SENIOR PHYSICS CHALLENGE

March 2023
SOLUTIONS

Marking

The mark scheme is prescriptive, but markers must make some allowances for alternative
answers. It is not possible to provide notes of alternative solutions that students devise, since
there is no opportunity to mark a selection of students’ work before final publication. Hence,
alternative valid physics should be given full credit. If in doubt on a technical point, email
[email protected] .

A positive view should be taken for awarding marks for good physics ideas are rewarded.
These are problems, not mere questions. Students should be awarded for progress, even if
they do not make it quite to the end point, as much as possible. Be consistent in your marking.

Benefit of the doubt is NOT to be given for scribble.

The worded explanations may be quite long in the mark scheme to help students understand.
Much briefer responses than these solutions would be expected from candidates.

A value quoted at the end of a section must have the units included. Candidates lose a mark
the first time that they fail to include a unit, but not on subsequent occasions, except where it
is a specific part of the question.

The paper is not a test of significant figures. Significant figures are related to the number of
figures given in the question. A single mark is lost the first time that there is a gross
inconsistency (more than 3 sf out) in the final answer to a question. Almost all the answers
can be given correctly to 2 sf. The mark scheme often give 2 or 3 sf: either will do, or even
less. If there is some modest rounding error in their answer then give them the mark. There is
time pressure and so if they are on track for the answer then award the mark.

ecf: this is allowed in numerical sections provided that unreasonable answers are not being
obtained.

owtte: “or words to that effect” – is the key physics idea present and used?

1
Section A: Multiple Choice
Question 1. C
Question 2. A
Question 3. E
Question 4. D
There is 1 mark for each correct answer.
Qu. 1 ≈ 40 × ≈ 10
× .

Qu. 2 Using = ℎ the pressure at the depth of a column of liquid is only dependent on the height
of the liquid above, not on the width of the vessel.
Qu. 3 Wavelength is 2 m. So there are 78 wavelengths and 1m or left over.
Qu. 4 With constant acceleration, the up ball comes down to the level of the girl, at the same speed
as it was thrown upwards.
Total 4
Question 5.

(a) i.
it goes from right to the left 
the centre move along a straight line 
it rotates about the centre point of the rod 
[3]
ii.

. – .
speed of centre is = 0.8 m/s 
[1]
iii.
1 3.4
= = =
2 × 0.17
use of 3.4 m/s 
3.2 Hz 
[2]
iv. velocities of 3.4 and 0.8 m/s perpendicular. 
So Pythagoras to obtain 3.5 m/s 
[2]
(b) i.


[1]
ii.
 Work is Done when is applied 
 As cable is pulled lower other parts rise 
 So the centre of mass goes higher 
[3]
Total 12
2
 Question 6.
(a) Constant acceleration 
[1]
(b)

( , changing but Δ small)

Diagram or working 
tan( ) = 
[2]

(c) + = ℎ lose a mark for a mistake 

[2]
(d) ( + tan )=2 ℎ lose a mark for a mistake 
[1]
∘
(e) = , = 30 then 1+ =2 ℎ
3
= ℎ
2
Loss of rod is ℎ
Gain of wedge is = ℎ
Fraction passed to wedge is = 75% 
[1]
(f) = tan
2 ℎ tan
=
+ tan
For constant acceleration from rest, =2 recognition of this idea 
So that
tan
=
( + tan )

[2]
If they have applied the values of part (e) then they get the two marks if they have used the
[idea for = 2 ]  and perhaps gone through the route = ℎ for the rod, so that
=2 = ℎ giving = 
Total 9
Question 7.
The track moves around the wheel at speed . If the speed of the track on the ground is zero
(it does not slide) then the top track must be moving at 2 with respect to the ground. 

Add acting to the left to make the speed on the ground 

zero and the speed on the upper track 2 .

Speed of the wheel circumference is

×
= = = 3.74 m/s 
.
So the speed of the mud is 7.48 = 7.5 m/s 
[4]
Total 4
3
Question 8.

Diagram has to be drawn 

Approximate ratio for radius to rod lengths 

Correct angle ∠ considered 

ℓ
tan = =2
ℓ

= 127∘ 
[4]
Total 4

Question 9.
(a) i.

Identify potentials 
. . .
= = → = = Ω = 0.041 Ω 
.

[2]

ii.

= = or similar idea 
. .
×
= = = 4.54 V 
. × .
[2]
(b) Case 1 with voltmeter present
= 0.3 + 0.4 + 0.9 mA
= 1.6 mA
∴ = = kΩ 
. .
Case 2 without voltmeter
=
And − 0.4 mA = 

Equating − 0.4 mA =
.
.
Evaluating × 0.8 − − 0.4 mA =

. .
× 0.8 − = ( + )

= 104.52 = 105 V 
[3]
Total 7

4
Question 10.
(a) [C] = Pa. m = Nm = J = kg. m . s 
[1]

×
(b) = 2 × 10 = 2 × 10 = 2 × 10 ×
= 2 × 10 Pa 
[1]

(c) 2 - 4 cm: Δ = (4 − 2 ) × 10 = 2.35 × 10 cm

and = 1.8 × 10 Pa
So WD = 0.42 J 
4 - 6 cm: Δ = (6 − 4 ) × 10 = 6.37 × 10 cm

and = 1.3 × 10 Pa
WD = 0.83 J 
Total ≈ 1.3 J
[2]

(d) Differentiate = √7. 

[2]

(e) i.
If the two balloons sit on the sloping shoulder to the right of the peak, then the
higher pressure A sits on the left and the lower
pressure B, with the larger radius, on the right.
The HP balloon, A, pushes air into the LP one
B, so that B has more air in it and it radius
increases although its pressure still decreases.
The HP balloon, A, moves to the left as it
shrinks with less air, but with increased
pressure, and so its radius decreases and
pressure increases until it moves over the peak
travelling to the left. Then the pressure will
reduce as it goes down the steep slope and it ends up at an equal pressure to B, as
it almost empties itself.
It does not matter if A starts on the left of the peak, as long as B has a lower
pressure to begin with.
Some explanation and the result. [2]

5
ii.
Case 1. Both balloons on the left side of the peak (little air in them). The smaller
radius low pressure balloon rises up the slope
whilst the other moves down the slope and they
meet at equal pressures, with equal radii, both
the on the LHS of the peak.

Case 2. Smaller radius balloon on the LHS of the peak, and larger radius HP
balloon on the RHS of the peak (a line joining the balloons slopes down to the
left). As A rises up the slope, B rises slowly up,
and then they can reach equal pressures with B
still on the RHS, so that they remain on
different sides of the peak with different radii.

If there is rather less air in B, then B will inflate

A, but B could slip to the left, over the peak so
that they both end up on the LHS of the peak at
small but equal radii.

So, for e(ii), the radii may end up equal or unequal. It depends on the volume of
air in the balloons as to whether they both end up on the left side or opposite sides
of the peak of the graph.
The lower pressure balloon can never jump over to the RHS of the peak.
Some explanation and the result.
[2]

Total 10

END OF SOLUTIONS