Describing motion along a line

Figure 6 shows apparatus set up to investigate the speed of a falling object.

The object is dropped from rest at the position shown. The object falls through the light gate.

The speed of the object, after it has fallen through a height, h, is measured by the light gate.

Label Figure 6 to show the height, h. Your label should look like this

The speed is measured at least four times for each drop height.

Give one reason for repeating the measurements.

The metre rule shown in Figure 6 is used to measure the height, h.

Suggest two ways to make the measurement of h as accurate as possible.

As the object in Figure 6 falls, energy is transferred.

These energy transfers are represented in Figure 7.

Complete the labels of the energy stores involved.

Figure 8 shows wind power generation from the year 2000 onwards.

Estimate the percentage change in wind power generation from 2005 to 2020.

percentage change =_........

Two people, L and M, have a 100 m race.

L starts running before M.

Figure 11 shows a distance/time graph of the race.

State the distance that L has run when M overtakes.

distance =_........ m

Calculate the velocity of L when running the 100 m race.

velocity =_........ m/s

A motorcycle is travelling at a velocity of 6.2 m/s.

The motorcycle accelerates at 2.5 m/s² until its velocity is 10 m/s.

Calculate the time taken for this acceleration.

Use the equation

time taken =_........ s

The motorcycle now decelerates (slows down) from 10 m/s to a stop.

The deceleration is at a constant rate of 4.4 m/s².

Calculate the distance the motorcycle travels as it slows down to a stop.

Use the equation

distance =_........ m

*(c) A student has a trolley and a ramp, as shown in Figure 12.

The height, H, of one end of the ramp can be adjusted.

The student investigates how the average speed of the trolley between X and Y depends on the height, H, of the ramp.

Describe

• the additional equipment that the student needs

• how that equipment is used to obtain the measurements needed.

A car starts from rest and then travels for 70 s as shown on the graph in Figure 5.

Complete the sentence using data from Figure 5.

The car is travelling at constant velocity from_........ s

to_........ s.

Use data from the graph in Figure 5 to show that the car travels a total distance of about 710 m in 70 s.

Calculate the average speed of the car for the total distance travelled.

average speed =_........ m/s

The inertial mass of an object is a measure of how difficult it is to change the velocity of the object.

A force of 450 N acts on a car to give the car an acceleration of 0.35 m/s².

Calculate the inertial mass of the car.

inertial mass of car_........ kg

Figure 6 shows a different velocity/time graph.

This straight line graph can be represented by the equation

Give the quantities that x and y represent in the equation.

x represents_........

y represents_........

Calculate the value of m from the graph in Figure 6.

m =_........ m/s²

State the value of c from the graph in Figure 6.

value of c =_........

Which of these is a scalar quantity?

A student has some cupcake cases.

One cupcake case is shown in Figure 7.

The student drops a stack of cupcake cases with the base facing downwards, as shown in Figure 8.

(Source: © Elena Schweitzer/Shutterstock)

Figure 8

The speed of the falling stack of cupcake cases depends on the number of cupcake cases in the stack.

The student also has a stop clock and a metre rule.

Describe an investigation to show how the speed of the falling stack of cupcake cases depends on the number of cupcake cases in the stack.

A stack of cupcake cases has a mass of 0.005 kg.

Calculate the weight, in newtons, of the stack of cupcake cases.

Gravitational field strength = 10 N / kg

Use the equation

W = mg

Figure 9 shows a cupcake case that is falling at a constant velocity.

Draw an arrow on Figure 9 to show the force due to air resistance on the cupcake case.

State the value of the acceleration of the cupcake case when it is falling at a constant velocity

A car travels along a straight road.

The car accelerates at 3 m / s² for a time of 7 s.

Calculate the change in velocity of the car.

Use the equation

change in velocity = acceleration × time taken

change in velocity =_........ m / s

Which of these is a scalar quantity?

A student has some cupcake cases.

One cupcake case is shown in Figure 1.

The student drops a stack of cupcake cases with the base facing downwards, as shown in Figure 2.

(Source: © Elena Schweitzer/Shutterstock)

Figure 2

The speed of the falling stack of cupcake cases depends on the number of cupcake cases in the stack.

The student also has a stop clock and a metre rule.

Describe an investigation to show how the speed of the falling stack of cupcake cases depends on the number of cupcake cases in the stack.

A stack of cupcake cases has a mass of 0.005 kg.

Calculate the weight, in newtons, of the stack of cupcake cases.

Gravitational field strength = 10 N / kg

Use the equation

W = mg

Figure 3 shows a cupcake case that is falling at a constant velocity.

Draw an arrow on Figure 3 to show the force due to air resistance on the cupcake case.

State the value of the acceleration of the cupcake case when it is falling at a constant velocity.

Figure 4 shows a truck lifting a box.

The box has a mass of 57 kg.

The truck lifts the box through a vertical height of 2.1 m.

The gravitational field strength, g = 10 N/kg

Calculate the change in the gravitational potential energy of the box.

Use the equation

change in gravitational potential energy =_........ J

A cyclist of mass 70 kg travels at a constant velocity of 8 m/s.

Calculate the kinetic energy of the cyclist.

kinetic energy of the cyclist =_........ J

Figure 5 shows a trolley at the top of a slope.

A student gently pushes the trolley until it just starts to roll down the slope.

The student measures the time it takes for the trolley to roll down the slope.

The student repeats this for different values of the angle α.

Figure 6 is a graph of the student’s results.

Use the graph in Figure 6 to find the time the trolley takes to roll down the ramp when the angle α = 45.

time =_........ s

Use the graph in Figure 6 to estimate the time the trolley takes to roll down the ramp when the angle α = 80.

Show your working on the graph.

time =_........ s

The student had a choice of how to measure the time the trolley takes to roll down the ramp.

1. Use a hand‑held stopwatch.

2. Use light gates at the top and bottom of the slope.

The student chose to use the light gates.

Explain why this was the correct choice.

You should refer to the data on the time axis of Figure 6 in your answer.

Figure 12 is a speed limit sign from a European motorway.

The speeds shown are in km/h (kilometres per hour).

The sign tells drivers to drive at a slower speed in wet weather.

Explain why it is safer for drivers to drive at a slower speed in wet weather.

Show that a speed of 31 m/s is less than a speed of 130 km/h.

A car is travelling at a speed of 31 m/s.

The car travels 46 m between the driver seeing an emergency and starting to brake.

Calculate the driver’s reaction time.

Give your answer to 2 significant figures.

driver’s reaction time =_........ s

*(b) Figure 13 is a velocity/time graph for a toy train on a straight track for 7 seconds.

Using information from the graph, describe when and how the velocity and acceleration of the toy train change at different times during the 7 seconds shown on the graph.

Figure 3 is a speed limit sign from a European motorway.

The speeds shown are in km/h (kilometres per hour).

The sign tells drivers to drive at a slower speed in wet weather.

Explain why it is safer for drivers to drive at a slower speed in wet weather.

Show that a speed of 31 m/s is less than a speed of 130 km/h.

A car is travelling at a speed of 31 m/s.

The car travels 46 m between the driver seeing an emergency and starting to brake.

Calculate the driver’s reaction time.

Give your answer to 2 significant figures.

driver’s reaction time_........ s

Quantities can be either scalar or vector.

Which of these is a vector quantity?

Figure 7 shows a ball bearing as it falls slowly through a clear, dense liquid.

The apparatus in Figure 7 is used to find the average speed of the ball bearing as it falls.

Devise an experiment to determine the average speed of the ball bearing as it falls through the liquid.

You should include:

• any extra apparatus you would use to take measurements

• the measurements you would take

• how you would calculate the speed.

A student thinks that the ball bearing falls through the liquid at a constant speed.

Explain how you could develop this experiment to determine if the ball bearing falls through the liquid at constant speed.

You may draw a diagram to help your answer.

The ball bearing is now dropped through air.

The initial velocity of the ball bearing is zero.

The acceleration of the ball bearing is 10m/s².

The ball bearing falls 1.5 m.

Calculate the velocity of the ball bearing when it has fallen 1.5 m.

Use the equation

velocity of ball bearing =_........ m/s

Which of these is the correct equation that relates force, mass and acceleration?

A cyclist has a mass of 70 kg.

Calculate the force needed to accelerate the cyclist at 2.0 m / s².

State the unit.

force =_........ unit =_........

Another cyclist travels 1200 m in a time of 80 s.

Calculate the average speed of the cyclist.

Use the equation

average speed =_........ m / s

A student wants to measure the average speed of a cyclist.

The student estimates that one of his own steps is 1 m.

He counts 100 steps between two posts on a track.

He uses a stopwatch to measure the time the cyclist takes to travel between the two posts.

Figure 2 shows the set‑up used to measure the average speed.

State two improvements the student could make to this method.

A student lifts a toy car from a bench and places the toy car at the top of a slope as shown in Figure 9.

Describe an energy transfer that occurs when the student lifts the toy car from the bench and places the toy car at the top of the slope.

The student lets the toy car roll down the slope.

Describe how the student could find, by experiment, the speed of the toy car at the bottom of the slope.

The student needs to develop the experiment to determine the loss in potential energy and the gain in kinetic energy as the toy car is rolling down the slope.

State the other measurements the student must make.

When the toy car rolls down the slope, some energy is transferred to the surroundings as thermal energy.

State how the student could calculate the amount of energy transferred to the surroundings.

Explain one way the student could reduce the amount of thermal energy transferred to the surroundings as the toy car rolls down the slope.

A student lifts a toy car from a bench and places the toy car at the top of a slope as shown in Figure 1.

Describe an energy transfer that occurs when the student lifts the toy car from the bench and places the toy car at the top of the slope.

The student lets the toy car roll down the slope.

Describe how the student could find, by experiment, the speed of the toy car at the bottom of the slope.

The student needs to develop the experiment to determine the loss in potential energy and the gain in kinetic energy as the toy car is rolling down the slope.

State the other measurements the student must make.

When the toy car rolls down the slope, some energy is transferred to the surroundings as thermal energy.

State how the student could calculate the amount of energy transferred to the surroundings.

Figure 9 is a diagram showing a rocket that is sent into space to try and change the path of a small asteroid.

The rocket has a mass of 5.510⁵kg and is travelling to the right at 14 km / s.

Which of these is a correct calculation of the momentum of the rocket in kg m / s?

Use the equation

The asteroid has a momentum of 7.510¹⁰kg m / s and a mass of 8.0 × 10⁶kg.

Calculate the speed of the asteroid.

speed of the asteroid =_........ m / s

Newton’s third law, when applied to the collision of the rocket and the asteroid as shown in Figure 9, can be stated as follows:

The force exerted by the rocket on the asteroid is equal and opposite to the force exerted by the asteroid on the rocket.

Explain how this statement links to the conservation of momentum in the collision.

Figure 2 shows a way of projecting a small trolley up a sloping track.

When the button is pressed, a spring is released in P that projects the trolley up the track.

The trolley travels up the track, stops and then rolls back down.

The spring in P always exerts the same force when projecting the trolley.

A student investigates how the mass of the trolley affects the maximum vertical height, h, reached by the trolley.

State the measurements the student should make to complete the investigation.

You should make use of the equipment shown in Figure 2 and any other equipment that is needed.

Figure 3 is a graph of the student’s results.

The student states that the energy transferred by the spring is the same each time it is used.

Use data from any two points on the graph in Figure 3 to support this statement.

Describe how the student could extend the investigation to determine the average speed of the trolley as it rolls back down the track.

Which of these speeds would be normal for a person walking?

Figure 1 shows a block hanging from a spring balance.

Use a word from the box to complete the sentence below.

The quantity measured by the spring balance in Figure 1 is

A toy car has a mass of 0.10 kg. The toy car accelerates at 2.0 m/s².

Calculate the force producing this acceleration. State the unit.

Use the equation

F = m × a

force =_........ unit =_........

Use words from the box to complete the sentences below.

Vectors have size and_........ .

Scalars have only_........ .

Figure 3 shows a spinning flywheel.

State how energy is stored in a spinning flywheel.

State one way to increase the amount of energy stored in the flywheel.

Figure 4 shows a skier going down a hill.

She descends through a vertical height of 200 m.

The skier’s mass is 65 kg.

Calculate the change in gravitational potential energy.

Use the equation

Δ GPE = m × g × Δ h

Take the gravitational field strength, g, as 10 N / kg.

change in gravitational potential energy =_........ J

At the bottom of the slope her speed was 36 m/s.

Calculate her kinetic energy at the bottom of the slope.

Use the equation

kinetic energy =_........ J

Describe how her speed at the bottom of the slope could be determined.