Describing motion along a line

Figure 8 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 8 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 8 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 8 falls, energy is transferred.

These energy transfers are represented in Figure 9.

Complete the labels of the energy stores involved.

Figure 10 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 20 shows a distance/time graph of the race.

State the distance that L has run when M overtakes.

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

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

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

*(c) A student has a trolley and a ramp, as shown in Figure 21.

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 11.

Complete the sentence using data from Figure 11.

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

Use data from the graph in Figure 11 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.

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_........

Figure 12 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.

Calculate the value of m from the graph in Figure 12.

State the value of c from the graph in Figure 12.

Which of these is a scalar quantity?

A student has some cupcake cases.

One cupcake case is shown in Figure 14.

The student drops a stack of cupcake cases with the base facing downwards, as shown in Figure 15.

(Source: © Elena Schweitzer/Shutterstock)

Figure 15

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 16 shows a cupcake case that is falling at a constant velocity.

Draw an arrow on Figure 16 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

Which of these is a scalar quantity?

A student has some cupcake cases.

One cupcake case is shown in Figure 2.

The student drops a stack of cupcake cases with the base facing downwards, as shown in Figure 3.

(Source: © Elena Schweitzer/Shutterstock)

Figure 3

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 4 shows a cupcake case that is falling at a constant velocity.

Draw an arrow on Figure 4 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 9 shows two technicians, L and M, measuring the speed of sound in air.

L fires a starting pistol.

M starts a stopwatch when first seeing the smoke from the starting pistol.

M stops the stopwatch when hearing the bang made by the starting pistol.

The distance between L and M is 120 m.

M’s reaction time is 0.23 s.

The speed of sound in air is 330 m / s.

Calculate M’s reaction time as a percentage of the time sound takes to travel from L to M.

Which of these would improve the technicians’ measurement of the speed of sound?

Figure 10 shows the difference in refraction of sound waves and light waves when these waves travel from air into water.

Explain why the refraction of the sound wave is different from the refraction of the light wave in Figure 10.

Light is one example of an electromagnetic wave.

Light can transfer energy from a lamp to the leaf of a plant, causing chemical reactions in the leaf.

Describe examples of two other electromagnetic waves transferring energy.

Figure 7 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 =_........

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 =_........

Figure 8 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 9 is a graph of the student’s results.

Use the graph in Figure 9 to find the time the trolley takes to roll down the ramp when the angle α = 45.

Use the graph in Figure 9 to estimate the time the trolley takes to roll down the ramp when the angle α = 80.

Show your working on the graph.

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 9 in your answer.

Figure 15 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 =_........

*(b) Figure 16 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 5 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_........

Which of these is a unit of momentum?

Students investigate conservation of momentum using two identical trolleys.

A card is then added to trolley A.

Some of the apparatus is set up as shown in Figure 8.

Describe an investigation the students could carry out to show that momentum is conserved when these two trolleys collide.

You may add to the diagram to help with your answer.

Give a reason for the runway being at a slope.

Figure 9 shows a racket and a tennis ball.

The tennis ball is travelling towards the racket at a velocity of 8.2 m/s.

The ball is hit back in the opposite direction at a velocity of 15 m/s.

The ball has a mass of 0.075 kg.

The ball is in contact with the racket for 12 ms.

Calculate the average force exerted by the ball on the racket.

Use the equation

Describe how Newton’s Third Law of Motion applies to the collision between the racket and the ball.

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

Figure 12 shows part of a wave.

Use data from Figure 12 to calculate the wavelength of the wave.

Figure 13 shows a student sitting on the shore of a lake watching ripples on the surface of the water moving past a toy boat.

The student has a stopwatch.

Describe how the student could determine the frequency of the ripples on the lake.

The speed of a water wave is 1.5 m/s.

The frequency of the wave is 0.70 Hz.

Calculate the wavelength of this wave.

Use the equation

v = f × λ

Water waves are transverse waves.

Describe the difference between transverse waves and longitudinal waves.

Sound waves travel at 330 m/s in air.

A student sees a flash of lightning.

The student hears the sound of thunder 4.0 s later.

Calculate the distance from the student to the flash of lightning.

Use the equation

x = v × t

Figure 10 shows a small steel ball held at a height, h, above the ground.

The ball is released and allowed to fall to the ground.

The height h is 1.4 m.

Calculate the time, t, for the ball to reach the ground.

Use the equation

Two students use the arrangement shown in Figure 10.

They use a stopwatch to time the ball falling through the height of 1.4 m.

The students repeat the measurement many times, but their average value for t is different from the calculated value.

Suggest a reason why the students’ value for t is different from the calculated value.

Suggest one improvement the students could make to their procedure so that their value for t is closer to the calculated value.

Figure 11a shows a box falling towards a hard floor.

The box hits the floor and crumples a little before it comes to rest as shown in Figure 11b.

The momentum of the box just before it hits the floor is 8.7 kg m/s.

The box comes to rest 0.35 s after it first hits the floor.

Calculate the magnitude of the force exerted by the floor on the box.

Use an equation selected from the list of equations at the end of this paper.

State the magnitude and direction of the force exerted by the box on the floor.

Figure 12 shows a ball held in a clamp at R, above the ground.

The ball is released from the clamp and falls.

S is 3.8 m below R.

At S the momentum of the ball is 0.40 kg m/s.

Calculate the mass of the ball.

Acceleration due to gravity, g, = 10 m / s²

mass of the ball_........

The Asteroid Belt is part of our Solar System.

Vesta is an asteroid in the Asteroid Belt.

Vesta orbits the Sun between the orbits of

Vesta has an orbital speed of 1.9 × 10⁴ m/s.

Vesta travels a distance of 2.2 × 10¹² m when it orbits the Sun once.

Calculate the time taken for Vesta to orbit the Sun once.

Explain why Vesta is accelerating even when it is travelling at a constant speed.

Energy is transferred from the Sun to Vesta by radiation.

Explain why the temperature on Vesta does not continue to rise, even though it is absorbing energy from the Sun.

The distance between Vesta and the Sun is 2.4 AU.

1 AU is the distance between the Earth and the Sun.

The intensity of the Sun’s radiation reaching the Earth is 1400 W/m².

1 W = 1 J/s

The intensity of the Sun’s radiation at a distance, d, from the Sun is given by the equation

where K always has the same value.

State the unit of K.

Calculate the intensity of the radiation from the Sun at Vesta.

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 =_........

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 16.

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 2.

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 5 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 5 and any other equipment that is needed.

Figure 6 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 6 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

Use words from the box to complete the sentences below.

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

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

A sound wave in air travels a distance of 220 m in a time of 0.70 s.

State the equation linking speed, distance and time.

Calculate the speed of the sound wave in air.

Figure 2 shows water waves spreading out from a source.

A student measures the wavelength of the waves.

He uses a ruler to measure the distance from one crest to the next crest.

Explain how to improve the student’s method for measuring the wavelength.

Sound waves are longitudinal waves.

Water waves are transverse waves.

Describe the difference between longitudinal waves and transverse waves.

Figure 6 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 7 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.

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

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