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05 Gravitational fields Page 1 of 15 Background reading

Gravitational fields: Background reading

Read in advance: AQA 2nd edition page 68 and 69, pages 73 to 77 and pages 81 to 82 on
Gravitational Fields. {Content on gravitational potential (energy) is the next booklet.}

Answer the following questions:

1. Define gravitational field strength and state its value near the surface of the Earth.

2(a) What is meant by a radial gravitational field?

2(b) What is meant by a uniform gravitational field?

𝑚1 𝑚2
3. In Newton’s law of gravitation, 𝐹 = 𝐺
𝑟2
3(a) The masses 𝑚1 and 𝑚2 are point masses. What does this mean?

3(b) What is 𝑟, and how does the term ‘point’ mass help to define 𝑟?

3(c) The Earth and Moon are not point masses.

When using Newton’s law of gravitation for the Earth and Moon, how do we measure 𝑟?

4. The gravitational field strength around the Earth decreases in a particular fashion as a 1/𝑟 2 law.
What name is given to such a law?

5(a) Name the type of satellite that has a 24-hour period of orbit and orbits above the Equator in the
same direction as the Earth rotates.

5(b) Name the type of satellite that has a 24-hour period but does not have to orbit above the Equator.

We expect students to be able to attempt Notes Q1 to 7 before the teaching session.

Please do Q3 and Q7 IN PENCIL as mistakes here are common.
4.05 Gravitational fields Page 2 of 15 Notes

Newton’s law of Gravitation

• Newton’s law of Gravitation: An attractive force occurs between two point masses which is
proportional to the product of the masses and inversely proportional to the square of their
separation.
𝑚𝑎𝑠𝑠1 𝑚𝑎𝑠𝑠2
OR 𝐺𝑟𝑎𝑣𝑖𝑡𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑓𝑜𝑟𝑐𝑒 ∝ where 𝑚𝑎𝑠𝑠1 and 𝑚𝑎𝑠𝑠2 are point masses
𝑠𝑒𝑝𝑎𝑟𝑎𝑡𝑖𝑜𝑛2

𝐺𝑀𝑚
OR 𝐹 = − where 𝑀 and 𝑚 are point masses, 𝑟 is their separation and 𝐺 is a constant.
𝑟2
(The minus sign signifies the attractive force on each object.)

Points to note
You can state Newton’s law in various ways but please pay attention to the point mass statement
(which allows separation to be neatly defined).
If the masses are not points then the separation is measured between the centres of mass of the two
objects. A uniform sphere (e.g. a planet) has its centre of mass at the centre of the sphere.
Never claim that separation is “radius”.
A mark often seems to be awarded for pointing out that gravity is an attractive force (it’s obvious, but
this detail is specifically mentioned in the syllabus and is possibly why the Examiner is so picky).

1. Two students, each of mass 70 kg, are sitting with their centres of mass 1.5 m apart.
1(a) Calculate the gravitational attraction between the two students.

1(b) Use proportion to determine the gravitational attraction if their separation increases to 3.0 m.

2. Using the Astronomical Data provided on the data sheet.

2(a) Calculate the force of gravity acting on an 80.0 kg person standing on the surface of the Earth

2(b) Calculate the force of gravity on the same person in Low Earth Orbit, 350 km above the Earth’s
surface.

2(c) Is someone in space really weightless?

Q1(a) 1.5  10-7 N (b) 3.6  10-8 N (1/4 of the previous value) Q2(a) 785 N (b) 705 N
4.05 Gravitational fields Page 3 of 15 Notes

Gravitational Field Strength

• A force field occupies the region where an object experiences a non-contact force i.e. a force that
can exist between two objects even when they do not touch.
A gravitational field occupies the region around a mass and exerts a gravitational force on another
mass present in that field.

• Gravitational field lines show:

- The direction of the gravitational field acting at any point (the direction of the arrows)
- The strength of the gravitational field at any point (the density of lines)

3. Draw field lines to represent the gravitational field

(a) Around the Earth (b) Near the Earth’s surface

(A ‘radial’ field) (A ‘uniform’ field)

• Gravitational field strength is the (gravitational) force per unit mass (acting on a small test mass
placed in the field)
𝐺𝑟𝑎𝑣𝑖𝑡𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑓𝑜𝑟𝑐𝑒 𝑜𝑛 𝑡𝑒𝑠𝑡 𝑚𝑎𝑠𝑠 𝑊 𝐹𝑔𝑟𝑎𝑣
OR 𝐺𝑟𝑎𝑣𝑖𝑡𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑓𝑖𝑒𝑙𝑑 𝑠𝑡𝑟𝑒𝑛𝑔𝑡ℎ = 𝑔= or 𝑔 =
𝑚𝑎𝑠𝑠 𝑜𝑓 𝑡𝑒𝑠𝑡 𝑚𝑎𝑠𝑠 𝑚 𝑚

Gravitational field strength has units Nkg-1 (which are equivalent to ms-2).

The idea of a ‘test’ mass is that a large mass (𝑀) first creates the field; a small mass (𝑚) placed in
the field then experiences the effects of this field. The small mass is called the test mass.
If you ignore words like ‘test’ then the Examiner is unlikely to care.

4. The gravitational field strength near the surface of the Moon is 1.6 N kg-1.
Calculate the weight of a 75 kg person on the Moon.

Q4. 120 N
4.05 Gravitational fields Page 4 of 15 Notes

The field created by a single point mass

𝐺𝑀
• The formula 𝑔 = can be used to determine the radial field created by a single (large) mass 𝑀.
𝑟2

Radial refers to the shape of the field: your diagram for Q3(i) should be filled with “radii”.
(If you need to find the resultant field due to more than one mass then first calculate the field from
each mass separately, and then add these fields as vector quantities.)

𝐺𝑀 𝐹𝑔𝑟𝑎𝑣
5. Starting with Newton’s law of Gravitation, derive 𝑔 = from 𝑔 = .
𝑟2 𝑚

6. The Moon has a radius of 1.74  106 m and gravitational field strength of 1.62 m s-2 on its surface.
Calculate the mass of the Moon.

The varied notation for masses

The formula sheet uses 𝑚, 𝑀, 𝑚1 and 𝑚2 to all mean ‘mass’.

This is not meant to be confusing but is there to help you think through problems.

Newton’s law of gravitation apples to any two masses that you might care to use, even if they are of
similar (or even identical) size.
The notation 𝑚1 and 𝑚2 shows that you need any two masses to create a gravitational force.

The definition of a gravitational field involves the force per unit mass of an object placed in a field.
In any sensible circumstance, you would investigate the field strength by placing a comparatively small
mass into an existing field to see what happens.
The notation 𝑔 = 𝐹/𝑚 uses a small 𝑚 to remind you of this.

Any substantial gravitational field is likely to be created by a really big mass!

The formula 𝑔 = 𝐺𝑀/𝑟 2 points out that a single large mass 𝑀 distorts space around it to create a
field.
If you now place a small test mass 𝑚 into this field then 𝑚 feels a force given by 𝑊 = 𝑚𝑔.

Finally, in an orbit situation there is likely to be a comparatively small mass orbiting a far larger mass.
We usually adapt Newton’s general law of gravitation to this situation and write 𝐹 = 𝐺𝑀𝑚/𝑟 2 rather
than using 𝑚1 and 𝑚2 .
This then helps when we equate the gravitational force to the centripetal force 𝑚𝑣 2 /𝑟 required for the
small mass 𝑚 to orbit, as the little 𝑚 s cancel, leaving the large 𝑀 to control the orbit.

Additionally: AQA usually uses 𝑅 for the radius of a planet and 𝑟 for the radius of an orbit.

Q6. 7.35  1022 kg

4.05 Gravitational fields Page 5 of 15 Notes

Inverse square laws

• Gravitational force between two masses, and the field strength around a single point mass, both
follow inverse square laws
i.e. the force or field strength is inversely proportional to the square of the separation.

This variation with distance turns out to be a common feature of many situations where some effect is
spreading out evenly in all directions. {This is why the law is given its own name.}
Such effects spread out over the surface area of a sphere 4𝜋𝑟 2 and so get weaker as 1/𝑟 2 .

A useful analogy might be a light bulb. If the bulb emits power 𝑃 in all directions, then the intensity of
the light 𝐼 can be found by
𝑃𝑜𝑤𝑒𝑟 𝑃
𝐼𝑛𝑡𝑒𝑛𝑠𝑖𝑡𝑦 = 𝐼 =
𝐴𝑟𝑒𝑎 4𝜋𝑟 2

7. A light bulb has an intensity of 180 lux at a distance of 0.5 m. It emits light evenly in all directions.
{The unit ‘lux’ is not on the specification: Google it if you’re curious. This question describes a
lamp which is very roughly the brightness of a 40 W filament lamp.}

7(a) Complete the table below to determine the intensity in lux at varying distances from the light bulb.

Distance, 𝑟 / m 0.5 1 1.5 2 3 4

Intensity, 𝐼 / lux 180

7(b) Complete the sketch graph below to show how the light intensity decreases with distance.

160
𝐼 / lux
120

80

40

0
0 0.5 1 1.5 2 2.5 3 3.5 4
𝑟/m

8. Mars has a radius of 3.40  106 m and a field strength of 3.71 m s-2 on its surface.
8(a) Calculate the field strength at a height of 1.0  106 m above the surface of Mars.
{Try to do this by using the inverse square law, rather than working out the mass of Mars.}

8(b) At what distance from the centre of Mars would the field strength drop to 1% of its value on the
surface?

Q7 values are 180, 45, 20, 11.25, 5, 2.8125 Q8(a) 2.22 m s-2 (b) 3.40  107 m (10 × 𝑅𝑀𝑎𝑟𝑠 )
4.05 Gravitational fields Page 6 of 15 Notes

Gravity and Orbits

Gravity can provide the centripetal force needed to keep an object in orbit.

9. An object is in circular motion around the Earth, as shown below.

For points P and Q in the orbit, draw labelled arrows to show the direction of the velocity 𝑣,
acceleration 𝑎, and the gravitational force 𝐹 acting on the object.

Angular
velocity

10. A small mass 𝑚 is in orbit around a much larger mass 𝑀. The radius of the orbit is 𝑟 and the
speed of the small mass is 𝑣.
10(a) Underneath the word equation below, substitute appropriate algebraic expressions.
𝐺𝑀
Hence show that 𝑣 2 =
𝑟

Centripetal force = Gravitational force

10(b) Calculate the speed required to stay in circular orbit at the height of the International Space
Station, 350 km above the Earth’s surface.

Q10(b) 7 700 m s-1

4.05 Gravitational fields Page 7 of 15 Notes

11. A small mass 𝑚 is in orbit around a much larger mass 𝑀. The radius of the orbit is 𝑟 and the
angular speed of the small mass is 𝜔.
Underneath the word equation below, substitute appropriate algebraic expressions.
4𝜋 2 𝑟 3
Hence show that 𝑇 2 =
𝐺𝑀

Centripetal force = Gravitational force

Geosynchronous and Geostationary satellites

Geosynchronous: At the correct height, an orbit exists around the Earth in which the period of a satellite
is equal to the period of the Earth’s rotation around its axis (24 hours).
A geosynchronous satellite will move relative to the Earth’s surface, but will
reappear over any point at exactly the same time each day.

Geostationary: If a satellite with a period of 24 hours is in an orbit above the Equator and orbiting in
the same direction as the Earth rotates then it will stay above the same point on the
Earth’s equator. Such a satellite is called geostationary.

Geostationary satellites are particularly useful for communication satellites as:

- Ground-based transmitters and receivers have constant line of sight to the satellite as it never
disappears beyond the horizon. This maintains communication at all times.
- The transmitting or receiving dishes can be pointed in a fixed position at the satellite and do not
need to be ‘steerable’ as the satellite never changes relative position.

Common error: “a geostationary satellite has the same period as the Earth” is ambiguous.
The Earth has two periods: one for its rotation about its own axis and one for its orbit around the Sun.

12. Use the equation from Q11 to calculate the height above the Earth’s surface of the orbit for a
geosynchronous or geostationary satellite.

Q12. 𝑟 = 42.2  106 m  height = 35.9  106 m

4.05 Gravitational fields Page 8 of 15 Notes

13. {I can’t find exact figures, but these will be within an order of magnitude or so.}
Sky TV uses a 50 W transmitter to provide coverage to UK and Ireland.
The area of coverage is a circle on the Earth’s surface with a diameter of 1 000 km.
13(a) Calculate the intensity (power per square metre) of the signal when it reaches the Earth’s surface.
You may assume that there is no absorption or reflection of the signal by the Earth’s atmosphere.

13(b) A Sky TV dish has a diameter of about 50 cm.

Calculate the signal strength in W received by a TV dish.

Low Earth orbit satellites

The large radius of orbit for a geostationary satellite means that any signal transmitted between the
Earth’s surface and the satellite is likely to spread out substantially over the long distance between
transmitter and receiver and so become rather weak.
This spreading can be an advantage as it allows for a signal to be broadcast widely, as in Q12.
The disadvantage is the need for a receiving dish to gather and focus the low intensity signal.

Low Earth orbit (LEO) satellites can more easily provide a more intense signal (albeit over smaller areas
of the Earth’s surface) and so remove the need for receiving dishes to act as amplifiers. This allows for
more portable ground-based receivers (such as a GPS unit).
You can also still provide a reasonable signal strength while using lower power transmitters in LEO
satellites, requiring smaller solar panels and resulting in smaller, lighter and much cheaper satellites.

However, LEO satellites move over the Earth’s surface. To keep a permanent satellite ‘presence’ over
one part of the Earth then you need a network of multiple satellites (again, such as the GPS network).

This movement over the Earth can be of benefit if you wish to monitor the whole of the Earth with a
single satellite (e.g. the worldwide monitoring of ocean height).
A polar orbit is one that passes over the north and south poles of the Earth. The Earth turns underneath
the satellite and so each pass around the Earth covers a different track over the surface. A LEO polar
satellite with a 2-hour period makes 12 passes around the Earth per day as the Earth rotates underneath
the orbital route.

Examples of LEO satellites include: many spy and other imaging satellites (such as those used to
produce Google maps) where being close to the Earth’s surface gives better image detail; remote-
sensing satellites such as those monitoring deforestation, crop coverage or ocean height; the Iridium
satellite phone network and Elon’s Musk’s ‘Starlink’ internet service; GPS.

Q13(i) 6.4  10-11 Wm-2 (ii) 1.3  10-11 W

4.05 Gravitational fields Page 9 of 15 Notes

GRAVITATIONAL FIELDS: HINTS AND TIPS

1. Please don’t say that 𝑟 is ‘radius’ in the equation 𝐹 = 𝐺𝑚1 𝑚2 /𝑟 2 .

In Newton’s law of gravitation, 𝑟 is the separation of the two point masses.
The formula uses 𝑟 because we will usually be analysing an orbit situation where the separation
between the masses is also the radius 𝑟 of the orbit, but this isn’t always the case.

2. Distinguishing upper and lower case is crucial when deriving algebraic relationships.
If an Examiner uses the symbol 𝐻 then you can’t use the symbol ℎ instead. That will lose marks.
It’s worth noticing that the AQA Examiner routinely uses 𝑅 for the radius of a planet and 𝑟 for a
general separation or general orbital radius. If you cannot keep track of 𝑟 and 𝑅 then you are
guaranteed to lose marks in ‘show’ questions.
Similarly, 𝑇 is orbital period and 𝑡 is a more general-purpose time. They aren’t the same quantity.
Please read questions carefully and use the symbols in exactly the same way as the Examiner.

3. When using the equation 𝐹 = 𝐺𝑚1 𝑚2 /𝑟 2 , you must remember to square 𝑟.

If you substitute without squaring then your whole calculation scores zero.
The Examiner is ruthless and there is no ECF for forgetting to square 𝑟. Please be careful!

4. Gravitational force is your first (but not last) example of ‘an inverse-square law’ i.e. one where
the value of something decreases as 1/𝑟 2 .
You will be asked to sketch graphs of such relationships and you must do so accurately.
The Examiner will check values along your graphs to make sure that you haven’t drawn a random
(and wrong) curve.
Please calculate some ‘easy’ values, mark these points on the graph, then join these points with
an accurate curve. You need at least 3 points to draw a curve.
If you’re not sure how to find such ‘easy’ values then talk to your teacher. Q7 in the Notes tries
to address this skill – make sure you have done this properly.

5. The Examiner expects you to be able to easily derive 𝑣 = √𝐺𝑀/𝑟 without prompting (Notes Q10).
It is a very standard and quick derivation: learn how to do this.
Deriving 𝑇 2 = 4𝜋 2 𝑟 3 /𝐺𝑀 is also a standard derivation but takes a little longer. You should still
expect to be asked to do this with little or no guidance as it is a routine task.
There is more than one way to obtain the second equation. Choose whichever way makes most
sense to you.

6. The simple speed equation 𝑣 = 2𝜋𝑟/𝑇 may be the quickest way to solve certain problems.
{𝑆𝑝𝑒𝑒𝑑 = 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒/𝑡𝑖𝑚𝑒, where the orbiting object travels a circumference 2𝜋𝑟 in one period 𝑇.}

7. In everyday life, people often use the terms geostationary and geosynchronous interchangeably.
They aren’t the same: geostationary is a special case of geosynchronous (in the same way that
a square is a special case of a rectangle).
As a physicist, you are expected to know the difference and use the terms correctly.
The other common satellite error is to say that GPS satellites are geostationary. This is wrong:
GPS satellites are in low earth orbit. This allows a stronger GPS signal to reach the ground (any
signal weakens with distance as radiation spreads out – an inverse-square law!).
4.05 Gravitational fields Page 10 of 15 Classwork MC

CLASSWORK: GRAVITATIONAL FIELDS MC QUESTIONS

1. What is the angular speed of a satellite in a geo-synchronous orbit around the Earth?
A 7.3 × 10-5 rad s-1 C 24 rad s-1
B 2.6 × 10-1 rad s-1 D 5.0 × 106 rad s-1

2. A projectile moves in a gravitational field. Which one of the following is a correct statement for
the gravitational force acting on the projectile?
A The force is in the direction of the field.
B The force is in the opposite direction to that of the field.
C The force is at right angles to the field.
D The force is at an angle between 0° and 90° to the field.

3. Which one of the following graphs correctly shows the relationship between the gravitational
force, 𝐹, between two masses and their separation 𝑟.

𝐹 𝐹

1
𝑟
𝑟
A B

𝐹 𝐹

1
𝑟2
𝑟2
C D

4. The following data refer to two planets.

radius / km density / kg m-3

planet P 8 000 6 000

planet Q 16 000 3 000

The gravitational field strength at the surface of P is 13.4 Nkg-1. What is the gravitational field
strength at the surface of Q?
A 3.4 N kg-1 C 53.6 N kg-1
B 13.4 N kg-1 D 80.4 N kg-1

Answers and further questions are available on portal

4.05 Gravitational fields Page 11 of 15 Classwork MC

5. A small mass is situated at a point on a line joining two large masses 𝑚1 and 𝑚2 such that it
experiences no resultant gravitational force.
If its distance from the mass 𝑚1 is 𝑟1 and its distance from the mass 𝑚2 is 𝑟2 , what is the value
of the ratio 𝑟1 /𝑟2 ?

𝑚12 𝑚1
A
𝑚22
C √𝑚
2

𝑚22 𝑚2
B
𝑚12
D √𝑚
1

6. The Earth has density 𝜌 and radius 𝑅. The gravitational field strength at the surface is 𝑔. What
is the gravitational field strength at the surface of a planet of density 2𝜌 and radius 2𝑅?
A 𝑔 C 4𝑔
B 2𝑔 D 16 𝑔

7. A planet of mass 𝑀 and radius 𝑅 rotates so rapidly that loose material at the equator just remains
on the surface. What is the period of rotation of the planet?

𝑅 𝐺𝑀
A 2𝜋 √ C 2𝜋 √ 3
𝐺𝑀 𝑅

𝑅2 𝑅3
B 2𝜋 √ D 2𝜋 √
𝐺𝑀 𝐺𝑀

8. A planet has a radius half of the Earth’s radius and a mass a quarter of the Earth’s mass. What
is the approximate gravitational field strength on the surface of the planet?
A 1.6 N kg-1 C 10 N kg-1
B 5.0 N kg-1 D 20 N kg-1

9. A satellite is in orbit at a height ℎ above the surface of a planet of mass 𝑀 and radius 𝑅. What
is the velocity of the satellite?

𝐺𝑀(𝑅+ℎ) 𝐺𝑀
A √ C √(𝑅+ℎ)
𝑅

√𝐺𝑀(𝑅+ℎ) √𝐺𝑀
B D
𝑅 (𝑅+ℎ)

Answers 1A 2A 3D 4B 5C 6C 7D 8C 9C

Answers and further questions are available on portal

4.05 Gravitational fields Page 12 of 15 Classwork PPQ

CLASSWORK: GRAVITATIONAL FIELDS

1. The Global Positioning System (GPS) is a system

of satellites that transmit radio signals which can
be used to locate the position of a receiver
anywhere on Earth.

1(a) A receiver at sea level detects a signal from a

satellite in a circular orbit when it is passing
directly overhead as shown in the diagram to
the right.
(i) The microwave signal is received 68 ms after it was transmitted from the satellite.
Calculate the height of the satellite. (1 mark)

(ii) Show that the magnitude of the gravitational field strength of the Earth at this position of the
satellite is 0.55 N kg-1. (3 marks)

1(b) For the satellite in this orbit, calculate

(i) its speed, (3 marks)
(ii) its time period. (2 marks)

2. The figure to the right (not to scale) shows the

planet Neptune (N) with its two largest moons,
Triton (T) and Proteus (P).
Triton has an orbital radius of 3.55  108 m and
that of Proteus is 1.18  108 m.
The orbits are assumed to be circular.

2(a) Explain why the velocity of each moon varies whilst its orbital speed remains constant. (1 mark)

2(b) Write down an equation that shows how Neptune’s gravitational attraction provides the
centripetal force required to hold Triton in its orbit. Hence show that it is unnecessary to know the
mass of Triton in order to find its angular speed. (3 marks)

2(c) Show that the orbital period of Triton is approximately 5.2. (4 marks)
the orbital period of Proteus

3. Explain why astronauts in an orbiting space vehicle experience the sensation of weightlessness.
(2 marks)

4(a) The Moon’s orbit around the Earth may be assumed to be circular. Explain why no work is done
by the gravitational force that acts on the Moon to keep it in orbit around the Earth. (3 marks)

4(b) Give an example of a situation where a body

(i) travels at constant speed but experiences a continuous acceleration, (1 mark)
(ii) experiences a maximum acceleration when its speed is zero. (1 mark)

Worked answers to notes and classwork questions are available on portal

4.05 Gravitational fields Page 13 of 15 Classwork PPQ

5(a) State, in words, Newton’s law of gravitation. (3 marks)

5(b) By considering the centripetal force which acts on a planet in a circular orbit, show that
𝑇 2 ∝ 𝑅3 ,
where 𝑇 is the time taken for one orbit around the Sun and 𝑅 is the radius of the orbit.
(3 marks)

5(c) The Earth’s orbit is of mean radius 1.50 × 1011 m and the Earth’s year is 365 days long.
(i) The mean radius of the orbit of Mercury is 5.79 × 1010 m. Calculate the length of Mercury’s
year in Earth-standard days. (2 marks)
(ii) Neptune orbits the Sun once every 165 Earth years.
Calculate the ratio distance from Sun to Neptune .
distance from Sun to Earth (2 marks)

6(a) An ore body is a mass of granite or other material that contains useful metals.
The diagram below shows a large spherical ore body lying just below the surface of the Earth.

The ore body has a diameter of 1 200 m and a density of 7 200 kg m–3 whilst the density of other
material in the Earth’s crust nearby is 2 500 kg m–3. The top of the ore body is 100 m below the
surface.
Calculate the difference between a measurement of the gravitational field strength at P and a
measurement at a point on the surface of the Earth where there are no ore bodies below the
surface. (3 marks)

6(b) Gravimeters are used to investigate the variation of the gravitational field strength, 𝑔, at the
surface of the Earth. One possible technique that could be used in a gravimeter is the variation
in 𝑇, the period of oscillations of the mass in a simple pendulum.
(i) Show that, for a simple pendulum, 𝑔 is inversely proportional to 𝑇 2 . (3 marks)

(ii) Using a suitable timer, it would be possible to detect a change of 0.0001 s in the period of a
pendulum that has a period of about 25 s when 𝑔 is 9.81 N kg–1.
Assuming that the length of the pendulum is constant, calculate the change in 𝑔 that would
be detectable in an experiment using the pendulum. (3 marks)

(iii) Explain why it is impractical to use a gravimeter that has a pendulum with a period of 25 s.
(2 marks)

(iv) Explain why measurements of the period of oscillation of a mass-spring system cannot be
used to determine changes in gravitational field strength. (2 marks)

Two-step calculation practice

7. The dwarf planet Ceres is the largest known asteroid, orbiting the Sun between Mars and Jupiter.
Ceres has a diameter of 939 km and consists of a mixture of ice and rocky material with a mean
density of 2.16 × 103 kg m-3.
Determine the gravitational field strength on the surface of Ceres.

Worked answers to notes and classwork questions are available on portal

4.05 Gravitational fields Page 14 of 15 Classwork PPQ

Classwork – Practical improvement

It is very likely that one of the practical question in A2 Paper 3 will involve the analysis of an exponential
or a power equation.
You need to be completely comfortable using logarithms to help analyse such an expression.
There is help in your practical booklet and on portal should you feel that you need it, or you may wish
to spend some time with your teacher reviewing the rules and use of logarithms.

1. An experiment involves a suggested relationship

𝑇 = 𝐴 𝐿𝑛
where 𝑇 is the period of an oscillation of a spring of (unloaded) length 𝐿, and both 𝐴 and 𝑛 are
positive constants.
A graph of log 𝑇 (y-axis) against log 𝐿 has a gradient of 0.49 and an intercept of 3.68.
Deduce the values of 𝑛 and 𝐴 for this spring, making your reasoning clear.
You need not concern yourself with the units of 𝐴 or 𝑛. (4 marks)

2. A student measures how the temperature 𝜃 of a hot object varies with time 𝑡 as the object cools
down.
It is suggested that the temperature of the object approaches the temperature of its surroundings,
𝜃𝑠 , exponentially i.e.
𝛥𝜃 = 𝐴 𝑒 −𝐵𝑡
where 𝛥𝜃 = 𝜃 − 𝜃𝑠 and 𝐴 and 𝐵 are positive constants.
State the graph that should be plotted to most appropriately test the suggested equation and state
how you will use your graph to judge whether the suggested equation is in fact correct.
(3 marks)

3. A student takes measurements to determine how the resistance 𝑅 of a light dependent resistor
(LDR) varies with the distance 𝑑 from a source of light.
The student finds that 𝑅 increases with 𝑑 in a non-linear fashion.
The student suspects that there might be an exponential increase i.e. that
𝑅 = 𝐴 𝑒 𝑘𝑑
where 𝐴 and 𝑘 are both positive constants.
State the graph that should be plotted to most appropriately test the suggested equation and state
how you will use your graph to judge whether the suggested equation is in fact correct.
(3 marks)

4. A student uses a sound meter to determine how the loudness 𝐿 of sound (in decibels) varies with
the distance 𝑑 from a source of sound.
The student finds that 𝐿 decreases with 𝑑 in a non-linear fashion.
The student suspects that there might be a power relationship i.e. that
𝐴
𝐿=
𝑑𝑛
where 𝐴 and 𝑛 are both positive constants.
State the graph that should be plotted to most appropriately test the suggested equation and state
how you will use your graph to judge whether the suggested equation is in fact correct.
(3 marks)

Worked answers to notes and classwork questions are available on portal

4.05 Gravitational fields Page 15 of 15 Prep

UNIT 4 PREP: GRAVITATIONAL FIELDS

Read in advance: AQA 2nd edition pages 70 to 72, pages 78 to 79 and page 83 on Gravitational
Potential.

Read: Notes provided on Gravitational potential.

You should read these in advance of the next topic’s theory lesson and see how well you
can attempt to answer any of the questions within the notes.
Your teacher will explain ideas and sort out your problems but will expect you to have a
reasonable grasp of the theory before the lesson.

Classwork: “Gravitational fields”, including all of the multiple-choice questions.

You should aim to complete this and ask your teacher about any problems. Answers are
available on Portal.
You should try to do this before starting the hand-in questions for prep.
You must hand in your answers to these questions along with your prep. We will be
looking for evidence that you have checked and corrected your answers.

Hand in to be marked:
A2 2nd edition p85 Q2 (8 marks)

p85 Q3 NB (b)(iii) should read 84 minutes – the old question used 2 SF data for
Earth’s mass and radius and so introduced a rounding error. (11 marks)
p86 Q4 (8 marks)

Hand in also to be marked:

1. A student measures the time for a pendulum to complete 20 oscillations, doing so twice and
obtaining results of 16.43 seconds and 16.55 seconds.
1(a) (i) Determine the uncertainty in the period, 𝑇, of the pendulum. (2 marks)
(ii) Hence determine the period 𝑇, using your uncertainty to help you to round your answer
intelligently. (1 mark)

1(b) Determine the uncertainty in 𝑇 2 along with its unit.

This is a non-trivial calculation, so show your reasoning carefully. (3 marks)

2. Which one of the following expressions is NOT equivalent to the volt, V?

(a) A Ω (b) J A-1 (c) W A-1 (d) N m C-1 (1 mark)

3. The luminosity 𝐿 of a main sequence star depends upon the mass 𝑀 of the star according to the
equation
𝐿 = 𝑘 𝑀𝑛 where 𝑘 and 𝑛 are unknown constants.
A student has data for 𝐿 and 𝑀 for various stars.
The student has been asked to plot a graph of this data to find values for both 𝑘 and 𝑛.
3(a) State the quantities that the student should plot on the 𝑥-axis and 𝑦-axis of the graph. (1 mark)

3(b) How would the student obtain values for 𝑘 and 𝑛 from the graph? (2 marks)

Worked answers to notes and classwork questions are available on portal