Newton's laws of motion

Two drivers race their cars in a straight line over a distance of 400 metres.

Figure 5 shows the cars.

Figure 6 shows a distance-time graph for one car in the race.

When was the car travelling at a constant speed?

Give a reason for your answer.

Tick () one box.

Between 2 seconds and 3 seconds

Between 3 seconds and 4 seconds

Between 4 seconds and 5 seconds

The two horizontal forces acting on the car were a driving force and air resistance.

How did the driving force compare with the air resistance when the car moved at a constant speed?

Give a reason for your answer.

Tick () one box.

The driving force was less than air resistance.

The driving force was the same size as air resistance.

The driving force was greater than air resistance.

At the end of the race, the driver applies the brakes and opens a parachute to decelerate the car.

Figure 7 shows one of the cars at the end of the race.

Why may it be dangerous for a car to have a very large deceleration?

Tick () one box.

The car engine may overheat.

The car will stop in a short distance.

The driver may lose control of the car.

Figure 17 shows a rugby player running with a rugby ball.

Use the Physics Equations Sheet to answer questions 08.1 and 08.2.

Which equation links distance (s), speed (v) and time (t)?

Tick () one box.

The rugby player travels a distance of 44 m in a time of 5.0 s.

Calculate the mean speed of the rugby player.

The rugby player collides with another player and stops.

Use the Physics Equations Sheet to answer questions 08.3 and 08.4.

Which equation links acceleration (a), change in velocity (Δv) and time (t)?

Tick () one box.

a = Δv × t

The velocity of the rugby player changes from 6.0 m/s to 0.0 m/s in a time of 400 ms.

Calculate the deceleration of the rugby player.

Figure 18 shows a rugby player wearing a ‘mouthguard’.

Mouthguards reduce the risk of injury when rugby players collide.

A mouthguard has been invented that transmits data about the deceleration of a rugby player’s head during a collision.

A deceleration of 540 m/s² or more automatically alerts the team doctor at the side of the rugby pitch.

Use the Physics Equations Sheet to answer questions 08.5 and 08.6.

Which equation links acceleration (a), mass (m) and resultant force (F)?

Tick () one box.

F = m × a

The mass of a rugby player’s head is 3500 g.

During a collision the rugby player’s head has a deceleration of 540 m/s².

Calculate the resultant force on the rugby player’s head.

Give one advantage of using the new mouthguard when playing rugby compared with a mouthguard that does not transmit data.

Figure 1 shows a rugby player running with a rugby ball.

Use the Physics Equations Sheet to answer questions 01.1 and 01.2.

Which equation links distance (s), speed (v) and time (t)?

Tick () one box.

The rugby player travels a distance of 44 m in a time of 5.0 s.

Calculate the mean speed of the rugby player.

The rugby player collides with another player and stops.

Use the Physics Equations Sheet to answer questions 01.3 and 01.4.

Which equation links acceleration (a), change in velocity (Δv) and time (t)?

Tick () one box.

a = Δv × t

The velocity of the rugby player changes from 6.0 m/s to 0.0 m/s in a time of 400 ms.

Calculate the deceleration of the rugby player.

Figure 2 shows a rugby player wearing a ‘mouthguard’.

Mouthguards reduce the risk of injury when rugby players collide.

A mouthguard has been invented that transmits data about the deceleration of a rugby player’s head during a collision.

A deceleration of 540 m/s² or more automatically alerts the team doctor at the side of the rugby pitch.

Use the Physics Equations Sheet to answer questions 01.5 and 01.6.

Which equation links acceleration (a), mass (m) and resultant force (F)?

Tick () one box.

F = m × a

The mass of a rugby player’s head is 3500 g.

During a collision the rugby player’s head has a deceleration of 540 m/s².

Calculate the resultant force on the rugby player’s head.

Give one advantage of using the new mouthguard when playing rugby compared with a mouthguard that does not transmit data.

Two drivers raced their cars in a straight line over a distance of 400 metres.

Figure 8 shows the cars.

At the start of the race, one car accelerated from rest at 25 m/s².

The car moved 32 m while accelerating.

Calculate the final velocity of the car.

Use the Physics Equations Sheet.

At the end of the race, each driver applied the brakes and opened a parachute to decelerate the car.

Figure 9 shows one of the cars at the end of the race.

Explain how opening the parachute affects the deceleration of the car.

A student investigated how the acceleration of a glider on an air-track varies with the resultant force on the glider.

Figure 2 shows the apparatus used.

The air blower allows the glider to move along the air-track with almost no friction.

The resultant force acting on the glider is caused by the weight of the masses on the mass holder.

The datalogger calculates the velocity of the glider as the glider passes through the light gate.

This is the method used.

1. Release the glider from rest at the end of the air-track.

2. Record the velocity of the glider from the datalogger.

3. Repeat steps 1 and 2 two more times.

4. Record the resultant force acting on the glider.

5. Repeat steps 1 to 4 using different values of resultant force.

The student should enter the length of the card into the datalogger so that the datalogger can calculate velocity.

Which measuring instrument should the student use to measure the length of the card?

Tick () one box.

Measuring cylinder

Metre rule

Newtonmeter

Stopclock

The light gate measures the time taken for the card to pass through the light gate as 0.043 seconds.

What is the resolution of the light gate?

Tick () one box.

0.001 s
0.003 s
0.043 s

Table 1 shows the values for velocity when the resultant force was 0.50 N.

What is the range of the values for velocity shown in Table 1 ?

_ From ________________ m/s to ________________ m/s

The glider accelerated from rest for a distance of 0.98 m.

Calculate the acceleration of the glider when the velocity was 2.24 m/s.

Use the equation:

The student plotted a graph of the acceleration of the glider against the resultant force.

Figure 3 shows some of the results.

The student concluded:

‘The acceleration is directly proportional to the resultant force because the graph has a constant gradient.’

What other feature on a graph is needed to show a directly proportional relationship?

Tick () one box.

The line should curve upwards.

The line should have a negative gradient.

The line should pass through the origin.

Figure 3 is repeated below.

Calculate the gradient of the line in Figure 3.

Use the equation:

A student investigated how the acceleration of a glider on an air-track varies with the mass of the glider.

Figure 14 shows the apparatus used.

The air blower allows the glider to move along the air-track with almost no friction.

The datalogger calculates the velocity of the glider as the glider passes through the light gate.

The resultant force acting on the glider was constant.

This is the method used.

1. Release the glider from rest at the end of the air-track.

2. Record the velocity of the glider from the datalogger.

3. Calculate the acceleration of the glider.

4. Repeat steps 1 to 3 two more times.

5. Repeat steps 1 to 4 using gliders of different mass.

Which two measurements does the datalogger need to determine the velocity of the glider?

Tick () two boxes.

Gravitational field strength

Length of card

Mass of glider

Temperature of surroundings

Time for card to pass light gate

Table 3 shows the results for a glider with a mass of 0.75 kg.

Determine the uncertainty in the recorded values of acceleration.

Uncertainty = ± ____________________ m/s²

Figure 15 shows the results.

The student concluded: ‘The acceleration of the glider was inversely proportional to the mass of the glider.’

Explain how the results in Figure 15 show that the student was correct.

Figure 1 shows two people wearing inflatable bodysuits.

The bodysuits are made of soft plastic and are inflated with air.

The inflatable bodysuits allow the two people to collide with each other safely.

The two people run towards each other before colliding and coming to a stop.

People wearing bodysuits take more time to stop during a collision than people not wearing bodysuits.

How does wearing bodysuits affect the deceleration of the people during the collision?

Tick (✓) one box.

The deceleration is less.

The deceleration is the same.

The deceleration is greater.

How does wearing bodysuits affect the impact force experienced by each person during the collision?

Tick (✓) one box.

The impact force is less.

The impact force is the same.

The impact force is greater.

Figure 2 shows person A about to collide with person B.

Person A has a mass of 60 kg.

Person A moves with a speed of 3.0 m/s.

Calculate the kinetic energy of person A.

Use the equation:

kinetic energy = 0.5 × mass × (speed)²

After the collision, person B has 45 J of kinetic energy.

Person B has a mass of 40 kg.

Calculate the speed of person B after the collision.

Use the equation:

Figure 3 shows a person in an inflatable sphere rolling down a hill.

Describe how the gravitational potential energy and kinetic energy of the person vary as the sphere rolls down the hill.

Suggest two factors that affect the maximum speed of the person as the sphere reaches the bottom of the hill.

Figure 1 shows a floating hot air balloon attached to the ground by a rope.

The hot air balloon is stationary.

The wind is exerting a force on the hot air balloon in Figure 1.

Which arrow shows the direction of the force of the wind in Figure 1 ?

Tick (✓) one box.

Which force causes the hot air balloon to float?

Tick (✓) one box.

Air resistance

Gravity

Upthrust

The hot air balloon in Figure 1 is stationary.

What is the resultant force on the balloon?

Tick (✓) one box.

The resultant force is the tension in the rope.

The resultant force is the weight.

The resultant force is zero.

The mass of the hot air balloon is 350 kg.

Calculate the weight of the hot air balloon.

gravitational field strength = 9.8 N/kg

Use the equation:

_ weight = mass × gravitational field strength

The hot air balloon exerts a force of 200 N on the rope.

The force causes the rope to stretch by 1.60 m.

The rope behaves like a spring.

Calculate the spring constant of the rope.

Use the equation:

Choose the unit from the box.

A skydiver jumped out of a helicopter.

Figure 4 shows a distance–time graph for the first 12 seconds of the skydiver’s fall.

How does Figure 4 show that the speed of the skydiver increased between 1 second and 6 seconds?

Tick (✓) one box.

The gradient decreases

The gradient stays the same

The gradient increases

What happened to the speed of the skydiver between 8 seconds and 12 seconds?

Use Figure 4.

Tick (✓) one box.

The speed decreased

The speed stayed the same

The speed increased

Determine the mean speed of the skydiver between 0 seconds and 12 seconds.

Use Figure 4 and the equation:

The forces acting on the skydiver during the fall were weight and air resistance.

What happened to the weight of the skydiver during the fall?

Tick (✓) one box.

Weight decreased

Weight stayed the same

Weight increased

What happened to the air resistance acting on the skydiver as the speed of the skydiver increased?

Tick (✓) one box.

Air resistance decreased

Air resistance stayed the same

Air resistance increased

The skydiver reached terminal velocity.

How did the forces acting on the skydiver compare at terminal velocity?

Tick (✓) one box.

Which of the following shows the velocity–time graph for the skydiver falling at terminal velocity?

Tick (✓) one box.

The skydiver decelerated when the parachute opened.

The initial resultant force on the skydiver was 960 N.

The mass of the skydiver was 64 kg.

Calculate the initial deceleration of the skydiver.

Use the equation:

Choose the unit from the box.

Figure 10 shows a karate expert breaking a wooden board with one hand.

When the hand hits the wooden board, the initial velocity of the hand is 7.5 m/s.

The change in momentum of the hand is 5.0 kg m/s.

The mass of the hand is 0.80 kg.

Calculate the final velocity of the hand.

Use the Physics Equations Sheet.

As the hand exerts a force on the wooden board, the wooden board exerts a force on the hand.

Explain how Newton’s third law applies to the hand hitting the wooden board.

Figure 11 shows the hand hitting the wooden board. When the hand hits the wooden board, the wooden board bends.

When the hand hits the wooden board, the hand moves through a distance of 1.2 cm while exerting a force on the wooden board.

The work done by the hand is 6.0 J.

Calculate the force the hand exerts on the wooden board.

Use the Physics Equations Sheet.

The stopping distance of a vehicle depends on the thinking distance and the braking distance.

What is meant by ‘thinking distance’?

What would increase the thinking distance?

Tick (✓) two boxes.

Ice on the road surface

Poor condition of the brakes

The driver being tired

Using a mobile phone while driving

Wet weather

Figure 19 shows how the braking distance of a new car in 2020 compares with the braking distance of a new car in 1975.

The two cars had the same mass and were driven along a level road in sunny weather.

Explain the difference in braking distance between the two cars.

Use Figure 19.

The 2020 car was driven at a speed of 27 m/s. The brakes were applied until the car stopped.

The speed of the car decreased from 27 m/s to 0 m/s with a constant deceleration.

The mass of the car was 850 kg.

Determine the mean braking force on the car.

Use Figure 19.

Use the Physics Equations Sheet.

Figure 10 shows a boat on the sea.

The boat is travelling at a constant speed.

Draw an arrow on Figure 10 to show the size and direction of the force of the water on the propeller.

A quantity can be a scalar quantity or a vector quantity.

Identify which quantities are scalar quantities and which quantities are vector quantities.

Tick (✓) one box in each row.

Which equation links distance (s), speed (v) and time (t)?

Tick (✓) one box.

The speed of the boat is 12 m/s.

Calculate the time taken to travel 6000 m.

Use the Physics Equations Sheet.

Figure 11 shows the forces acting on the boat when it is moving at a constant speed.

The engine of the boat is turned off. The boat slows down and stops.

Explain what happens to the forces acting on the boat.

Figure 2 shows a boat on the sea.

The boat is travelling at a constant speed.

Draw an arrow on Figure 2 to show the size and direction of the force of the water on the propeller.

A quantity can be a scalar quantity or a vector quantity.

Identify which quantities are scalar quantities and which quantities are vector quantities.

Tick (✓) one box in each row.

Which equation links distance (s), speed (v) and time (t)?

Tick (✓) one box.

The speed of the boat is 12 m/s.

Calculate the time taken to travel 6000 m.

Use the Physics Equations Sheet.

Figure 3 shows the forces acting on the boat when it is moving at a constant speed.

The engine of the boat is turned off. The boat slows down and stops.

Explain what happens to the forces acting on the boat.

Figure 7 shows a student driving a bumper car at a theme park.

Figure 8 shows how the speed of the bumper car changed during a time of 20 seconds.

Estimate the distance travelled by the bumper car during the 20 seconds.

The bumper car motor has an efficiency of 80%.

The useful power output of the motor is 220 W.

Calculate the total power input to the motor.

Use the Physics Equations Sheet.

A bumper car collides with a stationary barrier and stops.

The student is wearing a seatbelt.

Explain how the seatbelt stops the student moving.

When the bumper car collided with the barrier, the bumper car came to a stop in a time of 600 ms.

The deceleration of the student was 2.0 m/s².

Calculate the initial velocity of the student.

Use the Physics Equations Sheet.

A student investigated magnetic fields.

Figure 24 shows a cube-shaped magnet and a magnetic compass.

Describe how the student could identify the poles of the magnet using the magnetic compass.

Figure 25 shows a wire with a current in it.

The arrow shows the direction of the current in the wire.

There is a magnetic field around the wire.

Figure 26 shows the wire when the current is in the opposite direction to Figure 25

Complete Figure 26 to show the magnetic field around the wire.

Figure 27 shows an electromagnet made from a coil of wire wrapped around an iron core.

Figure 27

When the switch is closed, there is a magnetic field around the electromagnet.

Label on Figure 27:

The student opened the switch and placed a paper clip near the electromagnet.

When the switch was closed, the paper clip accelerated towards the electromagnet.

Use the Physics Equations Sheet to answer questions 11.4 and 11.5.

Write down the equation which links acceleration (a), mass (m) and resultant force (F).

Explain why the acceleration of the paper clip changes as the paper clip moves towards the magnet.

A student investigated magnetic fields.

Figure 4 shows a cube-shaped magnet and a magnetic compass.

Describe how the student could identify the poles of the magnet using the magnetic compass.

Figure 5 shows a wire with a current in it.

The arrow shows the direction of the current in the wire.

There is a magnetic field around the wire.

Figure 6 shows the wire when the current is in the opposite direction to Figure 5.

Complete Figure 6 to show the magnetic field around the wire.

Figure 7 shows an electromagnet made from a coil of wire wrapped around an iron core.

When the switch is closed, there is a magnetic field around the electromagnet.

Label on Figure 7:

The student opened the switch and placed a paper clip near the electromagnet.

When the switch was closed, the paper clip accelerated towards the electromagnet.

Use the Physics Equations Sheet to answer questions 03.4 and 03.5.

Write down the equation which links acceleration (a), mass (m) and resultant force (F).

Explain why the acceleration of the paper clip changes as the paper clip moves towards the magnet.

A student investigated how the acceleration of a glider varied with the mass of the glider.

The force causing the acceleration was constant.

Figure 13 shows the equipment used.

The air blower allows the glider to move along the air-track with very little friction.

This is the method used.

1. Line up the front of the glider with the marker.

2. Release the glider.

3. Record the velocity as the glider passes through the light gate.

4. Calculate the acceleration of the glider.

5. Repeat steps 1 to 4 using gliders of different mass.

The mass on the mass holder was 25 g.

The change in gravitational potential energy of the mass was 0.147 J.

gravitational field strength = 9.8 N/kg

Calculate the change in height of the mass.

Use the Physics Equations Sheet.

Figure 14 shows the results.

The student concluded:

‘The acceleration of the glider is inversely proportional to the mass of the glider.’

Explain why the student was correct.

Use data from Figure 14 in your answer.

A different student did the investigation using a trolley instead of an air blower and glider.

Figure 15 shows the equipment.

Give one way that the student could make the trolley roll more easily along the bench.

Figure 1 shows a boat pulling a person parasailing.

A rope attaches the person to the boat.

What type of force is the weight?

Tick (✓) one box.

Contact force

Magnetic force

Non-contact force

The mass of the person is 75 kg.

Calculate the weight of the person.

gravitational field strength = 9.8 N/kg

Use the equation:

weight = mass × gravitational field strength

The resultant force acting on the person is zero.

Which of the following describes the motion of the person?

Tick (✓) one box.

Velocity decreasing

Moving at constant velocity

Velocity increasing

The horizontal force on the person is 4300 N.

Calculate the work done by this force in moving the person a horizontal distance of 500 m.

Use the equation:

work done = force × distance

Choose the unit from the box.

The speed of the boat changes.

The height of the person above the water decreases by 18 m.

Calculate the decrease in gravitational potential energy of the person.

mass of person = 75 kg

gravitational field strength = 9.8 N/kg

Use the equation:

gravitational potential energy = mass × gravitational field strength × height

A scalar quantity has size, but no direction.

Distance is a scalar quantity.

Which of the following is a scalar quantity?

Tick (✓) one box.

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 7 shows a boat pulling a person parasailing.

Figure 7 is not drawn to scale.

Write down the equation which links gravitational field strength (g), mass (m) and weight (W).

The weight of the person is 735 N.

Calculate the mass of the person.

gravitational field strength = 9.8 N/kg

The person is moving at a constant velocity.

What is the resultant force acting on the person?

The magnitude of the force of the rope on the person is 5000 N.

Draw a vector diagram on Figure 8 to determine the vertical component and the horizontal component of the force on the rope.

Figure 8

The force of the rope on the person parasailing is 5000 N.

The boat pulls the person for a horizontal distance of 1000 m.

The work done by the force of the rope on the person is not calculated by multiplying 5000 N by 1000 m.

Explain how the work done by the force of the rope on the person could be calculated.

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.

Ten-pin bowling is a game where a ball is rolled along the floor to knock over some wooden pins.

Figure 8 shows a person ten-pin bowling.

The person applied a mean force of 198 N to the ball for a time of 0.25 s.

The mass of the ball was 5.5 kg.

Calculate the velocity of the ball just after leaving the person’s hand.

The collision of the ball with the pins is an example of the conservation of momentum.

Explain how.

Figure 5 shows a car travelling at a constant speed on a straight, level road.

Draw an arrow on Figure 5 to show the direction of the force of air resistance on the car.

The mass of the car is 850 kg

Calculate the weight of the car.

Use the equation:

weight = mass × gravitational field strength

gravitational field strength = 9.8 N/kg

What is the direction of the normal contact force of the road on the wheels?

Tick (✓) one box.

The car is travelling at constant speed.

The resultant force on the car is zero.

How does the size of the normal contact force of the road on the wheels compare with the weight of the car?

Tick (✓) one box.

A car is travelling at a constant speed.

A constant braking force of 5100 N is applied by the brakes.

The car decelerates and stops.

The braking distance is 38 m

Calculate the work done by the braking force.

Choose the unit from the box.

Use the equation: work done = force × distance

Which two factors affect braking distance?

Tick (✓) two boxes.

The distance a car travels during the driver’s reaction time is called the thinking distance.

Which factor affects thinking distance?

Tick (✓) one box.

Figure 6 shows a sketch graph of how thinking distance varies with speed.

Which term describes the relationship between thinking distance and speed?

Tick (✓) one box.

Figure 9 shows a car travelling at a constant speed on a straight, level road.

Figure 10 shows a free body diagram for the car.

Explain how the free body diagram shows that the resultant force on the car is zero.

Table 4 shows how the braking distance of a car varies with the speed of the car.

A car decelerates from 24 m/s to 0 m/s

The work done by the brakes in decelerating the car is 210 000 J

Determine the mean braking force.

Use information from Table 4.

Give your answer to 2 significant figures.

The braking distance is directly proportional to the kinetic energy of the car.

Explain how the data in Table 4 supports this relationship.

Figure 10 shows a girl inside a train which is moving to the left at a speed of 20 m/s

The girl is wearing inline skates.

The train is moving at a constant speed of 20 m/s

The train suddenly decelerates.

The girl continues to move with a speed of 20 m/s

Which of Newton’s laws is a correct explanation of this situation?

Tick (✓) one box.

Figure 11 shows a velocity-time graph for the train as it arrives at a station and stops.

Between which two times on Figure 11 is the train stationary?

Tick (✓) one box.

The train travels at a constant speed between 0 seconds and 5 seconds.

Determine the distance the train travels between 0 seconds and 5 seconds.

Use the equation:

distance travelled = speed × time

Between which two times on Figure 11 is the deceleration of the train the greatest?

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

Determine the acceleration of the train between 15 seconds and 20 seconds.

Write down the equation which links kinetic energy (E_k), mass (m) and speed (v).

At one point in the train’s journey the train’s speed was 6.0 m/s

At this point the kinetic energy of the train was 1 080 000 J

Calculate the mass of the train.

A student investigated how the acceleration of a trolley varied with the resultant force on the trolley.

The force on the trolley was provided by the masses on the string.

Figure 16 shows how the student set up the equipment.

This is the method used.

1. Release the trolley from the top of the runway.

2. As the card passes each light gate a timer turns on and off.

3. The datalogger calculates the velocity of the trolley at light gate A and at light gate B.

4. The datalogger calculates the acceleration using the two velocities.

5. Repeat steps 1 to 4 using different masses.

Which two measurements are needed to determine the velocity of the trolley at each light gate?

Tick (✓) two boxes.

Why was a sloping runway used instead of a flat runway?

Tick (✓) one box.

What are two advantages of using a datalogger and light gates instead of a stopclock in this investigation?

Tick (✓) two boxes.

Write down the equation which links acceleration (a), mass (m) and resultant force (F).

The acceleration of the trolley was 2.4 m/s²

The resultant force on the trolley was 1.2 N

Calculate the mass of the trolley.

A student investigated how the acceleration of a trolley varied with the resultant force on the trolley.

The force on the trolley was provided by the masses on the string.

Figure 5 shows how the student set up the equipment.

This is the method used.

1. Release the trolley from the top of the runway.

2. As the card passes each light gate a timer turns on and off.

3. The datalogger calculates the velocity of the trolley at light gate A and at light gate B.

4. The datalogger calculates the acceleration using the two velocities.

5. Repeat steps 1 to 4 using different masses.

Which two measurements are needed to determine the velocity of the trolley at each light gate?

Tick (✓) two boxes.

Why was a sloping runway used instead of a flat runway?

Tick (✓) one box.

What are two advantages of using a datalogger and light gates instead of a stopclock in this investigation?

Tick (✓) two boxes.

Write down the equation which links acceleration (a), mass (m) and resultant force (F).

The acceleration of the trolley was 2.4 m/s²

The resultant force on the trolley was 1.2 N

Calculate the mass of the trolley.

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.

A student investigated magnets.

The student used a paper clip, metre rule and magnets.

Figure 10 shows the apparatus with one magnet.

Write down the resolution of the metre rule.

Explain why the paper clip is attracted to the magnet.

The student placed the paper clip at different distances from the magnet.

She recorded the minimum distance at which the paper clip did not move towards the magnet.

She repeated the investigation using different numbers of magnets.

Suggest why the magnets used should be identical.

Table 7 shows the results of the investigation.

Predict the value X in Table 7.

There is a resultant force on the paper clip. The resultant force causes the paper clip to accelerate towards the magnet.

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

The mass of the paper clip is 0.0012 kg

Calculate the acceleration of the paper clip when the resultant force on it is 0.000168 N

Give the unit.

The Earth has a magnetic field.

The magnetic field is probably caused by movements inside the Earth.

Name the part of the Earth in which the movements take place.

Give one piece of evidence to show that the Earth’s magnetic field has changed over time.

A student investigated magnets.

The student used a paper clip, metre rule and magnets.

Figure 1 shows the apparatus with one magnet.

Write down the resolution of the metre rule.

Explain why the paper clip is attracted to the magnet.

The student placed the paper clip at different distances from the magnet.

She recorded the minimum distance at which the paper clip did not move towards the magnet.

She repeated the investigation using different numbers of magnets.

Suggest why the magnets used should be identical.

Table 2 shows the results of the investigation.

Predict the value X in Table 2.

There is a resultant force on the paper clip. The resultant force causes the paper clip to accelerate towards the magnet.

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

The mass of the paper clip is 0.0012 kg

Calculate the acceleration of the paper clip when the resultant force on it is 0.000168 N

Give the unit.

The Earth has a magnetic field.

The magnetic field is probably caused by movements inside the Earth.

Name the part of the Earth in which the movements take place.

Give one piece of evidence to show that the Earth’s magnetic field has changed over time.

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

What is a typical mean speed for a person walking?

Tick one box.

What is a typical mean speed for a person cycling?

Tick one box.

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?

Tick one box.

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

Tick one box.

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:

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

Figure 5 shows the velocity-time graph for the athlete during the race.

What is the main force that opposes the athlete’s forward motion?

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

Tick one box.

The athlete has a mass of 94.8 kg

Calculate the momentum of the athlete at a time of 6.0 s

Use Figure 5.

The acceleration is not constant from D to E.

Determine the acceleration at a time of 12.0 s

Use Figure 5.

Give the unit.

Figure 6 is a copy of Figure 5 to help you answer the following questions.

A second athlete starts the race at the same time as the first athlete.

The second athlete moves with a constant acceleration of 1.6 m/s² for the first 6.0 seconds of the race.

The first athlete travels further than the second athlete during the first 6.0 seconds.

Draw a line on Figure 6 to represent the motion of the second athlete for the first 6.0 seconds of the race.

Determine the extra distance travelled by the first athlete over the first 6.0 seconds of the race.

Use Figure 6.