Introduction To Materials

Q1. Figure 1 below shows a child on a playground toy.

Figure 1

(a) The springs have been elastically deformed.

Explain what is meant by ‘elastically deformed’.

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(2)

A student investigated the relationship between the force applied to a spring and the
extension of the spring.

Figure 2 below shows the results.

Figure 2

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(b) Describe a method the student could use to obtain the results given in Figure 2.

You should include a risk assessment for one hazard in the investigation.

Your answer may include a diagram.

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 (6)

(c) Which equation links extension (e), force (F) and spring constant (k).

Tick (✓) one box.

force = spring constant × (extension)2

force = spring constant × extension

(1)

Figure 2 is repeated below.

Figure 2

(d) Determine the spring constant of the spring.

Use Figure 2.

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Spring constant = _______________ N/m

(3)

(e) The student concluded:

‘The extension of the spring is directly proportional to the force applied to the spring.’

Describe how Figure 2 supports the student’s conclusion.

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(2)

(f) The student repeated the investigation using a different spring with a spring constant
of 13 N/m.

Calculate the elastic potential energy of the spring when the extension of the spring
was 20 cm.

Use the Physics Equations Sheet.

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Elastic potential energy = _______________ J

(3)
(Total 17 marks)

Q2. Figure 1 shows a balance used to measure the mass of five tomatoes.

Figure 1

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(a) What is meant by ‘centre of mass’?

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(1)

(b) Calculate the mean weight of a tomato in Figure 1.

Use the Physics Equations Sheet.

gravitational field strength = 9.8 N/kg

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Weight = __________ N
(3)

(c) The balance in Figure 1 contains a spring that compresses when the tomatoes are
placed on the balance.

Figure 2 shows the spring with no force acting and with a 6.0 N force acting.

Figure 2

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 Determine the spring constant of the spring.

Use the Physics Equations Sheet.

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Spring constant = __________ N/m

(3)

(d) Explain one property of the spring that makes it suitable for use in the balance.

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(2)
(Total 9 marks)

Q3. The figure below shows a balloon filled with helium gas.

(a) Describe the movement of the particles of helium gas inside the balloon.

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(2)

(b) What name is given to the total kinetic energy and potential energy of all the
particles of helium gas in the balloon?

Tick one box.

External energy

Internal energy

Movement energy

(1)

(c) Write down the equation which links density, mass and volume.

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(1)

(d) The helium in the balloon has a mass of 0.00254 kg.

The balloon has a volume of 0.0141 m3.

Calculate the density of helium. Choose the correct unit from the box.

m3 / kg kg / m3 kg m3

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Density = __________________ Unit _________

(3)
(Total 7 marks)

Q4.
A student measured the width of a solid metal cube using a digital micrometer.

The figure below shows the micrometer.

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(a) The resolution of the micrometer is 0.01 mm

The student could have used a metre rule to measure the width of the cube.

Explain how using a metre rule would have affected the accuracy of the student’s
measurement of width.

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(2)

(b) The mass of the metal cube was measured using a top pan balance.

The balance had a zero error.

Explain how the zero error may be corrected after readings had been taken from the
balance.

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(2)

(c) The width of the cube was 18.45 mm. The density of the cube was 8.0 × 10 3 kg/m3

Calculate the mass of the cube.

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Mass = ________________________________ kg
(5)
(Total 9 marks)

Q5.
A student wants to calculate the density of the two objects shown in the figure below.

© Whitehoune/iStock/Thinkstock, © Marc Dietrich/Hemera/Thinkstock

Describe the methods that the student should use to calculate the densities of the two
objects.

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(Total 6 marks)

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Mark schemes

Q1.
(a) will return to its original shape/length
1

when the force is removed

allow (when) the child gets off
the second mark is dependent on scoring the first
mark
1

(b) Level 3: The method would lead to the production of a valid outcome. The key
steps are identified and logically sequenced.
5−6

Level 2: The method would not necessarily lead to a valid outcome. Most
steps are identified, but the method is not fully logically sequenced.
3−4

Level 1: The method would not lead to a valid outcome. Some relevant steps
are identified, but links are not made clear.
1−2

No relevant content
0

Indicative content

• set up a clamp stand with a clamp

• hang the spring from the clamp
• use a second clamp and boss to fix a (half) metre rule alongside the
spring
• record the ruler reading that is level with the bottom of the spring
• hang a 1 N / a known weight from the bottom of the spring
• record the new position of the bottom of the spring
• calculate the extension of the spring
• measure the extension of the spring
• add further weights to the spring so the force increases 1 N at a time up
to 5 N
• for each new force record the position of the bottom of the spring and
calculate / measure the extension

Risk Assessment

Hazard: Clamp (stand, boss and masses) might fall off desk
Risk: injury to feet
Precaution: Use clamp to fix apparatus to the bench or
Ensure that the slotted masses hang over the base/foot of the stand or
Ensure that the boss is screwed tightly into the stand and clamp or
Put (heavy) masses on the base/foot of the stand or Stand up so that you can
move out of the way

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 Hazard: Spring could break / come loose
Risk: damage eye
Precaution: Wear safety goggles

If a risk assessment / hazard is not given, the answer can still reach level 3,
but not full marks.

Full marks may be awarded for alternative feasible methods.

(c) force = spring constant × extension

1

(d) 5.00 0.125

allow any correct pair of values from the graph
1

allow a misread value(s) from the graph

1

k = 40 (N/m)
allow a correct calculation using their incorrect
value(s)
1

(e) the line is straight

allow the line does not curve
allow a constant gradient
1

and passes through the origin

1

(f) e = 0.20 m
1

Ee = 0.5 × 13 × 0.202
allow an incorrectly / not converted value of e
1

Ee = 0.26 (J)
use of two incorrectly/not converted values
scores a maximum of 1 mark
1
[17]

Q2.
(a) the point at which weight may be considered to act
allow the point through which the line of action of the weight
acts

or

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 the point where the mass appears to be concentrated
allow the point at which the mass is concentrated
1

(b) mass of 5 tomatoes = 0.425 (kg)

1

mass of 1 tomato = 0.085 (kg)

allow an incorrect and / or not converted reading correctly
divided by 5
1

W = (0.085 × 9.8) = 0.833 (N)

allow a correct calculation using their value of mass
1

(c) 6.0 = k × 0.015

1

allow correct rearrangement using an incorrectly calculated

value of e
1

k = 400 (N/m)
allow a correct calculation using an incorrectly calculated
value of e
1

(d) deforms elastically

1

(so) will return to its original length / shape (after force is

removed)

OR

compression is directly proportional to the force (applied) (1)

(so) gives a linear scale (1)

allow easy to calibrate
1
[9]

Q3.
(a) range of speeds
1

moving in different directions

accept random motion
1

(b) internal energy

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 1

(c) density = mass / volume

1

(d) 0.00254 / 0.0141

1

0.18
1
accept 0.18 with no working shown for the 2 calculation
marks

kg / m3
1
[7]

Q4.
(a) metre rule has a lower resolution
allow metre rule has a resolution of 1 mm / 1 cm
fewer decimal places is insufficient
1

so is less accurate (than the micrometer screw gauge)

1

(b) record the value of the zero error when there is no object on the balance

subtract / add the value of the zero error

1

subtract / add the value of the zero error

1

(c)
an answer of 0.0502 (kg) scores 5 marks

V = (18.45 × 10−3)3
or
V = 0.018453
this mark may be awarded if width is incorrectly /
not converted
1

V = 6.28 × 10−6 (m3)

this answer only
1

allow

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 1

m = 8.0 × 103 × 6.28 × 10−6

allow m = 8.0 × 103 × their calculated V
1

m = 0.0502 (kg)
allow an answer consistent with their calculated
V
1
[9]

Q5.
Level 3 (5–6 marks):
Clear and coherent description of both methods including equation needed to calculate
density. Steps are logically ordered and could be followed by someone else to obtain valid
results.

Level 2 (3–4 marks):

Clear description of one method to measure density or partial description of both
methods. Steps may not be logically ordered.

Level 1 (1–2 marks):

Basic description of measurements needed with no indication of how to use them.

0 marks:
No relevant content.

Indicative content

For both:
• measure mass using a balance
• calculate density using ρ = m / V

Metal cube:
• measure length of cube’s sides using a ruler
• calculate volume

Small statue:
• immerse in water
• measure volume / mass of water displaced
• volume of water displaced = volume of small statue
[6]

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