students gave the correct answer – point R – in part (d) (i). The responses in part (d)
(ii) revealed a widespread misunderstanding of the significance of centre of mass, with
statements such as ‘the stress is a maximum at the centre of the cord because that is where the
weight acts’ seen. Acceptable answers included at the point where the cord is attached to the
railing (where the greatest weight is supported) and (because of possible thinning) half way along
the cord. It was expected that students would show that they understood what is meant by stress
when formulating their reason, whichever point in the cord they gave.

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 (a) (i) A minority of the candidates realised that the PE reaches a maximum twice per cycle
6. so identifying a period of 0.4 s was most common.

(ii) Most drew diagrams that showed the KE at peak when the PE was at zero. The
majority however either did not know or were careless in showing that PE = KE when
the graphs cross over.

(b) (i) This was a straightforward question which produced many correct answers. Poor
algebra was a problem for those who were unsuccessful.

(ii) Most were able to calculate the speed in m su−1 and go on to find the centripetal
force. Fewer realised that the weight of the riders and harness had to be added to
this to find the sum of the tensions in the cables. Many however did remember to
divide what they thought was the tension by 4.

(iii) Determining the number of half oscillations proved difficult for some candidates but
most appreciated the need to do a (0.5)n type calculation to find the final energy. A
common error was to multiply the fractional change (1 / 16) by the initial speed of 20
m s−1.

Except for part (c), this question was on material familiar to most candidates, so the marks
7. awarded were generally high. In part (a) definitions of simple harmonic motion, in terms of the
two features of the acceleration of a body moving with shm, were generally well known. Part
(b)(i) presented a greater challenge for candidates who were unsure about how to handle
significant figures. All the data required to complete the calculation in this question was available
to 3SF. Therefore all the working should have been to at least 3SF and the answer should be
quoted to 3SF. Candidates who used g = 9.8 instead of g = 9.81 lost a mark, and a further mark
was lost if the final answer was not expressed to 3SF. Some of the weaker candidates did not
appear to know the difference between period and frequency. Part (b)(ii) required a
straightforward application of a = (–) (2πf)2 × and presented few problems.

The solution of the question in part (c), involving the minimum time period between ‘in phase’
positions of two pendulums of different frequencies, could not be arrived at by a standard method
that most candidates would have encountered. Consequently the explanations of how the
answer had been arrived at were often unsatisfactory. Trial and error seemed to be a popular
approach, sometimes leading to the correct answer of 38s without any working at all.

Probably the most satisfactory solution is to recognise that the shorter pendulum must make one
more oscillation than the longer pendulum in the required time, hence the number of oscillations
of the longer pendulum is given by (n + 1) × 1.9 = n × 2.0. Another successful approach follows
from appreciating that Δt = 0.1s, so the number of oscillations required of the shorter pendulum is
2.0 / 0.1 = 20 (alternatively 1.9 / 0.1 gives 19 oscillations of the longer pendulum). This approach
sometimes led to an incorrect conclusion, such as 19 × 1.9 = 36.1s, or 20 × 2.0 = 40s.

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 Part (a)(i) offered an easy mark for naming the two types of potential energy involved in an
8. oscillating suspended mass-spring system. “Gravitational potential energy” is clear and
unambiguous, but a variety of terms appeared to be in use for the energy stored by a stretched
spring. “Elastic potential energy” was the expected term, but “strain energy” was equally
acceptable. For obvious reasons “stored energy” (when unqualified) was not.

Those who had concentrated on the wording of the question in part (a)(ii) – especially on “energy
changes”, “one complete oscillation” and “starting at its lowest point” – were able to give good
concise answers. Far too many of the students attempted to consider the absolute values of
elastic and gravitational energies during an oscillation, which usually led them into confusion and
irrelevance. Many answers stated that elastic potential energy would increase as the mass
moved above the equilibrium position because the spring would be compressed. Inevitably a lot
of answers described only half of an oscillation: if the energy types and changes were correctly
described even this was given 1 mark. Answers which did not refer to the kinetic energy of the
system were not credited.

In part (b)(i) those who appreciated that the total potential energy of the system passes through
two maxima per oscillation, one at each amplitude, came up with the expected 0.8 s. Because
they did not understand this, getting on for half of the students gave 0.4 s. There were
consequences in the later parts of this question, where incorrect values from part (b)(i) were
generally accepted as a basis for the work that followed. A small minority of the graphs drawn in
part (b)(ii) were triangular, but the majority represented some form of sinusoidal variation.
Whether this agreed with the expected period (0.8 s), and was a negative cosine curve, proved
to be more testing issues.

The time period calculation in part (c)(i) was straightforward. This was rewarding for those who
could substitute mass and period values correctly and then calculate the expected value. N m−1
was the only answer accepted for the unit of k. The amplitude calculation in the final part of the
question was often done well. Students who had made an error over the time period earlier were
unable to show that the value of the amplitude would be about 40 mm, so were limited to a mark
of 3 out of 4. Working from T = 0.4 s, many of these answers arrived at a value of 21.5 mm
before the students introduced a mystery factor of 2 to end up with “about 40 mm”!

Question (a) was an extended calculation and 60% of students were able to calculate the mass
10. or spring constant. The ‘consequential error’ principle was applied and so an incorrect value
could be used to calculate the other value for full credit.

The next part also resulted in many good answers and although students did not need to use
their values, full credit was given for correct calculations using calculated mass and spring
constant, even if one or both of these were incorrect.

Question (c) required students to identify two differences that would occur when the mass
attached to spring B oscillated in oil. Identifying the differences proved to be straightforward but
giving the reason for this far less so. The most common difference given was the decrease in
amplitude, with the next most popular being the shift in the peak amplitude to a higher frequency.

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 The question was based on a practical demonstration of the relationship between simple
11. harmonic motion (shm) and circular motion.

The calculations in (a), (c) and (e) were very straightforward and caused little trouble for most
students.

(b) was more challenging. Examiners were lenient in their interpretation of the arrow, but several
students lost the mark through carelessness. When drawing a direction such as this students
should use a ruler and avoid ambiguity in the construction.

In order to answer (d) correctly students had to be clear about the evidence on which their
answer was based. Stating that the velocity is changing, without any mention of direction, was
not interpreted by examiners as evidence. Many students invoked Newton’s 3 rd law without
success.

Answers to (f) were often incomplete. Examiners were expecting to see a comparison, but many
students only discussed the effect on the pendulum. In order to gain the phase mark some
supporting discussion was needed. This was partly because both no change and an in-phase
change were acceptable, depending on the depth of the student’s discussion.

This question included some parts that many students found very challenging but also parts that
12. were quite accessible.

(a) It was clear that many students had little idea about how the equation for SHM can be
obtained. Commonly students simply stated the conditions for SHM without relating it to the
context.

(b) The calculation was much more straightforward with over half of students getting both
marks. The mark scheme allowed those who could go no further to gain one mark for using
a value of ω or similar. Common errors included adding the amplitude when calculating the
period, or using the total distance submerged as the amplitude when calculating the
acceleration.

(c) This proved to be quite challenging. Students who made no reference to the amplitude
being a maximum at resonance were limited to one mark. Other answers showed some
difficulty with the idea of driving frequency. Some good answers were seen that made use
of a labelled sketch graph.

(d) This part discriminated very well. More than 60% of students were able to get at least one
mark, usually for working out the wave frequency. Nearly 40% of students were able to go
further, often for stating that this was close to the natural frequency and therefore the boat
should move. Full marks were given for those who also made some reference to what
happened to the driving frequency when the boat was moving. This is another example of a
question that tests assessment objective AO3. Students should be encouraged to practise
answering questions of this kind in preparation for this examination in the future.

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