Describing motion along a line

A student threw a ball vertically upwards into the air.

Figure 10 is a velocity-time graph of the ball’s motion after leaving the student’s hand until the ball reaches maximum height.

Air resistance has been ignored.

The maximum height is equal to the area between the line and the horizontal axis.

Calculate the maximum height reached by the ball.

Use Figure 10.

Calculate the gradient of the line in Figure 10.

Use the equation:

What does the gradient of the line in Figure 10 represent?

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The deceleration of the ball.

The distance travelled by the ball.

The speed of the ball.

In Figure 10 air resistance was ignored.

What would happen to the motion of the ball in Figure 10 if air resistance was included?

Tick (✓) two boxes.

The deceleration would be greater.

The final speed would be greater.

The initial kinetic energy would be less.

The initial velocity would be less.

The maximum height of the ball would be less.

The student threw a second ball vertically upwards into the air.

The maximum height reached by the second ball was 5.0 m.

The student caught the ball at the same height that the ball was thrown from.

The displacement of the ball is the straight-line distance between the start height and the end height.

What is the total distance the ball travels?

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0.0 m

5.0 m

10.0 m

What is the displacement of the ball when the student catches the ball?

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0.0 m

5.0 m

10.0 m

A scalar quantity has size, but no direction.

Distance is a scalar quantity.

Which of the following is a scalar quantity?

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Acceleration

Speed

Velocity

Weight

Figure 6 shows the route a car travelled from town P to town Q.

The displacement of the car is the straight-line distance from town P to town Q.

Determine the displacement of the car when the car has travelled from town P to town Q.

Include the direction from north.

At one point in the journey the car had an acceleration of 0.12 m/s².

The car has a mass of 800 kg.

Calculate the resultant force on the car.

Use the equation:

resultant force = mass × acceleration

Figure 7 shows a distance-time graph for a different part of the car’s journey.

Determine the speed of the car.

Figure 9 shows a plan view of the route a car travelled from town P to town Q.

The distance the car travelled is a scalar quantity.

The displacement of the car is a vector quantity.

Describe what is meant by a scalar quantity and a vector quantity.

Determine the displacement of the car when the car has travelled from town P to town Q.

At town Q, the car collided with a stationary van.

Figure 10 shows the two vehicles before and after the collision.

Total momentum was conserved in the collision.

mass of car = 1250 kg mass of van = 3000 kg

Calculate the speed v of the van after the collision.

Figure 10 shows a cyclist on a straight, level road.

At one point in the journey the cyclist’s velocity changed from 5.0 m/s to 9.0 m/s in a time of 2.5 s.

Calculate the acceleration of the cyclist.

Use the equation:

Choose the unit from the box.

The maximum speed of the cyclist was 15 m/s.

The cyclist travelled at this speed for 60 s.

Calculate the distance travelled by the cyclist during this time.

Use the equation:

distance travelled = speed × time

The maximum speed of this cyclist is much higher than the typical mean speed of a cyclist.

What is the typical mean speed of a cyclist?

Tick (✓) one box.

1.5 m/s
3.0 m/s
6.0 m/s

Give two factors that would decrease the maximum speed of a cyclist on a journey.

At the end of the journey the cyclist decelerates from a speed of 15 m/s and stops.

The deceleration of the cyclist is 5 m/s².

Calculate the distance travelled while decelerating.

Use the Physics Equations Sheet.

Figure 13 shows a girl inside a train. The girl is wearing inline skates.

The train is moving at a constant velocity. The girl is stationary relative to the train.

The girl is not touching the train walls.

The train suddenly decelerates.

Explain what will happen to the movement of the girl as the train suddenly decelerates.

Figure 14 shows a velocity-time graph for the train for part of its journey.

Write down the equation which links acceleration (a), change in velocity (Δ v) and time taken (t).

Determine the acceleration of the train between 5 seconds and 11 seconds.

Determine the total displacement of the train between 0 seconds and 25 seconds.

At a different point in the journey the train decelerates from a velocity of 40 m/s to a velocity of 15 m/s

Calculate the distance the train travels while decelerating.

Figure 15 shows part of the track for the train’s journey.

The train moves at a constant speed along this part of the track.

The train is accelerating.

Explain how the train can be accelerating while travelling at a constant speed.

An athlete trains to improve his fitness by walking, cycling and running.

What is a typical mean speed for a person walking?

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What is a typical mean speed for a person cycling?

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The athlete takes part in a race on a straight, horizontal running track.

Figure 6 shows the velocity-time graph for the athlete. A, B, C, D and E represent points in the race.

Determine the time taken for the athlete to move between points C and D.

Point E represents the end of the race.

After point E, the athlete has a constant deceleration.

The athlete stops 14 seconds after the start of the race.

Complete Figure 6 to show the motion of the athlete after point E.

Which section of the graph in Figure 6 shows the athlete moving at constant velocity?

Tick one box.

Which section of the graph in Figure 6 represents a part of the race where the resultant force on the athlete is zero?

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What does the area under a velocity-time graph represent?

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Write the equation which links acceleration, mass and resultant force.

In another race, the athlete had a constant acceleration during the first 3.2 seconds. His velocity increased from 0 m/s to 11.6 m/s

Calculate the acceleration of the athlete.

Use the equation: