H555-01 Biomechanics by Ullswater Community College

Physical Education (A level) Biomechanics C Jones Please note that you may see slight differences between this paper and the original.

Duration: Not set

Candidates answer on the Question paper. OCR supplied materials: Additional resources may be supplied with this paper. Other materials required: • Pencil • Ruler (cm/mm)

INSTRUCTIONS TO CANDIDATES • • • • • •

Write your name, centre number and candidate number in the boxes above. Please write clearly and in capital letters. Use black ink. HB pencil may be used for graphs and diagrams only. Answer all the questions, unless your teacher tells you otherwise. Read each question carefully. Make sure you know what you have to do before starting your answer. Where space is provided below the question, please write your answer there. You may use additional paper, or a specific Answer sheet if one is provided, but you must clearly show your candidate number, centre number and question number(s).

INFORMATION FOR CANDIDATES • The quality of written communication is assessed in questions marked with either a pencil or an asterisk. In History and Geography a Quality of extended response question is marked with an asterisk, while a pencil is used for questions in which Spelling, punctuation and grammar and the use of specialist terminology is assessed. • The number of marks is given in brackets [ ] at the end of each question or part question. • The total number of marks for this paper is 150. • The total number of marks may take into account some 'either/or' question choices.

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Answer all the questions.

Explain why a gymnast’s position held in a bridge is more stable than in a handstand.

[3] ii.

Describe angular motion and give an example from sport.

[2]

Describe the three types of motion created by a performer in a tennis serve. Define Newton’s Laws of Motion. Explain how Newton’s Laws and the application of force can be applied to a tennis serve.

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[10]

Explain how modern technology can impact on performance in sport. Use a different example of modern technology to support each of your points.

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[5]

4(a).

Define the term ‘centre of mass’. Describe how a performer applies an eccentric force to a ball and explain its effect. [5]

(b).

Using Newton’s Laws of Motion explain how a sprinter is able to maximise performance during a sprint start. Draw a free body diagram to show all the forces acting on a sprinter accelerating at the start of a race. [6]

(c).

Fig. 2 shows the elbow joint and the position of the triceps brachii when supporting a weight behind the head, as in a throw-in in football. This is an example of a first class lever.

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Fig. 2 Explain the components of a first class lever. Calculate the torque generated by the weight held in the hand. Using practical examples, critically evaluate the use of the other two types of lever. [20]

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Fig. 4 shows the speed of a swimmer at set times after pushing off from the side of a pool at the start of a race. Time / secs Speed / ms-1 0

0.5

3.0

1.0

2.5

1.5

2.0

2.5

2.0

3.0

2.0

3.5

2.0

4.0

2.0 Fig. 4

Sketch a graph of speed against time for the swimmer. The mass of the swimmer is 80 kg. For the first 0.5 seconds after pushing off from the side of the pool, calculate: ď&#x201A;ˇ

the average acceleration of the swimmer

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

the average net force acting on the swimmer.

Use Newton’s Laws of Motion to help explain the shape of the graph. Analyse the methods used by performers to minimise air resistance, fluid friction or drag. [20]

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6(a).

Using practical examples, describe the three axes of rotation. [3]

(b).

Fig. 1 below shows the elbow joint acting as a third class lever during the holding phase of an arm curl.

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Draw a diagram showing the effort arm and load arm for the lever system in Fig. 1. Calculate the moment of force generated by the weight. Explain one advantage and one disadvantage of this type of lever system. [6]

Using examples from sport, explain how performers maximise their stability. Using examples from sport, describe why a performer might want to minimise stability in sport. [5]

Define ‘centre of mass’. Explain how a rugby player can apply knowledge of centre of mass to increase their stability.

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[4]

Explain the concept of ‘moment of inertia’.

[2]

10(a).

Define the term ‘friction’ and describe, using sporting examples, how performers increase or decrease friction in order to optimise performance.

[4] ii.

Sketch a diagram in the box to show friction acting from the foot of a runner performing a side step.

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[2]

(b).

Using a sporting example, explain how a performer can move their centre of mass outside the body to effectively perform a named skill.

[3]

11.

Fig. 9 shows a graphical analysis of a standing vertical jump using a force plate.

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Fig. 9 Describe the stages of the jump at A, B, and C. Explain and evaluate the use of force plates as technology to optimise performance in a range of sports. Describe and explain the use of a plyometric training programme that would improve a performer’s vertical jump.

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[20]

12(a).

Describe two factors affecting friction during sporting performance.

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[2] ii.

Explain, using practical examples, why some performers would want to maximise friction.

[3]

(b).

Fig. 2.2 shows a headstand and a handstand being performed. Fig. 2.2

Which one of these balances is more stable?

[1] ii.

Explain the factors that affect stability in physical activity.

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[4]

13(a).

Fig. 3.1 shows a diagram of a middle distance runner in motion.

Fig. 3.1

Which one of the following is true? Put a tick (â&#x153;&#x201D;) in the box next to the correct answer. A.

The sprinter is accelerating.

The sprinter is at constant velocity.

The sprinter is decelerating.

The motion of the sprinter cannot be identified.

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iii.

Give one reason for your answer in (i).

[1]

(b).

State which of Newton’s laws of motion is most applicable to each of the following statements. i.

The long jumper who produces the greatest muscular force will have the greatest change in momentum. [1]

ii.

A sprinter at rest in the blocks must apply a large enough force to the blocks to overcome their weight. [1]

iii.

A speed skater achieves constant velocity as they travel round the track. [1]

(c).

A sprinter generates momentum. They have a mass of 70 kg and run at a velocity of 10 m/s. i.

Define and calculate the sprinter’s momentum, showing your workings.

[3] ii.

At what velocity must a 100 kg athlete run to have the same momentum as calculated above?

[1]

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(d).

Describe how the force of weight acts on a sporting body. Using examples from sport explain three factors affecting air resistance.

[5]

(e).

Sketch a second class lever system in the box below, and identify the effort arm and load arm.

[3 ii.

Describe a sporting example of a second class lever system in the human body.

[1] iii.

Explain why a second class lever has a mechanical advantage.

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[2]

END OF QUESTION paper

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Mark scheme Question

Answer/Indicative content

Marks

Guidance

Accept Opposites throughout

Do not accept

1. 2. 3. CoM for centre of mass/ shorter line of gravity=BOD 4. central line of gravity 5.

Examiner’s Comments

Explain why the position held in a

3 marks for 3 from:

bridge is more stable than in a

The bridge compared to the handstand:

handstand.



has more points of contact (on the floor)

has a wider or larger base or larger area of support

has a lower centre of mass or gravity

line of gravity at centre of base of support / line of gravity falls further within the base of support

from the difference in the

line of gravity is easier to keep in the centre of the base of support

size of the base of support

This question was answered well with most candidates

achieving 2 out of 3 marks.



Marks were generally gained

and the number of contact points with the ground.



Fewer candidates referred to the height of the centre of mass or the central position of the line of gravity. There was evidence of confusion between these two concepts.



When candidates who did not get marks it was because they did not compare the bridge position with the handstand in their explanation. For example, they wrote that in a bridge you use both hands and feet and did not go on to compare with points of contact used in handstand.

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Do not accept

movement that makes a circle = TV

without reference to an axis e.g. wheels on a bike / arm action in swimming / 2. legs when gymnast cycling / on the somersault / bars spinning ball

(Description) Movement around a fixed point or axis (of rotation) / generated by an eccentric force or force that travels outside the centre of mass or gravity

without reference to a sport e.g. flexion of the elbow on own

(Example) (whole body)



a gymnast swings on or around the bar

(part of a body) any mention of movement of a limb around its joint. e.g. lower leg rotates around the knee joint when kicking a ball arm action in front crawl around the shoulder joint

Examiner’s Comments

(other)

Describe angular motion and give an

a bicycle wheel rotates around its axis

example from sport.



This was a challenging question, where candidates needed to give a description and example of angular motion with reference to movement around a fixed point.



Descriptions were stronger than examples where many inaccurately suggested that a spinning ball in tennis shows angular motion.

 Total

Newton’s Laws -Definitions (e)* Levels of Response Question parts: Part 1-Newton’s Laws (pg 11), Part 2-Types of Motion (pg 12), Part 3-Application of Force (pg 13) 2

Can get credit for description of law

Generic descriptors Discriminators Level 3 (8 – 10 marks) At level 3 responses are A comprehensive answer: likely to include: © OCR 2017. You may photocopy this page.

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without name or number

If name or number of law identified, it must be linked with correct description

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N2 - Rate of change of speed = BOD

 



Level 2 (5 - 7 marks) A competent answer: 



detailed knowledge and understanding effective analysis / critical evaluation and / or discussion / explanation / development clear and consistent practical application of knowledge accurate use of technical and specialist vocabulary high standard of written communication.



accurate definitions of three of Newton’s Laws o … with detailed explanation linked to tennis serve understanding of both: the three types of motion and the application of force o … with effective application to tennis serve at the bottom of this level: comprehensive answer covering 2 of 3 question parts

N2 - Speed or velocity of ball (without mentioning change or increase) = TV N3 - ‘action reaction ’on own = BOD pt 5 Newton’s Laws - Explanation applied to tennis serve

Less detailed explanations can be credited (i.e. N3 - bouncing ball before serve) but answer may warrant lower final mark according to discriminators Examiner’s Comments

Describe the three types of motion created by a performer in a tennis serve.

At level 2 responses are likely to include:

Define Newton’s Laws of Motion.Explain how Newton’s Laws and the application of force can be

satisfactory knowledge and understanding analysis / critical evaluation and / or discussion / explanation / development attempted with some success some success in practical application of knowledge technical and specialist vocabulary used with some accuracy written communication generally fluent with few errors.



satisfactory definitions of Newton’s Laws o … with satisfactory application to tennis serve satisfactory understanding of one other part of question either the three types of motionor the application of force o …with satisfactory application to tennis serve at the bottom of this level: comprehensive answer covering 1 of 3 question parts

applied to a tennis serve. Candidates achieved the full range of marks for this question. The question required the candidate to pull together their knowledge of

types of motion

ii.

(ii) Newton’s Laws of Motion

iii.

(ii) application of force,

iv.

and apply this to the action

and

of the tennis serve.

The question therefore had three parts, and it was pleasing to see a good number of candidates achieve the level 3 descriptors and discriminators in their answer. It was also encouraging that over half the candidates scored level 2 or above on this question. However, a notable number failed to write about all three parts of the question, which

Level 1 (1 - 4 marks) A limited answer:  

At level 1 responses are likely to include:

basic knowledge and understanding little or no attempt to analyse / critically evaluate



Newton’s Laws defined with limited success o …with limited application to tennis serve Page 22 of 47

limited their access to level 3. Newton’s Laws were the most well known part of the question, with candidates describing and applying the 1st and 3rd laws successfully. A common error for the 2nd law was that candidates failed to make the link between the size of force and acceleration or rate of change of momentum, velocity or

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and / or discuss / explain / develop little or no attempt at practical application of knowledge; technical and specialist vocabulary used with limited success written communication lacks fluency and there will be errors, some of which may be intrusive.



understanding of types of motion and / or application of force attempted with limited success o …with limited application to tennis serve

speed. They simply linked force to a change in velocity or speed and therefore repeated the 1st law. Types of motion were the next well known area with the stronger candidates naming and describing the three types accurately with knowledge of angular and general motion being stronger than linear. Knowledge on the application of force in relation to the centre of mass to produce linear or angular motion was less well known, and relatively few candidates made reference to this third part of the question to access 9 or 10 marks. It is advised that centres continue to encourage candidates to ensure they visit ALL areas of a question.

(0 marks) No response or no response worthy of credit.

Indicative content: Candidate responses are likely to include: (relevant responses not listed should be acknowledged) Numbered points = knowledge / understanding Bullet points = likely to be development of knowledge Newton’s Laws of Motion - Definitions

Newton 1/ Law of Inertia

a body will remain in a state of rest or uniform motion unless an (external) force acts upon it / a body doesn’t move unless a force is applied to it / a moving body continues to move with the same velocity or in the same direction at the same speed unless a force is applied to it e.g accept any suitable example Newton 1 other than tennis serve

Newton 2 /Law of Acceleration

the acceleration or rate of change of momentum or velocity of a body is proportional to the (size of) the force / the larger the force the greater the acceleration of the body

…and takes place in the direction in which the force acts e.g accept any suitable example Newton 2 other than tennis serve

Newton 3 /Law of Reaction

for every action or force there is an equal and opposite reaction e.g accept any suitable example Newton 3 other than tennis serve

Newton’s Laws of Motion - Explanation applied to tennis serve(Newton 1 to tennis serve)

(ball) the tennis ball remains in the server’s hand until s / he applies a force to the ball to toss it

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(ball) the tennis ball will continue to travel vertically up or down (from the toss) until the force of the racket head changes its direction

(player) the player needs to apply a force to the ground to allow them to stretch up or jump to hit the ball

(Newton 2 to tennis serve)

10. (ball) the harder the player hits the ball the faster it will travel

in the direction it has been hit

11. (player) the greater the force applied to the ground the faster or further the player will jump into the air

(Newton 3 to tennis serve)

12. (ball) the racket strings apply a force to the ball and the ball applies an equal and opposite force to the strings or vice versa

13. (ball) when bouncing the ball before the serve ball exerts a downwards force on the ground and ground exerts an equal and opposite force on the ball

14. (player) to jump to hit the ball, the player applies a (downward or action) force on the ground that applies an opposite or upward or reaction force on the player

Three types of motion - Description

15. Linear Motion

16. motion in a (straight or curved) line

17. all parts move the same distance at the same time in the same direction / all parts move at the same speed in the same direction / all parts move at the same velocity

eg accept any suitable example of linear motion other than tennis serve / downhill skier / diver during flight / gliding under water / shot putt during flight

18. Angular Motion

19. when a body or part of a body moves in a circle or part of a circle about a point or pivot or axis of rotation

eg accept any suitable example of angular motion other than tennis serve / arm action in swimming / leg action in running / lower arm in biceps curl / giant circle on high bar

20. General Motion

21. (combination of) linear and angular motion

eg accept any suitable example of general motion other than tennis serve / swimming / running / long jump / bowling in cricket (Three types of motion - applied to tennis serve)(Linear motion to tennis serve)

ď&#x201A;ˇ

ball when tossed in the air if no spin

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 

ball after being hit by racket if no spin racket during certain movements of the serve

(Angular motion to tennis serve)

  

action of the arm in the ball toss (about the shoulder joint) action of the arm in whole service action (about the shoulder joint) action of the lower arm in extending to hit the ball (about the elbow joint)

(General motion to tennis serve)

  

complete action of tennis serve / follow through of tennis serve ball when tossed in the air ball after being hit by racket with top spin or slice applied

Explanation of application of force applied to tennis serve

22. if force applied through ball’s centre of mass linear motion produced

o o o

(called a) direct force ball will travel further ball will go lower over net / the trajectory will be lower

23. if force applied outside ball’s centre of mass angular motion produced

o o

(called an) eccentric or off centre force e.g. top spin or slice applied to clear net or to get ball in service court or to ensure ball stays in or causes ball to dip

24. force applied by racket will cause a change of shape

o o

(compression of) ball when hit by racket (indentation of) strings of racket when hitting ball

25. force applied by hand will cause ball to move in ball toss

26. force applied by racket will cause ball to change direction

from upward or downward motion in ball toss towards the opponent or net

27. force applied by racket will cause ball to accelerate

[Total: 30 marks]

Total

5 marks for 5 from: Modern technology can impact on performance in sport as:

performance or skill or fitness or speed improved

e.g. body suits (athletics / swimming) / graphite or titanium equipment / modern footballs that allow better swing or curve / streamlined cycling helmets 2.

training enhanced e.g. tyre towing / elastic cord / supplements

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Do not accept

… only when supported by any suitable example / A different

the following as examples: massage/ hypnosis/ imagery

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recovery improved e.g. medical products such as artificial ligament or joint replacement / ‘illegal’ pharmacological aids or drugs / compression wear / ice baths

fairer outcomes / honesty or accuracy enhanced / helps officials make decisions /

example needed for each point

safety increased e.g. gum shields / cricket head gear / landing mats

1. ref improved fitness or skill component / s e.g. strength or kinaesthesis

comfort increased

e.g. clothing / equipment design such as footwear

avoids arguments e.g. goal line tech / third or TV umpire / Hawk-Eye / timing devices e.g. starting blocks 5.

inclusion or participation increased e.g. carbon fibre blades / artificial legs / wheelchairs / surfaces that allow play all year

analysis or understanding increased (for coaches or participants or spectators) e.g. DVD or other playback equipment / interactive pundits’ screens / refs or

umpires ‘miked up’ for all to hear

entertainment or interest (for crowd) increased e.g. TMO / Hawk-Eye.

6. 7.

BUT – modern technology can:

8. 10. lead to injury or violence e.g. from bladed boots / due to use of rugby shoulder pads which may make some

9. 10.

players feel invincible

11. 11. lead to cheating

12.

e.g. drugs 12. disrupt or slow down ‘game e.g. time taken for DVD playback

13. be an unfair advantage / be expensive / be dependent on sponsor e.g. F1 technology / technology not equally available to all such as high tech bikes

14. reduce traditional ethic or nature of sport / can lead to ‘win at all costs’ ethic

13. Some countries can’t afford modern technology (with eg) 14.

e.g. use of high tech equipment at junior or local level / TV or internet or modern media that has made sport a global ‘product’ Examiner’s Comments

Explain how modern technology can impact on performance in sport. Use a different example of modern technology to support each of your points.

This question discriminated well between the weaker and stronger candidates. Efficient exam technique impacted greatly on success here. Candidates needed to give five different impacts (e.g. improved performance, increased comfort, efficient analysis, better recovery, entertainment for crowd) and link each to a different example of modern technology. A small

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percentage of candidates managed this to gain five marks, while the most common mark was two. These who did less well failed to stick to the question rubric usually giving several different technologies that all improved performance (max 1 mark). Candidates offered a wide variety of acceptable examples. Total

Definition centre of mass (sub max 1)

Is the position on a body through which it is 1. (centre balanced in all directions or the point at which of mass) the mass of a body is said to be concentrated / said to act Examiner’s Comments

Description of performer applying eccentric force (sub max 2)

Centre of mass was generally well

2. (eccentric force)

Is an off centre force / moment of force / torque

Force applied outside the centre of mass of the ball

defined and the better candidates could 5

describe how a performer applies an eccentric force to a ball. Some candidates did not then go on to explain its effect and therefore did not have access to the full range of marks. Candidates are reminded to attempt all

Explanation its effect (sub max 2)

aspects of each question.

4. (effect)

Creates spin / angular motion / angular momentum / rotation

Causes swerve / dip / lift / deviation in flight Points 1–4 must be illustrated in a

6 marks from

free body diagram.

Free Body Diagram

Pts 5–7 points must relate to correct Newton’s Law. Examiner’s Comments

Candidates showed generally a good understanding of each of Newton’s Laws but often this was not applied b

effectively to a sprinter maximising performance during a sprint start. Being able to quote these laws is often only the starting point to such questions, there is often then the requirement to be able to explain through a practical example. Most candidates drew an accurate free body diagram showing that this has been taught well in many centres. The best candidates made their diagrams clear and included all the appropriate labelling.

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1. Weight

Acting downwards from centre of mass.

2. (Normal) Reaction

Acting upwards from foot in contact with floor.

3. Friction

Acting forwards from foot in contact with floor greater than air resistance.

4. Air Resistance

Acting from centre of mass opposite direction of motion.

Sprinter will remain stationary unless an external / unbalanced force acts on 5. Newton 1 / Law him or to accelerate forwards the of Inertia frictional force must be greater than air resistance. The greater the (net / resultant) 6. Newton 2 / Law (forward) force acting on the sprinter of Acceleration/ the greater the sprinter’s (forward) Momentum acceleration/ faster out of the blocks.. The sprinter applies a force downwards / backwards into the floor, 7. Newton 3 / Law therefore, the ground applies an equal of Reaction upwards / forwards force on the sprinter. 4 Levels of response

Level 4 (18–20 marks) A comprehensive answer:  



detailed knowledge & excellent understanding detailed analysis and excellent critical evaluation well–argued, independent opinion and judgements which are well supported by relevant practical examples very accurate use of technical and specialist vocabulary high standard of written communication throughout.

At Level 4 responses are likely to include: 

 



Detailed knowledge and understanding of the components of a first class lever Accurate and logical calculation of torque Detailed knowledge and understanding of class 2 and class 3 lever systems There are relevant evaluative points made for class 2 and class 3 levers Practical examples are consistently used effectively for each lever.

Examiner’s Comments

This was answered well by some candidates who consistently answered each part to a high standard. Some candidates fell down on one or two 20

parts to this question and this often left them unable to access the top mark bands. Some candidates were unable to explain the first class lever but could evaluate the other types of lever. The best candidates identified strengths and weaknesses of each of the levers to show an evaluation. Weaker candidates merely described each lever and therefore scored fewer marks.

Level 3 (13–17 marks) A competent answer: 

good knowledge and clear understanding

At Level 3 responses are likely to include:

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 



good analysis and critical evaluation independent opinions and judgements will be present but may not always be supported by relevant practical examples generally accurate use of technical and specialist vocabulary written communication is generally fluent with few errors.



 



Level 2 (8–12 marks) A limited answer:  



limited knowledge and understanding some evidence of analysis and critical evaluation opinion and judgement given but often unsupported by relevant practical examples technical and specialist vocabulary used with limited success written communication lacks fluency and contains errors.

Level 1 (0–7 marks) A basic answer:   



basic knowledge and little understanding little relevant analysis or critical evaluation little or no attempt to give opinion or judgement little or no attempt to use technical and specialist vocabulary

Most components of a first class lever are explained A logical calculation of torque attempted Good knowledge and understanding of both class 2 and class 3 lever systems There are relevant evaluative points made for at least one lever system Some practical examples are used successfully to give context

At Level 2 responses are likely to include: 



Some components of a first class lever are described rather than explained Both class 2 and class 3 are described There is an attempt to make relevant evaluative points for one of the lever systems. At least one practical example is used to give context.

At Level 1 responses are likely to include: 

 

Only identify components of a first class lever system Describe only one lever system Have little or no evaluation Page 29 of 47

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

errors in written communication will be intrusive.



Irrelevant or no practical examples.

Indicative Content:

Explanation of lever components

Rigid structure / bar 1. (Components) (Lever)



Bones give leverage.

(Fixed) point of rotation / axis about which the lever moves 2. (Fulcrum) 

Fulcrum is the elbow / joint

Weight / resistance to be moved 3. (Load)



Weight of body part / implement to be moved.

(Internal) force applied that causes lever to move 4. (Effort) 

(Agonist) muscle.

Distance from load to fulcrum 5. (Load arm)



Perpendicular (distance).

Distance from effort to fulcrum 6. (Effort arm)



Perpendicular (distance).

Calculation Moment of force 7. (Torque)



= force x (perpendicular) distance from fulcrum / F x d

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100 (N) x 0.3 (m) 8. (Calculation)



= 30Nm.

Critical evaluation 9. 2nd class lever

Load is in between fulcrum and effort / eq diagram. Ball of the foot / Jumping in basketball 

10. (eg)

 

Fulcrum is the joint between the metatarsals and phalanges. Load is the weight of the body Effort is force generated by gastrocnemius / soleus.

Mechanical advantage / requires less effort to move equivalent loads. 11.

 

Due to effort being further from fulcrum than load. Effort arm being greater than load arm.

Very efficient at moving a heavy load. 12.



Sporting eg When jumping gastrocnemius / soleus can move weight of entire body.

Move heavy loads only over a small distance 13. (Negative)

14. 3rd class lever



At expense of speed / range of movement.



Effort between fulcrum and load / eq dig.

Flexion of elbow / bicep or arm curl.

15. (eg)

  

16.

Fulcrum is elbow Load is weight of forearm / plus implements Effort is force generated by biceps brachii.

Mechanical disadvantage / less efficient - requires more effort to move equivalent load

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 

Due to effort being closer to fulcrum than load. Load arm being greater than effort arm.

Performer can accelerate load through a large range of movement 

17. 

Speed of load faster than speed of effort Sporting eg Bicep curl, speed of dumbbell is faster than speed of Biceps Brachii.

Struggle to move heavy loads. 18. (Negative)



Sporting eg Biceps Brachii can only move relatively small loads in Bicep Curl.

Total



knowledge points (usually

(d)* Levels of Response Level 4 (18–20 marks) A comprehensive answer: 



Give KU for relevant

main headings)



At level 4 answers are likely to show:

Give DEV for relevant development points (usually bullet points)

 



Accurate sketching of graph. Correct calculations using appropriate formulae and units. Detailed understanding and application of Newton’s Laws in interpreting the speed / time graph. Detailed analysis of a wide range of methods used to overcome air resistance / fluid friction with relevant sporting examples.



Give EG for relevant practical examples



Always indicate the Level at the base of the answer (L1,L2, L3 or L4)



Do not be limited by the indicative content give credit for other relevant points or developments.



Do not give credit to irrelevant material

Examiner’s Comments

Most candidates showed an appropriate sketch graph of speed against time for the swimmer, but some candidates were unable to do the

Level 3 (13–17 marks) A competent answer:

At level 3 answers are likely to show:

calculations related to the average acceleration of the swimmer and the average net force acting on the swimmer. A significant minority did not

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use the appropriate units for their

  



Level 2 (8–12 marks) A limited answer:  



Level 1 (0–7 marks) A basic answer:  



good knowledge and clear understanding good analysis and critical evaluation independent opinions and judgements will be present but may not always be supported by relevant practical examples generally accurate use of technical and specialist vocabulary written communication is generally fluent with few errors.



Accurate sketching of graph and correct calculations but answer may not always have either the appropriate formula or units. Good understanding and application of Newton’s Laws but answer may not always be accurate in interpreting the speed / time graph. Good analysis of a range of methods used to overcome air resistance / fluid friction with some relevant sporting examples.

calculations. Most candidates gave an accurate account of Newton’s Laws of Motion to help their explanation of the graph, although many simply focussed on one law for each stage of the graph or were too superficial in their explanations. Candidates often gave an analysis that was too brief and underdeveloped to show appropriate methods used by performers to minimise air resistance, fluid friction and drag. The better candidates analysed well and applied theory to practice throughout.

At level 2 answers are likely to show: 

 



Good shape of graph but axes may not be fully labelled. Some aspects of calculations correct. Some understanding of Newton’s Laws but limited application to shape of the graph. Some methods identified that overcome air resistance / fluid friction with a few sporting examples.

At level 1 answers are likely to show:

basic knowledge and little understanding little relevant analysis or critical evaluation



Show some correct aspects of the graph or some correct aspects of calculations. Page 33 of 47

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

little or no attempt to give opinion or judgement little or no attempt to use technical and specialist vocabulary errors in written communication will be intrusive.



Identify some of Newton’s Laws but show limited application. Identify some methods that overcome resistance or give a few sporting examples.

Indicative Content: Reference to question

Speed / time graph

Accept a sketch graph

Correct axes 1. (Speed / time graph)

2. (Acceleration)

 

correct plotting correct shape

Acceleration = final-initial velocity / time or final-initial speed / time a = v – u / t or a = 3.0 – 0 / 0.5 

a = 6ms-2 (m / s / s or m.s2)

F = ma or F = 80(kg)x6(ms-2) 3. (Net force)



480 Newtons (N)

Law of Inertia 4. (Newton 1)



An object will remain at rest or move with uniform motion / constant velocity / constant

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speed unless acted upon by an external / unbalanced force. Law of acceleration or momentum 

5. ( Newton 2)

The acceleration / rate of change in momentum of an object is directly proportional to the (net) force acting upon the object and acts in the same direction as the (net) force (applied).

Law of Reaction 6. (Newton 3)



For every action (force applied) there is an equal and opposite reaction (force).

shows acceleration 

7. (1st part of graph) 

Newton 1 suggests that because there is an acceleration there must be an external / unbalanced force acting on the swimmer / swimmer has generated / applied a force Newton 2 suggests that the acceleration is large due to a large (net) force acting on / generated by the swimmer.

shows net forward force acting on swimmer 

(1st

8. part of graph)

Newton 3 suggests that the swimmer pushes/(applies an action force)backwards against the wall and the wall applies an equal and forwards (reaction) force on the swimmer.

shows deceleration of swimmer 

9. (2nd part of graph)

 

Newton 2 suggests that a (net) force must be acting against the swimmer / opposite direction. Fluid friction / Water resistance Newton 1 suggests that there must be an external / unbalanced force acting on the swimmer

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shows constant speed 

10. (3rd part of the graph) 

Newton 1 suggests that all forces are balanced as the swimmer is moving with constant velocity / speed. Newton 2 suggests the net force acting on the swimmer is zero as there is no acceleration

Streamlining 11. (Overcoming air resistance / fluid friction / drag)



Creating smooth flow around the performer / reducing (turbulent) drag. Reducing profile drag / turbulence behind the performer

Making surface of performer smoother 

12. (clothing) 

Use of special swimwear / hats / shaving Use of special / lycra suits for skiers or eq.

Reducing friction between air / water and performer. 13. (density)

 

Reduction in density of water in swimming pools Performing at altitude

Reducing frontal / forward cross sectional area of performer 14. (frontal crosssection)

 

Lying flatter in the water Maintaining narrow body shape / tuck shape in skiing / cycling or eq.

Changing shape / ‘tear drop’ shape / ‘aerofoil’ shape / changing action. 15. (shape)



16. (surface effects)

Dolphin action been added to all techniques not just butterfly / bike design Helmets in cycling / speed skiing

Reducing surface effects / wave drag

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

Swimming underwater as far as possible / as far as rules allow.

Reducing speed / velocity 17. (speed)



Not beneficial to performance / must reduce AR / FF in other ways

Total



Must have practical example as well as description to gain mark



Need to state name of axis



Accept other relevant

to get description

examples E.g.:

360 twist, discus rotation, slalom skier turning around pole etc.

High board diver piked somersault, tumble turn in

(axes of rotation)

swimming etc.

3 marks for:

Description

practical example

1. Longitudinal - from top to bottom

e.g. spinning skater or eq

corner to save a goal etc. 3

2. Transverse - from side to side e.g. somersault or eq. 3. Frontal - from front to back

Goalkeeper diving to top

Examiner’s Comments

e.g. cartwheel or eq Many candidates could describe well the three axes of rotation. The question requires a practical example for each and a few candidates omitted practical examples and were unable to score marks. This topic area of the specification requires not only knowledge and understanding of biomechanical theory, but also the application of these theories to practical situations. Centres who have taught the topic using regular applications to performance in sport produce candidates who are able to answer well these applied questions.



6 marks for 6 of:

(submax 2) Diagram of effort arm and load arm

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Examiner’s Comments

Most candidates answered this question well. Diagrams this year were clearly drawn and showed good knowledge of the effort arm and the load arm for this class two lever system. Most were able to complete the calculation accurately and then went on to explain one advantage and one disadvantage of this lever system. A minority of candidates did not answer this last part of the question or only identified and advantage or a disadvantage and not both.

1. (effort arm)

From fulcrum / elbow to insertion of biceps / effor

2. (load arm)

From fulcrum / elbow to weight in hand / load

(submax 2) Calculation of moment of force

3 (moment of Moment of force = Force x (perpendicular) force) distance from fulcrum or MF = 100 x 0.25 4

Moment of force = 25Nm

(submax 2) Evaluation

(Inefficient because it requires a) greater effort to move an equivalent load (than a 5 (disadvantages) class 2 lever) / mechanical disadvantage / struggle to move heavy loads (Performer can move load through a) large range of movement / speed of load 6 (advantages) faster than speed of effort / generate faster load speeds / greater acceleration Total

9 Sub max four for maximising

5 marks for 5 of:

stability

Explain how performers maximise stability (Must use practical example to gain mark)

Sub max three marks for minimising

(sub max 4)

stability

Lowering centre of mass / centre of gravity. 1. (Centre of eg Ski jumpers bending their knees on mass) landing. 7

2. (Base of support)

Increasing size of base of support or increasing the number of points of contact. eg Footballers widen their stance in contact situations. / Eg gymnastics bridge position

3. (Line of gravity 1)

Making line of gravity / centre of mass / centre of gravity central to base of support.

Note – Only 5 marks max for question

Examiner’s Comments

The better candidates clearly explained how performers maximise stability with some excellent use of practical examples. These high scoring candidates were also able to explain why a performer might want to minimise

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eg Sprint start the ‘on your marks’ position is more stable than the ‘set’ position. 4. (Line of gravity 2)

Making line of gravity / centre of mass / centre of gravity closer to a resistance force / point of contact. eg Rugby players lean forwards into a tackle.

5. (Increasing mass)

Increasing body mass. eg American Footballers put on weight to make it more difficult for opposition to knock them over.

stability, again with good use of practical examples such as games players and gymnasts.

Why a performer might want to minimising stability (Must use practical example to gain mark) (Sub max three marks)

6. (Reduce movement time)

To reduce movement time. Eg Set position in sprint start in 100m / take your marks in swimming.

To increase speed. Eg Leaning forwards when running to make 7. (Increase speed) your line of gravity lie outside your base of support. 8. (Change direction)

To change direction quickly or increase agility. Eg When swerving in a game of rugby.

9.(Rotation)

To rotate from take off. eg leaning forwards to jump with spin in gymnastic somersault

10.(Unpredictable)

Decrease stability of the ball in flight by using no spin. Eg football penalty applying force through centre of mass.

To increase stretch eg when defending in netball line of gravity 11.(Range of motion lies outside base of support / / stretch) decreased points of contact / raised centre of mass / gravity Total

Four marks from:



the point at which a body is balanced (in all directions) / the point from which weight 4

appears to act (AO1)

    

to maintain stability centre of mass must be over base of support (AO2)

(1 x

(to increase stability) rugby player lowers centre of mass by bending knees(AO2)

AO1,

(to increase stability) player increases area of base by widening stance(AO2) stability is increased if line of gravity is in centre of base of support (AO2)

Definition must be given for full marks to be awarded.

AO2)

stability is increased if line of gravity is in centre of base of support forwards / player leans forwards (AO2)

Total

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Two marks from:

Reluctance / resistance of a body to change its state of rotation / angular motion

MI = â&#x2C6;&#x2018;m x r2 or MI = the sum of the mass multiplied by the distance of mass from

Dependent on mass of body

Dependent on distribution of mass about axis of rotation

2 (AO1)

the axis of rotation squared

Total

One mark for:

The resistance to motion of two moving objects or surfaces that touch

Three marks from:

(Contact surface) Increased roughness = increased friction e.g. sprinter wears spikes to increase friction which helps them run faster 4

3. 10

(Ground surface) increased roughness = increased friction e.g. tarmacadam track in athletics increases friction

(1 x AO1 3x

(Normal reaction) increased (normal) reaction force = increased friction e.g. shot

AO2)

Sub max 2 if no sporting examples.

Sub max 3 if only 1 sporting example.

putter has high mass to increase normal reaction therefore friction to prevent over rotation in the circle

(Down force) Spoiler on F1 car applies down force, increasing friction to increase speed

(Temperature) Increased temperature = increased friction e.g. F1 racing warm-up lap.

Two marks for:

2 1.

Friction from foot in horizontal direction

Direction of motion matches direction to friction

ÂŠ OCR 2017. You may photocopy this page.

(AO3)

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Three marks from:

Named example e.g. Fosbury flop in high jump or front somersault at take-off

Do not accept sporting example

Description of given technique that causes CoM to move outside body e.g.

unless it is clear CoM is outside

(Fosbury) in flight the jumper arches their back or e.g. (front somersault) weight is

body.

thrown forwards b

Centre of mass will follow predetermined flight path

Effect of technique on Centre of mass e.g. (Fosbury) CoM may pass under bar while

(AO2)

Do not accept diagram without explanation.

jumper clears the bar or e.g. (front somersault) CoM is out in front of body during

take-off

Credit use of diagram if points are

Performer (Fosbury) can clear greater heights with same effort or (front somersault)

explained

can rotate / apply eccentric force / initiate angular rotation

Total

9 At Level 4 responses are likely to

Level 4 (17–20 marks)

 

include:

detailed knowledge and excellent understanding (AO1) well-argued, independent opinion and judgements which are well supported by

detailed analysis and critical evaluation (AO3) very accurate use of technical and specialist vocabulary there is a well-developed line of reasoning which is clear and logically structured. The information presented is relevant and substantiated.

accurate analysis of force



detailed explanation and

plate graph of vertical jump

relevant practical examples (AO2)

  



evaluation of how force plate

(7 x

technology can enhance

AO1

performance in a range of

7x AO2

named sports



Level 3 (12–16 marks)

explanation of a plyometric

AO3)

 

independent opinions and judgements will be present but may not always be



synoptic links are effectively made between the use of force plates and plyometric

good analysis and critical evaluation (AO3) generally accurate use of technical and specialist vocabulary

training programme to improve vertical jump height

good knowledge and clear understanding (AO1)

supported by relevant practical examples (AO2)

 

Clear description and

training to improve vertical jump height

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

there is a line of reasoning presented with some structure. The information



presented is in the most-part relevant and supported by some evidence.

AO1, AO2 and AO3 all covered well in this level.

At Level 3 responses are likely to Level 2 (7-11 marks)

 

include:



limited knowledge and understanding (AO1) opinion and judgement given but often unsupported by relevant practical examples

  

force plate graph



(AO2)

good attempt to analyse the

understanding is shown of

some evidence of analysis and critical evaluation (AO3)

how force plate technology

technical and specialist vocabulary used with limited success

can enhance performance

the information has some relevance and is presented with limited structure. The

with some evaluation of its

information is supported by limited evidence.

use in at least two sports at the top of this level.



A plyometric training programme is described,

Level 1 (1–6 marks)

    

and there will be an attempt to explain it at the top of this

basic knowledge and little understanding (AO1)

level



little or no attempt to give opinion or judgement (AO2)

some synoptic links are

little relevant analysis or critical evaluation (AO3)

made between the use of

little or no attempt to use technical and specialist vocabulary

force plates and plyometric

the information is basic and communicated in an unstructured way. The information

training to improve vertical

is supported by limited evidence and the relationship to the evidence may not be

jump height



clear.

maximum of 7 marks to be awarded for AO1 and 7

(0 marks) No response or no response worthy of credit.

marks for AO2; some AO3 required for top of this level.

(Stages of jump)(AO3) At Level 2 responses are likely to 1.

A = Stationary / standing upright / preparing to jump

o 2.

include:

Ground reaction force = weight of subject

B = Crouched position / squatting / sinking down / lowest point in downward



direction

the stages of the force plate Ground reaction force is reduced or force applied is lower than body

graph



weight

Eccentric muscle contractions created

basic understanding of the use of force plates may be

C = Pushing down during extension of legs / ankles / knees / hips (on plate)

o o o

limited attempt to describe

shown but with little

Ground reaction force is increased

development. At the top of

Due to concentric contraction of leg muscles

this level at least one sport is

Subject is still in contact with ground / force plate or has not taken off /

identified and linked to the

left ground

use of force plates

 (Explanation of use of force plates)

At the top of this level evaluation of force plates may be limited to cost and

Rectangular metal plate (AO1)

o o o o o

availability



Use load cells / strain gauges to measure force

a plyometric training

Force–time / acceleration–time / velocity–time / displacement–time /

programme is outlined with

force– displacement / impulse can be calculated.

some exercises named and

Hand forces can also be measured / parallel and vertical forces

some indication of frequency

E.g. Kistler (leading company behind development)

and intensity



Used in combination with video / motion analysis

maximum of 7 marks to be awarded for AO1 with no

Used to measure motion / gait (AO1)

application.

Analysis of walking / running technique (AO2)

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o o 6.

Rehabilitation (AO2)

At Level 1 responses are likely to

Adaptation of prostheses (AO2)

include:

Used to measure balance (AO1)

o o



stages of the force plate



a very basic description of

Static and dynamic balance (AO1)

graph may be incorrect

Reduction of ankle injuries / sprains (AO2)

the use of force plates which 7.

may only cover

Used to measure explosive strength / power (AO1)

o o o

Force generated at take-off and landing (AO1)

measurement of explosive

Optimise angle of take-off (AO2)

strength or leg power at the

Prevention of injury / reduce strain on joints at landing (AO2)

top of this level

 (Sporting examples – credit where link made to how they optimise performance) (AO2)

Plyometric exercises may be identified with a basic attempt at outlining a

programme at the top of this

Sprint start

o o o o o o

level

Swimming start Swimming turns



some inaccurate information



mainly AO1 content.

may be present

High jump Long / triple jump Jumping high in basketball / volleyball / netball / etc.

AO3 for analysis of graph

Pole vault

(Evaluation of use of force plates) (AO3)

(positives) Improve sporting techniques

o o o o

Injury prevention Rehabilitation Large amount of information generated (for analysis) Immediate / accurate / reliable data

10. (Negatives) Expensive

o o o

Not available to most Must be maintained / calibrated Requires specialist training (to interpret data)

(Plyometric training programme)(Main points are AO1, developments are AO2)

11. (definition) series of explosive exercises to improve the speed at which a muscle shortens / speed of concentric contraction

o o o o

muscles generate a greater force of contraction if pre-stretched Use eccentric contraction prior to concentric contraction Eccentric phase stores elastic energy Concentric phase is enhanced

11. Thorough warm up

o o

Pulse raiser / jogging Dynamic stretches

12. Named exercises e.g. hurdle jumps / bunny hops / bounding / hopping / box jumps

o o

Dev if 3 exercises named Dev if another 3 exercises named

13. Start at low intensity or gradually increase intensity

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Begin with fast exercises / all exercises performed at medium to high

o o o o

Performer needs concentric muscle development before eccentric focus

intensity at full speed

Make sure good technique is maintained Minimal contact time (with ground / medicine ball) Stop if joint / muscle pain is felt

14. Make sure movements are specific to vertical jump

o o

Jumping for height, not distance Lower body exercises

15. Use of sets and repetitions

o o o

2-6 sets and 2-10 reps or 10-30 metres No. of contacts per session Beginner – 40 contacts / Experienced – 150-200 contacts

16. 1-3 minutes rest / recovery / full recovery between sets

Work:rest ratio – 1:5+

17. (Frequency) 2-3 sessions per week

o o o

2 days / 48 hours rest between sessions Allow muscle to repair / heal Protein synthesis / hypertrophy of muscle

18. Thorough cool down / active recovery

o o o o

Removal of lactic acid / buffering Flush oxygenated blood through tissues Use of ice baths Reduce DOMS

(Explanation of benefits) (AO3)

19. Significant increases in explosive strength

o o o

Neuromuscular adaptations Increased recruitment of more motor units Initiation of stretch reflex

Total

Two marks from:

 12

(factor - footwear) - roughness / smoothness of footwear / object in contact with 2

ground

  

(factor - surface) - roughness / smoothness of surface / ground / court

(AO1)

(Normal reaction) - size of down force pressing downward / normal reaction (temperature of surface) - surface temperature

Three marks from:



(a performer needs to) maximise friction force to accelerate, e.g. sprinter wears



(a performer needs to) maximise friction to slow down/stop, e.g. a skier turns the

3 (AO3)

spikes to aid grip when accelerating

Sub max 2 if no practical example used.

skis sideways to slow down/stop

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

(a performer needs to) increase friction to change direction/swerve/side-step, e.g.



a performer increases friction to impart spin on an object, e.g. a slice shot in table

footballer wears studs to enable them to turn quickly

tennis

a headstand is more stable than handstand

(AO3)

Four marks from:



(height) - greater stability because centre of mass is lower (in headstand / higher in handstand) (AO1)

 

(base) - greater stability because area of base of support is larger (AO1) (points of contact) - increasing the number of points of contact can increase area of base (AO2)

 

4 (AO1 x2,

(mass) - the greater the mass the greater the stability (AO1)

AO2

(line of gravity) - the nearer the line of gravity / centre of mass to the centre of base

x2)

Maximum of 2 marks to be awarded for AO1. Maximum of 2 marks to be awarded for AO2.

of support the greater the stability (AO2)



(body shape) - the distribution of body parts can affect centre of mass which can affect stability (e.g. raising arms raises centre of mass which reduces stability) (AO2)

Total

10 Examiner’s Comments

1. B. The runner is at constant velocity

(AO2)

Well answered question. Some learners opted for ‘D’ when unsure which then carried onto an incorrect answer for 3aii. Some were incorrect on 3ai but managed to explain correctly in 3aii.

1. Air resistance/AR is equal to friction/F or AR = F or balanced forces or net force = 0

1 (AO2)

Examiner’s Comments

Well answered question. Examiner’s Comments

1. 2nd law of motion / law of acceleration / NL 2

(AO2)

Many learners seemed keen to use all three of the laws as opposed to answering the ones required. Examiner’s Comments

1. 1st law of motion / law of inertia / NL1

(AO2)

Many learners seemed keen to use all three of the laws as opposed to answering the ones required. Examiner’s Comments

iii

1. 1st law of motion / law of inertia / NL1

(AO2)

Many learners seemed keen to use all three of the laws as opposed to answering the ones required.

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Must have correct units to gain point 3. 1.

The quantity of motion (possessed by a moving body) or the impetus gained by a

mass x velocity or 70 x 10

x 1,

700 kgm/s or 700 kgms-1

AO3 x

moving object c

3 (AO1

Examiner’s Comments

Points 2 and 3 on the mark scheme were most commonly awarded; Point 1 was very rarely attempted and awarded. Well answered question.

1. Speed/velocity = (700 ÷ 100 =) 7 m/s or 7 ms-1

Examiner’s Comments

(AO3) Well answered question. Accept causes a parabolic flight path under first section (GCE spec content but relevant to question). Air resistance – mark 1st 3 answers only

Two marks from: (weight) Stamp KU for explanation and TICK 1.

Downward force

Acts from centre of mass (CM)

Due to gravity/gravitational pull

when example given. Examiner’s Comments

Fairly good subject knowledge with many achieving half marks on the first Three marks from (air resistance) 5 4. d

((Frontal) cross-sectional area) Decrease fxsa = decrease AR,

AO1 3

e.g. sprint cyclist tuck head and hands in and lift knees high 5.

(2 x

(Shape / streamlining) Aerofoil/teardrop/smooth air flow around shape /

x AO2)

aerodynamic = decrease AR, e.g. shape of a discus in flight 6.

excellent terminology and sporting examples. Weaker learners used surface area and often missed sporting examples. Very few accessed point 8

not well covered as students often did not give the effects on air resistance or

(Speed/velocity) Increased speed/velocity = increased AR,

mixed up factors and examples.

e.g. high speed of sprinter 8.

seen in the second section with

on the mark scheme. Points 4-8 were

(Surface characteristics/smoothness/roughness) Smooth surface = decrease AR, e.g. lycra suits of a speed skater / shaved down in cycling

section. Some excellent answers were

Maximum marks were accessed by a

(Air density) Air density decrease = decrease AR

few but many got bogged down with

e.g. drafting in cycling / javelin travels further at altitude

reaction forces when describing the effect of weight in the first part. Common mistakes in second part were not referring to how each factor affected AR and stating surface area (tv), size, weight, wind and clothing (tv) as factors. Examiner’s Comments

Three marks for: Point 1 was achieved by many; very e

Load between fulcrum and effort

Effort arm shown from fulcrum to effort

Load arm shown from fulcrum to load

3 (AO1)

little knowledge of effort arm and load arm was shown. Diagrams varied quite widely and those that struggled often attempted to draw the ankle joint and apply the fulcrum, load and effort, which

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became very confusing to intrepret. They were also then unable to include the load and effort arms.

Must be related to a sporting example and position of 2nd class lever is identified e.g. ball of foot. Accept ankle joint. Examiner’s Comments

Responses were often not linked to the ii

1. Standing on tip toes to defend a shot in netball or jumping from the ball of the foot for rebound in basketball or press up where fulcrum is toes/feet.

1 (AO2)

foot or to a practical example. Quite often the example was very vague (i.e. kicking a ball). Some stated the movement e.g. plantar flexion but with no sports example and others gave sports examples but with no reference to which joint/position of the 2nd class lever. Also many did get it wrong even when they had got lever system correct; bicep curl was a popular response.

Two marks from:

Effort arm is longer than load/resistance arm or effort is further from the fulcrum

Examiner’s Comments

than the load 2.

iii

More effective/efficient at moving heavy loads or can move a large load with

Mechanical advantage = effort arm ÷ load arm/resistance arm

The closer the load is to fulcrum the greater the advantage

The greater the distance between load and effort the greater the advantage

Total

2 (AO1)

relatively small effort

Points 1 and 2 awarded in stronger responses; 3, 4, and 5 were rarely, if at all, accessed.

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