JC1 H2 Physics Promotional Exam 2008 Suggested Answers

Section A: MCQ

1 D 11 B
2 C 12 A
3 D 13 D
4 A 14 C
5 A 15 B
6 C 16 D
7 B 17 B
8 C 18 C
9 C 19 B
10 C 20 C

Reasoning for MCQ

1 Ans: D
q ∆x
Rearranging the eqn, k =
A∆T
Units of q = W = J s-1 = kg m2 s-3
kg m2 s-3 .m
Units of k = = kg m s-3 K -1
m2 .K

2 Ans: C

3 Ans: D
By conservation of mechanical energy, since all three balls lost the same amount of
GPE (as their vertical displacements are the same), all the balls will have gain the same
amount of KE. Since all the balls were imparted with the same KE initially, their final KE
when they hit the ground must also be the same. Hence all three will have the same
speed just before they hit the ground.

4 Ans: A
The area under a v-t graph gives the change in displacement of the object. For the first
20 s, the object moves with a positive velocity, hence its displacement is increasing
positively. After 20 s, its velocity becomes negative. Hence the object’s displacement
will start to decrease. Therefore, the object will have its greatest displacement at t = 20
s.

5 Ans: A
Impulse = area under graph = 35 kg m s-1
Impulse = change in momentum = m (vf – vi)
35 = 20 (vf – 0)
vf = 1.75 m s-1
= 1.8 m s-1 (to 2 s.f.)
6 Ans: C
Upthrust = Vg = 500 × 10 × 9.81 = 4.9 × 104 N

7 Ans: B
2mA = mB

Net force on masses A and B = P – Q

P −Q 2( P − Q )
Acceleration of mass A and B = =
m A + mB 3m B
Acceleration of mass B = Acceleration of mass A and B
2( P − Q ) 2
Net force on mass B = mB × = ( P − Q)
3m B 3
2 (2 P + Q)
Force acting on B by A = ( P − Q) + Q =
3 3

8 Ans: C
PE total = PEblock 1 + PEblock 2 + PEblock 3
1 3 5
= mg ( ) + mg ( ) + mg ( )
2 2 2
9
= mg
2

9 Ans: C
1
Eoutput = mgh + m(v f 2 − v i 2 )
2
1
= 10(9.81)(2) + (10)(52 − 0)
2
= 321.2 J

321.2
Total energy = = 460 J
0.70

10 Ans: C
Since the period is 8.0 s, the particle has moved through an angle of 900 in 2.0 s.

2πr 2π (0.15)
The linear speed of the particle v = =
T 8
= 0.1178 ms-1.

Magnitude of change in velocity ∆v = vi2 + v 2f

= 0.1178 2 + 0.1178 2
= 0.17 m s-1
11 Ans: B

mv 2
F= = R sin θ
r
But R cos θ = mg
v2
Dividing the first equation by the second one, we have tan θ =
rg
v2
tan 300 =
(0.15)(9.81)
v = 0.92 m s-1.

12 Ans: A
One can check units to arrive at the answer. All other choices are different in units in
comparison with gravitational field strength.

13 Ans: D
B is a correct statement but it does NOT answer the question. Choices A and C are
wrong.

14 Ans: C
2
1 1 2π
mω 2 ( xo 2 − x 2 ) = × 4 × ( 0.05 2
− 0.022 ) = 0.2948 J
2 2 0.75

15 Ans: B
Damping reduces the amplitude of oscillation by dissipating away energy coming from
the earthquake.

16 Ans: D
Y is one and ¾ wavelengths from X, hence the phase difference is ¾ × 2 .

17 Ans: B
All longitudinal waves require a medium to travel.

18 Ans: C
The single slit acts as a point source. Thus, light from the point source will be coherent
when it reaches the double slits.

19 Ans: B
Condition for diffraction. Obstacle must be comparable in dimension to the wavelength
of the wave.

20 Ans: C
v= fλ
v
f =
λ
330
=
0.6
= 550 Hz
_____________________________________________________________________
Section B

1 (a) Distance is the total length covered by a moving object irrespective of the
direction of motion, whereas displacement is the shortest linear distance of
the position of a moving object from a given reference point.

Distance is a scalar quantity, whereas displacement is a vector quantity.

(b) (i) Since initial velocity is zero and taking downward as positive,
1
s = gt 2
2
1
5.60 = g (1.12 )
2

2
g = 8.93 m s-2

(ii) Rearranging the equation,

2s
g= 2
t
∆g ∆s ∆t
∴ = +2
g s t
∆g 0.01 0.01
= +2
8.93 5.60 1.12
∆g = 0.175 = 0.2 m s-2 (1 s.f.)

(iii) (Result in (i) is lower than true value of g, hence error stated must be
clear why it lowers the value of g)
1. There is significant air resistance on the metal ball. Hence the
time taken by the ball is longer and this resulted in a smaller
value of g. (Recommended)

2. The height of release is an over-estimate of the actual height

which the ball was released. Hence the time taken by the ball is
longer and this resulted in a smaller value of g.
(Note: “Height of release is less than 5.60 m” is an incorrect
answer. This is because the height is the independent invariable
in the experiment.)

3. Alice started the timing before Bob had released the ball. Hence
she will clock a longer time and this resulted in a smaller value of
g.

4. Alice stopped the timing after the ball hits the ground. Hence she
will clock a longer time and this resulted in a smaller value of g.

Any one of the 4 errors.

Credit can also be given for students who calculated the g wrongly in
(i), but is able to explain the error with respect to their answer in (i).

(iv) Use of photo-gates to clock the time of fall.

Since the photo-gates are sensitive, the ball can be made to fall
through a smaller distance. This will reduce the errors due to air
resistance.
 OR
Conduct the experiment by dropping the ball in a vacuum tube and
timing it’s fall. This will reduce the effects due to air resistance.

Marker’s Comments

(a) Very badly done. Almost no one got full marks for this question. It is
very apparent that most students did not even remember the
definitions of distance and displacement. Most could only manage
some vague descriptions of the terms. However, most could identify
that displacement is a vector while distance is a scalar.

(b) (i) Most students could get this correct. But a minority took 5.60/1.12 as
the final velocity, without taking acceleration into consideration.

(ii) Many students are able to get this correct. Those who don’t basically
are those who did not even understand who to compute uncertainty
in the first place.

(iii) Only a minority could get full credit. Most students did not explain
their answer “based on the result you obtained in (i)”. The correct
value of g for (i) is 8.93 m s-2, and students are supposed to state
and explain an error which will result in a smaller value of g than
9.81 m s-2. Almost all students simply state an error without
reference to the 8.93 m s-2.

(iv) Only a minority could get full credit. Most students state the
improvement as “taking more readings and finding average”. It
should be noted that this improvement gives a better precision, but
does not necessarily improve the accuracy. Another common stated
improvement is to “drop from a higher height”, again this
improvement gives a smaller fractional error for the timing, but does
not necessary improve the accuracy. In fact the accuracy will get
worse as the effects due to air resistance is increased.
2 (a) (i) By conservation of momentum,

m1v1 = (m1 + m2) v2

Hence,

v1 m1 + m2
=
v2 m1
(ii) 1
Ki = m1v12
2
1
Kf = (m1+ m2) v22
2
2
m + m2 v2
Kf/Ki = 1 ⋅
m1 v1
2
m + m2 m1
= 1 ⋅
m1 m1 + m2
m1
=
m1 + m2
(iii) The following answers can be accepted:

1. This is an inelastic collision; hence some of the KE is converted to

heat, sound or some other forms of energy when the objects are
deformed after collision.
2. In a completely inelastic collision, kinetic energy is not conserved.
m1
3. Since Kf/Ki = , the denominator is always greater than the
m1 + m2
numerator since m2 > 0. Therefore, Kf/Ki < 1.
(b) (i)

8.0 m

30o 900N L

P
2.0 m

Fig. 2.2
 (ii) Total clockwise moment
= 900 × (4.0cos30o – 2.0) + L × (8.0cos 30o – 2.0)

Total anticlockwise moment

= 2000 × 2.0

By principle of moments,

Total Clockwise moment = Total anticlockwise moment

900 × (4.0cos30o – 2.0) + L × (8.0cos 30o – 2.0) = 2000 × 2.0

1317.69 + 4.9282 L = 4000
L = 544 N
or L = 540 N (to 2 s.f.)

(iii) Any of the following answers can be accepted:

1. Increase the radius of the base.
So that the perpendicular distance of the load L to the point P is
reduced. (perpendicular distance of the point P to where weight
acts is increased). Hence, total clockwise turning moment
about point P is decreased (or total anti-clockwise turning
moment about point P is increased).
2. Decrease the length of the crane arm
So that the perpendicular distance of the load L to the point P is
reduced. Hence, the total clockwise turning moment about
point P is decreased.
3. Decrease the weight of the crane arms (use a lighter material
for the arms)
So that the clockwise turning moment about point P due to the
weight of the crane is reduced.
4. Increase the weight of the base (use a heavier material for the
base)
So that the total anticlockwise turning moment about point P
due to the weight of the base is increased.

Marker’s Comments

(a) (i) Generally well done

(ii) A lot of careless mistakes.

Some students used COE to calculate the ratio of v12/v22 instead of Kf/Ki
Some students found Ki/Kf instead and forgot to invert.
Many students forgot to square the velocity and wrote that KE = ½mv.

(iii) If students only say that Energy is not conserved, they are marked wrong
because total energy is conserved (Kinetic energy is not conserved)
If students use the ratio of velocities to answer, it’s wrong too.
If students were marked wrong for 2aii) they will be marked wrong if they
used the wrong relationship from (aii) to explain (aiii). But if they give version
1 or 2 of the answer, they will still be given the mark.

(b) (i) If they did not label the point with a cross or arrow or a dot, they will not be
given any marks even if they put the P on/ near the correct place. They are
asked for the point of rotation so if they give the point directly above P along
the arm of the crane, that is also wrong.
 (ii) Many students forgot to put the degree sign for the angles. (They are not
penalized for it)
Most forgot to minus the 2.0.

(iii) If students state a way without explanation, they get 1 mark.

- If students state a way with an obviously wrong explanation, no marks are
given. Eg. Increase the weight so that the clockwise moment is increased
(shld be anti-clockwise)
- If the wrong explanation is due to earlier calculation errors (from part biii), it
will be ignored and the students will get 1 mark for stating the correct way.

Alternative answers that are also accepted:

1. Add lead to the base so that the CG is lower and increases stability.
2. hang the load nearer to the base.
3. increase the angle (more than 30o, less than 90o)

3 (a) No.
Although less force is required with a longer ramp, that force must act over
a greater distance if the same amount of work is to be done.
The work done by the force of gravity equals the weight of the crate (mg)
multiplied by the vertical height (h) through which it is displaced. Thus the
man must do work mgh on the crate, regardless of the length of the ramp.

(b) (i) On the ramp:

GPE top ramp = KEbottom ramp + Wf
(3.0)(9.81)(1.0 sin 30o ) = KEbottom ramp + 5.00(1.00)
KEbottom ramp = 9.715 J

(b) (ii) On the flat road:

Wf = ∆KE
5.00(d ) = 9.715 − 0
d = 1.94 m

(c) (i) 70 km h-1 = 19.44 m s-1

1
s = ut + at 2
2
1 19.44 − 0
= ( )(152 )
2 15
= 145.8 m

Wair resistance + ∆KE

P=
t
1
(350 × 145.8) + (1020)(19.442 )
= 2
15
= 16000 W
 Alternative ans
19.44 − 0
a= = 1.296 m s-2
15
Fnet = ma
F − 350 = 1020 (1.296 )
F = 1672 N
19.44
P = F v = 1672 = 16000 N
2

*Note to marker: If student forgot to change km h-1 to m s-1 but working is

correct, award 2 out of 3 marks.

(c) (ii) The average power delivered by the truck’s engine will increase.
This is because the truck now has to do additional work against
gravitational force.

Marker’s Comments

(a) There were a handful of students who simply mentioned that work
done was the same because although the length increased, the force
applied will decrease. Students will not be awarded the marks for
such an explanation as it is not implicit that the increase will exactly
cancel out the decrease.

Student will be awarded one mark for stating same amount of work is
done, only if the explanation given is correct.

(b) (i) This part was generally well done. Majority of the students were able
to obtain this 1 mark.

(b) (ii) This part was also well done. Only a handful of students were not
able to do it because they lack the necessary concept.
Some students solved this part using kinematics, which was also
accepted.

(c) (i) Only about half of the cohort was able to get this part correct.

A handful of students who did not change km h-1 to m s-2 but had the
method correct were awarded 2 out of 3 marks in recognition of the
correct method used.
Students are to note that under normal circumstances, no marks will
be awarded for wrong substitution.

One mark was awarded differently depending on the method which

they adopt to solve the question.
If the student used a method which involved the quantity s
(displacement), one mark will only be awarded when s is calculated
correctly. No marks will be awarded for the correction calculation of a
(acceleration).

For most of those students who used the second method to solve for
average power, they did not use average velocity to calculate.
Students must realize that using P = Fv to calculate, v refers to
constant velocity. In this case, there was constant acceleration; hence
 it is possible to obtain an average velocity. Also, F here refers to
driving force, students either use net force or they took net force –
350 N (due to air resistance). Driving force should have been net
force + 350 N.

(c) (ii) A number of students mentioned “horizontal component of weight”,

(not accepted! Weight only acts vertically)l, when they actually meant
“component of weight parallel to the slope”. Students need to learn to
write and phrase their sentences properly or else, their intended
meaning will be lost.

If the student simply mentioned that power will increase because

there is now an addition vertical distance, no marks will be awarded.
It is required of them to link the vertical distance to work done/energy.

4 (a) The Principle of Superposition states that when two waves of the same
kind meet at a point in space, the resultant displacement at that point is the
vector sum of the displacements of the individual waves at that point.

(b) (i) The waves from both sources must be coherent. [MUST]

The waves from both sources should have equal or approximately

equal amplitudes.

Or: The waves from both sources must be polarised in the same
plane (or unpolarised).

(ii) λD
x=
a

λ=
( 2.2 × 10 )(1.0 × 10 )
−3 −3

4.0
−7
= 5.5 × 10 m

(c) (i)
 (ii) v
f =
λ
320
=
4.8
1.5
=100 Hz

Marker’s Comments

(a) Students left out key words such as “…waves of the same kind…”,
“…meet at a point in space…”, “…resultant displacement…”

(b) (i) Students must mention that waves from both sources must be
coherent- a necessary condition.
Some students wrote “… waves of equal magnitude…” – not
acceptable, should be “… waves of equal amplitude…”

(ii) Some students failed to convert 2.2 mm to 0.0022 m correctly!

(c) (i) Common mistakes- missing dotted line, node’s location is not correct
(i.e. sinusoidal curve not drawn carefully), extra 2 more nodes.

(ii) Careless mistakes such as 320/ 3.2 = 10.0 Hz !

Section C

5 (a) (i)

Each missing/wrongly drawn force/direction of acceleration, -1 mark

Weight must pass through the c.g. of the ball. If not, -1 mark.

(ii) mv 2
mg + T =
L
For ball to just reach B, the tension in the rope must be 0 N. If string
is just taut, then tension in the rope is 0 N.
mv 2
T = − mg = 0
L
v = gL

(iii) conservation of energy

KE1 + PE1 = KE2 + PE2
1 1
mv 2 = m(gL ) + mgL
2 2
v 2 = 3gL
v = 3gL
(v)

Initial velocity must be in the horizontal direction pointing to the right

and subsequent motion will be a parabolic path. Both criteria must be
met to obtain the full mark.

(v) v’ should be smaller than v

For ball to just reach B, velocity of the ball at point B would be zero. By
COE, this will translate to a smaller initial velocity to project the ball.

OR

There is a contact force pointing in the opposite direction of the weight

mv 2
such that mg − N = . As such, velocity of the ball at point B can
r
be zero.
 Note: The following working is not necessary but will be useful to
mathematically prove to yourself that the projected velocity required is
smaller than in (iii). If one uses this equation to prove the *[M1], the
mark will be given.

KE1 + PE1 = KE2 + PE2

1
mv 2 = 0 + mgL
2
v = 2gL

(b) (i) 2π 2π
Angular speed for each star = =
T 2 × 365 × 24 × 60 × 60

= 9.96 x 10-8 rad s-1

2
Centripetal acceleration of each star = r
=
1
2
( )(
3.2 × 10 12 9.96 × 10 -8 )
2

= 1.59 x 10-2 m s-2

(ii) For circular motion, F = ma

GMM
= Ma
R2
(6.67 ×10 -11 )M
= 1.59 × 10-2
( 3.2 ×10 )
2
12

Mass of each star, M = 2.44 x 1033 kg

(c) (i) For circular motion, F = ma

For M1 : GM M 2
2 1
= M1R1
( R1 + R2 ) 2

For M2 : GM1M2 2
= M2 R2
( R1 + R2 )
2

Dividing either equation by the other,

M1 R 2
we have =
M 2 R1

(ii) v = r and is the same for both masses but M2 has a bigger
radius of orbit.
Thus, M2 will move with a higher velocity
 Marker’s Comments

Overall: A question where the cohort didn’t fare very well. Average score was
approximately 8/20, spanning a range of 0 to 17. Numerous careless
mistakes abound, with some serious misconceptions thrown into the mix.

(a) (i) Quite a number of students were ignorant of the meaning of ‘free body
diagram’. They assumed that the free body diagram is simply a drawing of
the ball, with no forces required whatsoever. Some students also forget to put
in the acceleration vector as stipulated by the question.

(ii) Pretty well done though some students ignored the key words of ‘string is just
taut at B’. As a result, these students erroneously utilize the principle of
conservation of energy to solve this portion or simply retain T in the final
answer despite the question hinting that the answer must be in terms of g and
L only.

(iii) Very badly done even though almost everyone knew that this question
requires us to invoke Principle of conservation of energy. The problem lies in
that despite 5aii) explicitly stating that the velocity of the ball at B is NOT
zero, almost half the cohort plainly state in this question that the velocity of
the ball at B MUST be zero.

(iv) Very badly done as well. Most students assume that the ball will move in the
tangential direction simply. This is correct if the scenario given in the question
is that of a horizontal circle motion but the scenario given here is that of a
vertical circle motion. As such, we will expect the ball to move in the
tangential direction initially but will have to take on a parabolic path due to
gravity.

(v) Literally the entire cohort got this portion wrong. Nevertheless, this was a
challenging question which requires students to appreciate the difference
between the 2 systems discussed.

(b) (i) On a whole, almost half the cohort got the full 3 marks for this portion. Many
students were able to note that the distance required is the distance from the
centre of one star to the centre of binary star system which is 1.6 x 1012 m.
Nevertheless, careless mistakes were the rage here with quite a number of
students forgetting to square ω or T in the substitution even though they
have written down the exact formula correctly before substitution. Yet another
group of students were unable to convert 2 years correctly to the relevant
time frame in seconds with one student even claiming that 2 years is
equivalent to 7200 seconds. This indeed shows that every second counts!

(ii) Very badly done. Many students were unable to discern that the distance
required in this case is the centre to centre distance between the stars (3.2 x
1012 m). Another group of students utilize Kepler’s third law which is a bad
move in this particular question since the distance required in this part ii) is
different from part bi)!
 (c) (i) Quite a number of students were unable to appreciate the binary star system
for equal masses in part b and as a result, were also unable to correctly write
down either equation that link each binary star (refer to answer scheme). In
actuality, there was a shortcut available-simply equate the forces acting on
each binary star due to the other star (equal due to Newton’s 3rd law). This
shortcut is a breeze as one needs only 3 short steps to arrive at the final
answer! Another group of students were probably elated at arriving at the
correct answer via equating the individual potential of the stars at point O.
Unfortunately, the equation doesn’t hold and it was a mere coincidence that
the final answer to be proven were attained. If one takes a closer look at the
scenario given, one will notice that the smaller mass is further away from the
point O as compared to the heavier mass. As such, there is no way the
potential of the 2 stars can be equal at point O!

(ii) Pretty well done other than some students simply stating the answer
WITHOUT explaining their choice of answers. No mark is given for such
cases.

6. (a) (i) It is the oscillatory motion of a particle whose acceleration is always

directed towards a fixed point and is directly proportional to the
displacement from that fixed point.

OR

It is the oscillatory motion of a particle whose acceleration is always in

the opposite direction to its displacement from a fixed point and is directly
proportional to the displacement from that fixed point.

(ii) By CoE between highest point and lowest point,

1 2
mgh = kx
2
2mgh 2 × 70 × 9.81× 38
k= = = 77.2 Nm −1
x2 26 2
(iii) m 70
T = 2π = 2π = 5.98 s
k 77.2
(iv) ∆t 1.5
∆φ = 2π = 2π = 0.50π rad
T 5.98

Hence the phase difference is /2 radians or 1.57 rad

(b) (i) Light damping

(ii)
s/m
1.56 7.54 t/s

− 12

− 38

(c) (i) If it is too elastic, the cord may extend too far before bouncing back,
hence causing Bob to hit the bottom.
If it is too stiff, the cord may jerk back too fast when bouncing back,
hence causing injury to Bob.
(ii) The actual period will be larger.

Due to air resistance and drag, damping will cause the oscillation to slow
down, hence lengthening the period of oscillation.

(d) (i) v
λ=
f
330
= = 0.60 m
550

(ii) Due to attenuation of sound waves as it passes through air, the intensity
of the sound wave would be too small to be heard.
OR
The noise from strong winds on the bridge will render Bob’s voice
inaudible
OR
Since intensity of the sound is inversely proportional to the distance from
the source squared, hence the intensity of the sound would have been
too low to be heard at the bridge.
(iii) Distance between Bob and people on bridge = 21 + 1.75
= 22.75 m

1
I∝
r2
235 × 10−3
I at 26.75 m = ×1.0 2 = 4.54 × 10−4 W m −2
22.752
 Marker’s Comments

(a) (i) Students who only gave part of the answer will get no marks as SHM requires at
least two conditions to qualify as SHM.

(ii) With some trial and error, most students were able to get this correct. Those
who did not get it correct failed to realise that KE is zero at the highest and
lowest positions.

(iii) A very easy substitution question. Some careless mistakes included rounding off
5.98 to 6.00.

(b) (ii) Very few students got the full 2 marks. As the question mentioned taking
upwards as positive, hence the displacement of Bob must be negative. As the
first part of Bob’s fall is a free fall, the s vs t graph must follow the equation
s=−1/2gt2, with the gradient being zero at t=0s. The second half of his motion is
an SHM with light damping, hence the graph must taper off towards a rest
position between −12m and −38m.
Please note that Bob can never ever bounce back up to the bridge as this would
violate the conservation of energy!

(c) (i) Please note that changing the spring constant does not change the amount of
damping! Changing the spring constant changes the natural frequency only.
Damping is an external factor which is not inherent to the spring-mass system.
The value of the spring constant does not determine at what extension the
spring would exceed its elastic limit. At which point a spring exceeds its limit of
proportionality depends on the spring’s material, hence all answers that
mentioned Hooke’s Law or limit of proportionality are not awarded any marks.

(ii) No marks will be given if the answer contradicts the explanation.

(d) (ii) A ridiculous misconception that was given by so many students was that since
the wavelength is much shorter than 21 m, hence the sound cannot reach the
bridge!!!!!! Please note that wavelength has no implication on how far a wave
can travel! Think about visible light which is of the order of 400-700 nm, yet it
can travel through space for billions and billions of km!

(iii) Some students forgot to take into consideration the 1.75 m, some others left out
the 21 m. Too many students did not know that mW means 10-3 W. Please note
the difference between MW (megawatt) and mW (milliwatt)