Forces Questions 1

35 Questions

Name: ________________________

Class: ________________________

Date: ________________________

Time:

Marks:

Comments:

Q1. Figure 1 shows the forces acting on a car moving at a constant speed.

Figure 1

(a) Which force would have to increase to make the car accelerate?

Tick one box.

A

B

C

D

(1)

(b) The car travels a distance of 2040 metres in 2 minutes.

Use the following equation to calculate the mean speed of the car.

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Mean speed = __________________ m / s

(2)

(c) The car makes an emergency stop.

Figure 2 shows the thinking distance and braking distance of the car.

Figure 2

What is the stopping distance?

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(1)

(d) The person driving the car is tired.

What effect will this have on the thinking distance and braking distance?

Tick one box for thinking distance.

Tick one box for braking distance.

decreases increases stays the

same

thinking distance

braking distance

(2)

(Total 6 marks)

Q2. A newtonmeter measures the weight of objects.

Look at Figure 1.

Figure 1

(a) What is the weight of the object in Figure 1?

Weight = __________________ N

(1)

(b) The spring inside the newtonmeter behaves elastically.

What happens to the length of the spring when the object is removed from the newtonmeter?

Tick one box.

The spring gets longer

The spring gets shorter

The spring stays the same length

(1)

(c) A student carried out a practical to investigate the extension of a spring.

Write a method the student could have used.

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(4)

(d) What could be done to improve the accuracy in this investigation?

Tick two boxes.

Use a pointer from the spring to measure the length.

Use a stronger spring in the practical.

Use a new spring between each reading.

Make sure the spring is stationary before measuring length.

Use a longer rule when measuring length.

(2)

(e) The student added weights to a spring and measured the extension of the spring.

Figure 2 shows his results.

Figure 2

What is the relationship between force applied and extension?

Tick one box.

Extension is inversely proportional to force

Extension increases by smaller values as force increases

Extension is directly proportional to force

(1)

(f) Use Figure 2 to determine the additional force needed to increase the extension in the spring from 5.0 cm to 7.0 cm.

Force needed = __________________ N

(1)

(g) The table below shows some results with a different spring.

Force applied in N Extension in m

0.0 0.000

0.5 0.025

1.0 0.050

1.5 0.075

What would the extension be with a force of 2.0 N?

Tick one box.

0.080 m

0.080 m

0.095 m

0.100 m

(1)

(h) The spring constant for the spring in above Table is 20 N / m.

Calculate the work done in stretching the spring until the extension of the spring is 0.050m

Use the correct equation from the Physics Equation Sheet.

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Work done = __________________ J

(2)

(Total 13 marks)

Q3. A student investigated the force needed to raise a mass through different liquids at a constant speed.

She set up the apparatus shown in the figure below.

(a) In the investigation there are several variables.

Draw one line from each variable to the correct description for this investigation.

Variable Description

Distance the mass was lifted

Control

Value of force on the newtonmeter

Dependent

Mass

Independent

Type of liquid

(3)

(b) The table below shows the student’s results.

Liquid Force in N

Water 10.0

Washing up liquid

11.1

Glycerol 11.5

Syrup 13.8

What was the resolution of the newtonmeter?

Tick one box.

0.1 N

0.5 N

1 N

10 N

(1)

(c) The student wanted to display her results.

How should she display her results?

Tick one box.

A bar chart

A line graph

A pie chart

(1)

(d) Give a reason for your answer to part 03.3.

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(1)

(e) A force of 13.8 N was used to lift the mass 30 cm vertically through the liquid.

Use the following equation to calculate the work done in lifting the mass.

Work done = force × distance

Choose the correct unit from the box.

J m / s N

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Work done = __________________

Unit = __________________

(3)

(Total 9 marks)

Q4. An actor is attached to a wire so that she can hang above the stage.

Look at the figure below.

(a) On The figure above draw two arrows to show the forces acting on the actor.

(2)

(b) Which two forces are acting on the actor?

Tick two boxes.

Air resistance force

Electrostatic force

Gravitational force

Magnetic force

Tension force

(2)

(c) The actor hangs above the stage in a stationary position.

What is the resultant force on the actor?

Resultant force = __________________ N

(1)

(d) The actor has a mass of 70 kg.

Gravitational field strength = 9.8 N / kg

Use the following equation to calculate the weight of the actor.

Weight = mass × gravitational field strength

Give your answer to 2 significant figures.

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Weight of actor = __________________ N

(2)

(e) A motor pulls vertically upwards on the wire with a force of 720 N.

Calculate the resultant force on the actor.

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Resultant force = __________________ N

(1)

(f) Another actor has a mass of 65 kg.

This actor is attached to the wire and the motor pulls her vertically upwards.

The resultant force on the actor is 25 N.

Write down the equation that links acceleration, mass and resultant force.

Equation ___________________________________________________________

(1)

(g) Calculate the acceleration of the actor.

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Acceleration of actor = __________________ m / s2

(3)

(Total 12 marks)

Q5. Four students tested their reaction times using a computer program.

When a green light appeared on the screen the students had to press a key.

Table 1 shows their results.

Table 1

Student Reaction time in s Mean

reaction time in s Test 1 Test 2 Test 3

Boy 1 0.28 0.27 0.26 0.27

Boy 2 0.28 0.47 0.22 0.29

Girl 1 0.31 0.29 0.27 0.29

Girl 2 0.32 0.30 0.29 0.30

(a) What is meant by ‘reaction time’ in this experiment?

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(1)

(b) Boy 2 had an anomalous result in Test 2.

Suggest a reason why.

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(1)

(c) Give one conclusion that can be made from the results in Table 1.

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(1)

(d) Suggest further evidence that you could collect to support your conclusion.

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(1)

(e) Reaction time is important at the start of a race.

Table 2 shows the time taken by a boy to run different distances.

Table 2

Distance in m

Time in s

100 12.74

200 25.63

800 139.46

Reaction time is more important in a 100 m race than in an 800 m race.

Explain why.

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(2)

(f) Two girls, A and B, ran an 800 m race.

The figure below shows how the distance changed with time.

Compare the motion of runners A and B.

Include data from the figure above.

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(6)

(Total 12 marks)

Q6. Four students tested their reaction times using a computer program.

When a green light appeared on the screen the students had to press a key.

Table 1 shows their results.

Table 1

Student Reaction time in s Mean

reaction time in s Test 1 Test 2 Test 3

Boy 1 0.28 0.27 0.26 0.27

Boy 2 0.28 0.47 0.22 0.29

Girl 1 0.31 0.29 0.27 0.29

Girl 2 0.32 0.30 0.29 0.30

(a) What is meant by ‘reaction time’ in this experiment?

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(1)

(b) Boy 2 had an anomalous result in Test 2.

Suggest a reason why.

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(1)

(c) Give one conclusion that can be made from the results in Table 1.

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(1)

(d) Suggest further evidence that you could collect to support your conclusion.

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(1)

(e) Reaction time is important at the start of a race.

Table 2 shows the time taken by a boy to run different distances.

Table 2

Distance in m

Time in s

100 12.74

200 25.63

800 139.46

Reaction time is more important in a 100 m race than in an 800 m race.

Explain why.

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(2)

(f) Two girls, A and B, ran an 800 m race.

The figure below shows how the distance changed with time.

Compare the motion of runners A and B.

Include data from the figure above.

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(6)

(g) Use above Figure to determine Girl B’s speed at 60 s.

Show how you use the graph to obtain your answer.

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Speed = _______________ m / s

(3)

(Total 15 marks)

Q7. A swimmer dives off a boat.

Look at Figure 1.

Figure 1

(a) What two factors determine the momentum of the swimmer?

1. _________________________________________________________________

2. _________________________________________________________________

(2)

(b) What is the unit of momentum?

Tick one box.

J / s

kg m / s

N m

m / s2

(1)

(c) The boat was stationary.

As the swimmer dives forwards, the boat moves backwards.

Use the idea of conservation of momentum to explain why the boat moves backwards.

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(4)

(d) Explain what would happen to the motion of the boat if there were more people on the boat when the swimmer dived off.

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(2)

(e)

The swimmer’s speed increases as she swims away from the boat.

The swimmer has a top speed.

Explain why.

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(5)

(Total 14 marks)

Q8. A student changed the force applied to a spring by adding weights.

The figure below shows a graph of her results.

(a) Write down the equation that links the force applied and extension for a spring.

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(1)

(b) Identify the pattern shown in the figure above.

Explain your answer.

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(2)

(c) Give one way the student could improve her investigation.

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(1)

(d) Describe the relationship between work done and elastic potential energy in stretching a spring.

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(2)

(e) Draw a line on the figure above to show the results for a stiffer spring.

Explain the reason for the line you have drawn.

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(3)

(f) Explain what would happen to the spring if the student kept adding weights?

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(2)

(Total 11 marks)

Q9. Figure 1 shows a skydiver training in an indoor wind tunnel.

Large fans below the skydiver blow air upwards.

Figure 1

(a) The skydiver is in a stationary position.

Complete the free body diagram for the skydiver.

(2)

(b) The skydiver now straightens his legs to increase his surface area.

This causes the skydiver to accelerate upwards.

Explain why straightening his legs cause the skydiver to accelerate upwards.

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(2)

(c) A small aeroplane used for skydiving moves along a runway.

The aeroplane accelerates at 2 m / s2 from a velocity of 8 m / s.

After a distance of 209 m it reaches its take-off velocity.

Calculate the take-off velocity of the aeroplane.

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Take-off velocity = __________________ m / s

(3)

(d) A skydiver jumps from an aeroplane.

There is a resultant vertical force of 300 N on the skydiver.

There is a horizontal force from the wind of 60 N.

Draw a vector diagram on Figure 2 to determine the magnitude and direction of the

resultant force on the skydiver.

Figure 2

Magnitude of resultant force = ___________________ N

(5)

(Total 12 marks)

Q10. This question is about forces.

(a) Force is a vector quantity.

Which is a correct statement about a vector quantity?

Tick one box.

Has direction only

Has direction and magnitude

Has magnitude only

Has neither magnitude nor direction

(1)

(b) A newtonmeter measures the weight of an object.

Look at the figure below.

What is the weight of the object in the figure above?

Weight = _________________ N

(1)

(c) An object has a weight of 6.4 N.

Calculate the mass of the object.

Use the equation

mass = weight ÷ gravitational field strength (g)

gravitational field strength = 9.8 N / kg

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Mass = __________________ kg

(1)

(d) The mass of a bag of sugar is 1 kg.

• On Earth the weight of this bag of sugar is 10 N.

• On Mars the weight of this bag of sugar is 4 N.

Suggest why the weight of the bag of sugar is different on Earth and on Mars.

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(1)

(Total 4 marks)

Q11. This question is about speed.

(a) What is a typical value for the speed of sound?

Tick one box.

3.3 m / s

3.3 × 102 m / s

3.3 × 103 m / s

3.3 × 106 m / s

(1)

(b) Figure 1 shows a distance–time graph of a car.

Figure 1

Explain what Figure 1 shows about the motion of the car between point A and point E.

You should use values from Figure 1 in your answer.

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(4)

(c) The kinetic energy of a moving car depends on the car’s mass and speed.

Write down the equation that links kinetic energy, mass and speed.

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(1)

(d) A car has a mass of 1 650 kg.

The table below shows the kinetic energy of the car moving at 11 m / s.

Mass of car in kg Speed in m / s Kinetic energy in J

1 650 11 99 825

1 650 30

Calculate the missing value in the table above.

Give your answer in kilojoules (kJ).

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Kinetic energy = _________________ kJ

(2)

(e) A man is driving his car at a constant speed on a wet road.

He sees a fallen tree on the wet road and tries to stop quickly to prevent an accident.

Figure 2

© Paul-Briden/iStock/Thinkstock

Explain why the man may not be able to stop in time.

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(6)

(Total 14 marks)

Q12. The figure below shows an ice skater standing on the ice.

Mass 70 kg

(a) Write down the equation that links acceleration, change in velocity and time.

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(1)

(b) As the skater pushes away across the ice there is a small frictional force.

After pushing, the skater starts to move with a velocity of 5 m / s.

He slows to 3 m / s in 6 seconds.

Calculate the acceleration of the skater.

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Acceleration = _________________ m / s2

(2)

(c) Write down the equation that links acceleration, force and mass.

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(1)

(d) Friction reduces the speed of the skater.

Calculate the frictional force acting on the skater to slow him down.

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Frictional force = ___________ N

(2)

(e) The skater stands still on the ice.

He throws his bag to a friend.

As he throws his bag forwards, the skater moves backwards across the ice.

Use the idea of conservation of momentum to explain why he moves backwards.

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(4)

(Total 10 marks)

Q13. A student investigates rolling a marble down a track.

The figure below shows how he sets up the investigation.

The student lets go of the marble from different heights.

He records:

• the height from which he drops the marble (the drop height)

• the height the marble rolls up the other side (the roll height).

(a) What force causes the marble to fall down the track?

Tick one box.

Air resistance

Friction

Gravity

Magnetism

(1)

(b) What is one variable the student should control in the investigation?

Tick one box.

Length of ruler

Length of track

Mass of marble

Roll height

(1)

(c) The table below shows the student’s results.

Drop height in cm

Roll height in cm

Test 1 Test 2 Test 3 Mean

20 15 14 14 14

40 29 33 32

60 47 19 46 46

80 65 61 63 63

What is the independent variable in the investigation?

Tick one box.

Drop height

Length of track

Mass of marble

Roll height

(1)

(d) Calculate the mean roll height of the marble when it is dropped from 40 cm.

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Mean roll height = _________________ cm

(1)

(e) The student calculated the mean roll height for a drop height of 60 cm.

He did not include the result for Test 2 in his calculation.

Why did the student leave out the result for Test 2?

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(1)

(f) Describe how the drop height of the marble affects the roll height.

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(1)

(g) Why does the marble never roll up to the same height the student drops it from?

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(1)

(Total 7 marks)

Q14. Forces can be classed as contact or non-contact forces.

(a) Look at the table below.

Tick one box for each type of force to say whether it is a contact force or a non-contact force.

Type of force Contact force Non-contact

force

Electrostatic

Friction

Gravity

(3)

(b) Force is a vector quantity.

What are two other vector quantities?

Tick two boxes.

Mass

Time

Velocity

Speed

Displacement

(2)

(c) A student does a practical to investigate the relationship between force and extension for a spring.

Figure 1 shows how he set up his experiment.

Figure 1

What could the student do to improve the accuracy of his investigation?

Tick one box.

Use a longer ruler to measure the length

Use a pointer from the spring to measure the length

Use a new spring between each reading

Use a stronger spring in the investigation

(1)

(d) The weight on the spring is the force applied to the spring.

The student puts a mass of 25 g on the spring.

Gravitational field strength = 9.8 N / kg

Calculate the weight on the spring.

Use the equation:

weight = mass × gravitational field strength

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Weight on spring = _________________ N

(3)

(e) The student plotted a graph of force applied and extension of the spring.

Figure 2 shows his graph.

Figure 2

What is the relationship between force applied and extension?

Tick one box.

Extension is directly proportional to force

Extension increases by smaller values as force increases

Extension is inversely proportional to force

(1)

(f) Use Figure 2 to determine the force needed to give an extension of 4.5 cm.

Force needed = _________________ N

(1)

(g) A different spring has a spring constant of 13.5 N / m.

Calculate the elastic potential energy stored in the spring when its extension is 12 cm.

Use the correct equation from the Physics equation sheet.

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Elastic potential energy = _________________ J

(2)

(Total 13 marks)

Q15. This question is about forces, quantities and vectors.

(a) Write down the equation that links gravitational field strength, mass and weight.

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(1)

(b) A small ball weighs 1.4 N.

gravitational field strength, g = 9.8 N / kg

Calculate the mass of the ball.

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Mass = __________________ kg

(3)

(c) A white ball with mass 143 g is moving at a velocity of 7.9 m / s.

It collides with a red ball with mass of 150 g.

The red ball is stationary before the collision. The white ball stops after the collision.

Calculate the velocity of the red ball after the collision.

Give your answer to two significant figures.

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Velocity of red ball = __________________ m / s

(4)

(d) The white ball is thrown high into the air.

After it is released the ball moves up and then back down in a vertical line.

The free body force diagram in the figure below shows the forces on the ball at one point in its flight.

The force arrows are drawn to scale.

Explain what is happening to the ball at this point in its flight.

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(4)

(Total 12 marks)

Q16. The figure below shows a rollercoaster.

The rollercoaster car is raised a vertical distance of 35 m to point A by a motor in 45 seconds.

The mass of the rollercoaster is 600 kg.

The motor has a power rating of 8 000 W.

(a) Calculate the percentage efficiency of the motor.

Gravitational field strength = 9.8 N / kg.

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Efficiency = __________________ %

(5)

(b) The rollercoaster rolls from point A to point B, a drop of 35 m.

Calculate the speed of the roller coaster at point B.

Assume that the decrease in potential energy store is equal to the increase in kinetic energy store.

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Speed at point B = __________________ m / s

(6)

(Total 11 marks)

Q17. When two objects interact, they exert forces on each other.

(a) Which statement about the forces is correct?

Tick (✓) one box.

Tick (✓)

The forces are equal in size and act in the same direction.

The forces are unequal in size and act in the same direction.

The forces are equal in size and act in opposite directions.

The forces are unequal in size and act in opposite directions.

(1)

(b) A fisherman pulls a boat towards land.

The forces acting on the boat are shown in Diagram 1.

The fisherman exerts a force of 300 N on the boat. The sea exerts a resistive force of 250 N on the boat.

Diagram 1

(i) Describe the motion of the boat.

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(2)

(ii) When the boat reaches land, the resistive force increases to 300 N. The fisherman continues to exert a force of 300 N.

Describe the motion of the boat.

Tick (✓) one box.

Accelerating to the right

Constant velocity to the right

Stationary

(1)

(iii) Explain your answer to part (b)(ii).

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(2)

(iv) Another fisherman comes to help pull the boat. Each fisherman pulls with a force of 300 N, as shown in Diagram 2.

Diagram 2 is drawn to scale.

Add to Diagram 2 to show the single force that has the same effect as the two

300 N forces.

Determine the value of this resultant force.

Diagram 2

Resultant force = __________________ N

(4)

(Total 10 marks)

Q18. On 14 October 2012, a skydiver set a world record for the highest free fall from an aircraft.

After falling from the aircraft, he reached a maximum steady velocity of 373 m / s after 632 seconds.

(a) Draw a ring around the correct answer to complete the sentence.

This maximum steady velocity is called the

frictional

initial

terminal

velocity.

(1)

(b) The skydiver wore a chest pack containing monitoring and tracking equipment. The weight of the chest pack was 54 N.

The gravitational field strength is 10 N / kg.

Calculate the mass of the chest pack.

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Mass of chest pack = ____________________ kg

(2)

(c) During his fall, the skydiver’s acceleration was not uniform.

Immediately after leaving the aircraft, the skydiver’s acceleration was 10 m / s2.

(i) Without any calculation, estimate his acceleration a few seconds after leaving the aircraft.

Explain your value of acceleration in terms of forces.

Estimate ______________________________________________________

Explanation ____________________________________________________

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(3)

(ii) Without any calculation, estimate his acceleration 632 seconds after leaving the aircraft.

Explain your value of acceleration in terms of forces.

Estimate ______________________________________________________

Explanation ____________________________________________________

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(3)

(Total 9 marks)

Q19. An investigation was carried out to show how thinking distance, braking distance and stopping distance are affected by the speed of a car.

The results are shown in the table.

Speed in metres

per second

Thinking distance in metres

Braking distance in

metres

Stopping distance in metres

10 6 6 12

15 9 14 43

20 12 24 36

25 15 38 53

30 18 55 73

(a) Draw a ring around the correct answer to complete each sentence.

As speed increases, thinking distance

decreases.

increases.

stays the same.

As speed increases, braking distance

decreases.

increases.

stays the same.

(2)

(b) One of the values of stopping distance is incorrect.

Draw a ring around the incorrect value in the table.

Calculate the correct value of this stopping distance.

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Stopping distance = ________________ m

(2)

(c) (i) Using the results from the table, plot a graph of braking distance against speed.

Draw a line of best fit through your points.

Speed in metres per second

(3)

(ii) Use your graph to determine the braking distance, in metres, at a speed of 22 m / s.

Braking distance = ________________ m

(1)

(d) The speed–time graph for a car is shown below.

While travelling at a speed of 35 m / s, the driver sees an obstacle in the road at time t = 0. The driver reacts and brakes to a stop.

Time in seconds

(i) Determine the braking distance.

______________________________________________________________

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Braking distance = ________________ m

(3)

(ii) If the driver was driving at 35 m / s on an icy road, the speed–time graph would be different.

Add another line to the speed–time graph above to show the effect of travelling at 35 m / s on an icy road and reacting to an obstacle in the road at time t = 0.

(3)

(e) A car of mass 1200 kg is travelling with a velocity of 35 m / s.

(i) Calculate the momentum of the car.

Give the unit.

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Momentum = _____________________

(3)

(ii) The car stops in 4 seconds.

Calculate the average braking force acting on the car during the 4 seconds.

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Force = ________________ N

(2)

(Total 19 marks)

Q20. A student carries out an investigation using a metre rule as a pendulum.

(a) Diagram 1 shows a metre rule.

Diagram 1

(i) Draw, on Diagram 1, an X to show the position of the centre of mass of the

rule.

(1)

(ii) State what is meant by the ‘centre of mass of an object’.

______________________________________________________________

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(1)

(b) The student taped a 100 g mass to a metre rule.

She set up the apparatus as shown in Diagram 2.

She suspended the metre rule from a nail through a hole close to one end, so she could use the metre rule as a pendulum.

The distance d is the distance between the nail and the 100 g mass.

Diagram 2

(i) Draw, on Diagram 2, a Y to show a possible position of the centre of mass of

the pendulum.

(1)

(ii) The student carried out an investigation to find out how the time period of the pendulum varies with d.

Some of her results are shown in the table.

Time for 10 swings in seconds

d in cm First test

Second test

Third test

Mean value

Mean time for

1 swing in seconds

10.0 15.3 15.4 15.5 15.4 1.54

30.0 14.7 14.6 14.7 14.7 1.47

50.0 15.3 15.6 15.4 15.4 1.54

70.0 16.5 16.6 16.5

Complete the table.

You may use the space below to show your working.

______________________________________________________________

______________________________________________________________

(3)

(iii) In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.

Describe how the student would carry out the investigation to get the results in the table in part (ii).

You should include:

• any other apparatus required

• how she should use the apparatus

• how she could make it a fair test

• a risk assessment

• how she could make her results as accurate as possible.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

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(6)

(c) A graph of the student’s results is shown below.

Distance d in cm

(i) Describe the pattern shown by the graph.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(2)

(ii) The student thinks that the measurements of time for d = 10 cm might be

anomalous, so she takes a fourth measurement.

Her four measurements are shown below.

15.3 s 15.4 s 15.5 s 15.3 s

State whether you consider any of these measurements to be anomalous.

Justify your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(2)

(Total 16 marks)

Q21. A bus is taking some children to school.

(a) The bus has to stop a few times. The figure below shows the distance–time graph for part of the journey.

Time in seconds

(i) How far has the bus travelled in the first 20 seconds?

Distance travelled = ______________________ m

(1)

(ii) Describe the motion of the bus between 20 seconds and 30 seconds.

______________________________________________________________

______________________________________________________________

(1)

(iii) Describe the motion of the bus between 30 seconds and 60 seconds.

Tick ( ) one box.

Tick ( )

Accelerating

Reversing

Travelling at constant speed

(1)

(iv) What is the speed of the bus at 45 seconds?

Show clearly on the figure above how you obtained your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Speed = ______________________ m / s

(3)

(b) Later in the journey, the bus is moving and has 500 000 J of kinetic energy.

The brakes are applied and the bus stops.

(i) How much work is needed to stop the bus?

______________________________________________________________

Work = ______________________ J

(1)

(ii) The bus stopped in a distance of 25 m.

Calculate the force that was needed to stop the bus.

______________________________________________________________

______________________________________________________________

Force = ______________________ N

(2)

(iii) What happens to the kinetic energy of the bus as it is braking?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(2)

(Total 11 marks)

Q22. Figure 1 shows a set of tuning forks.

Figure 1

A tuning fork has a handle and two prongs. It is made from metal.

When the prongs are struck on a hard object, the tuning fork makes a sound wave with a single frequency. The frequency depends on the length of the prongs.

(a) Use the correct answer from the box to complete each sentence.

direction loudness pitch speed

The frequency of a sound wave determines its _____________________ .

The amplitude of a sound wave determines its _____________________ .

(2)

(b) Each tuning fork has its frequency engraved on it. A student measured the length of the prongs for each tuning fork.

Some of her data is shown in the table.

Frequency in hertz

Length of prongs in cm

320 9.5

384 8.7

480 7.8

512 7.5

(i) Describe the pattern shown in the table.

______________________________________________________________

______________________________________________________________

(1)

(ii) Figure 2 shows a full-size drawing of a tuning fork.

Figure 2

Measure and record the length of the prongs.

Length of prongs = _______________ cm

(1)

Use the data in the table above to estimate the frequency of the tuning fork in Figure 2.

Explain your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Estimated frequency = _______________ Hz

(3)

(c) Ultrasound waves are used in hospitals.

(i) Use the correct answer from the box to complete the sentence.

electronic hydraulic radioactive

Ultrasound waves can be produced by ______________________ systems.

(1)

(ii) The frequency of an ultrasound wave used in a hospital is 2 × 106 Hz.

It is not possible to produce ultrasound waves of this frequency using a tuning

fork.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(2)

(d) Figure 3 shows a tuning fork and a microphone. The microphone is connected to an oscilloscope.

Figure 3

© Sciencephotos/Alamy

When the tuning fork is struck and then placed in front of the microphone, a trace appears on the oscilloscope screen.

Figure 4 shows part of the trace on the screen.

Figure 4

Each horizontal division in Figure 4 represents a time of 0.0005 s.

What is the frequency of the tuning fork?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Frequency = ___________________ Hz

(3)

(Total 13 marks)

Q23. A student investigated the behaviour of springs. She had a box of identical springs.

(a) When a force acts on a spring, the shape of the spring changes.

The student suspended a spring from a rod by one of its loops. A force was applied to the spring by suspending a mass from it.

Figure 1 shows a spring before and after a mass had been suspended from it.

Figure 1

Before After

(i) State two ways in which the shape of the spring has changed.

1. ____________________________________________________________

2. ____________________________________________________________

(2)

(ii) No other masses were provided.

Explain how the student could test if the spring was behaving elastically.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(2)

(b) In a second investigation, a student took a set of measurements of force and extension.

Her results are shown in Table 1 .

Table 1

Force in newtons 0.0 1.0 2.0 3.0 4.0 5.0 6.0

Extension in cm 0.0 4.0 12.0 16.0 22.0 31.0

(i) Add the missing value to Table 1.

Explain why you chose this value.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(3)

(ii) During this investigation the spring exceeded its limit of proportionality.

Suggest a value of force at which this happened.

Give a reason for your answer.

Force = _________________ N

Reason _______________________________________________________

______________________________________________________________

______________________________________________________________

(2)

(c) In a third investigation the student:

• suspended a 100 g mass from a spring

• pulled the mass down as shown in Figure 2

• released the mass so that it oscillated up and down

• measured the time for 10 complete oscillations of the mass

• repeated for masses of 200 g, 300 g and 400 g.

Figure 2

Her results are shown in Table 2.

Table 2

Time for 10 complete oscillations in

seconds

Mass in g Test 1 Test 2 Test 3 Mean

100 4.34 5.20 4.32 4.6

200 5.93 5.99 5.86 5.9

300 7.01 7.12 7.08 7.1

400 8.23 8.22 8.25 8.2

(i) Before the mass is released, the spring stores energy.

What type of energy does the spring store?

Tick ( ) one box.

Tick ( )

Elastic potential energy

Gravitational potential energy

Kinetic energy

(1)

(ii) The value of time for the 100 g mass in Test 2 is anomalous.

Suggest two likely causes of this anomalous result.

Tick ( ) two boxes.

Tick ( )

Misread stopwatch

Pulled the mass down too far

Timed half oscillations, not complete oscillations

Timed too few complete oscillations

Timed too many complete oscillations

(2)

(iii) Calculate the correct mean value of time for the 100 g mass in Table 2.

______________________________________________________________

______________________________________________________________

Mean value = __________________ s

(1)

(iv) Although the raw data in Table 2 is given to 3 significant figures, the mean values are correctly given to 2 significant figures.

Suggest why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(2)

(v) The student wanted to plot her results on a graph. She thought that four sets of results were not enough.

What extra equipment would she need to get more results?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(2)

(Total 17 marks)

Q24.

(a) Figure 1 shows the distance–time graph for a person walking to a bus stop.

Figure 1

Time in seconds

(i) Which one of the following statements describes the motion of the person between points R and S on the graph?

Tick (✓) one box.

Not moving

Moving at constant speed

Moving with increasing speed

(1)

(ii) Another person, walking at constant speed, travels the same distance to the bus stop in 200 seconds.

Complete Figure 2 to show a distance–time graph for this person.

Figure 2

Time in seconds

(1)

(b) A bus accelerates away from the bus stop at 2.5 m/s2.

The total mass of the bus and passengers is 14 000 kg.

Calculate the resultant force needed to accelerate the bus and passengers.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Resultant force = ____________________ N

(2)

(Total 4 marks)

Q25. A paintball gun is used to fire a small ball of paint, called a paintball, at a target.

The figure below shows someone just about to fire a paintball gun.

The paintball is inside the gun.

(a) What is the momentum of the paintball before the gun is fired?

___________________________________________________________________

Give a reason for your answer.

___________________________________________________________________

___________________________________________________________________

(2)

(b) The gun fires the paintball forwards at a velocity of 90 m / s.

The paintball has a mass of 0.0030 kg.

Calculate the momentum of the paintball just after the gun is fired.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Momentum = ____________________ kg m / s

(2)

(c) The momentum of the gun and paintball is conserved.

Use the correct answer from the box to complete the sentence.

equal to greater than less than

The total momentum of the gun and paintball just after the gun is fired

will be ____________________________ the total momentum of the gun and

paintball before the gun is fired.

(1)

(Total 5 marks)

Q26. (a) Figure 1 shows the horizontal forces acting on a moving bicycle and cyclist.

Figure 1

(i) What causes force A?

Draw a ring around the correct answer.

friction gravity weight

(1)

(ii) What causes force B?

______________________________________________________________

(1)

(iii) In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.

Figure 2 shows how the velocity of the cyclist changes during the first part of a

journey along a straight and level road. During this part of the journey the force applied by the cyclist to the bicycle pedals is constant.

Figure 2

Time

Describe how and explain, in terms of the forces A and B, why the velocity of

the cyclist changes:

• between the points X and Y

• and between the points Y and Z, marked on the graph in Figure 2.

______________________________________________________________

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Extra space ____________________________________________________

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(6)

(b) (i) The cyclist used the brakes to slow down and stop the bicycle.

A constant braking force of 140 N stopped the bicycle in a distance of 24 m.

Calculate the work done by the braking force to stop the bicycle. Give the unit.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Work done = ______________________________

(3)

(ii) Complete the following sentences.

When the brakes are used, the bicycle slows down. The kinetic energy of the

bicycle ______________________________ .

At the same time, the ______________________________ of the brakes

increases.

(2)

(Total 13 marks)

Q27. The figure below shows a skateboarder jumping forwards off his skateboard.

The skateboard is stationary at the moment the skateboarder jumps.

(a) The skateboard moves backwards as the skateboarder jumps forwards.

Explain, using the idea of momentum, why the skateboard moves backwards.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

(3)

(b) The mass of the skateboard is 1.8 kg and the mass of the skateboarder is 42 kg.

Calculate the velocity at which the skateboard moves backwards if the skateboarder jumps forwards at a velocity of 0.3 m / s.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Velocity of skateboard = ____________________ m / s

(3)

(Total 6 marks)

Q28. Figure 1 shows a golfer using a runway for testing how far a golf ball travels on grass.

One end of the runway is placed on the grass surface. The other end of the runway is lifted up and a golf ball is put at the top. The golf ball goes down the runway and along the grass surface.

Figure 1

(a) A test was done three times with the same golf ball.

The results are shown in Figure 2.

Figure 2

(i) Make measurements on Figure 2 to complete Table 1.

Table 1

Test Distance measured in centimetres

1 8.5

2

3

(2)

(ii) Calculate the mean distance, in centimetres, between the ball and the edge of the runway in Figure 2.

______________________________________________________________

Mean distance = ____________________ cm

(1)

(iii) Figure 2 is drawn to scale.

Scale: 1 cm = 20 cm on the grass.

Calculate the mean distance, in centimetres, the golf ball travels on the grass surface.

______________________________________________________________

Mean distance on the grass surface = _______________ cm

(1)

(iv) The distance the ball travels along the grass surface is used to estimate the ‘speed’ of the grass surface.

The words used to describe the ‘speed’ of a grass surface are given in Table 2.

Table 2

‘Speed’ of grass surface

Mean distance the golf ball travels in centimetres

Fast 250

Medium fast 220

Medium 190

Medium Slow 160

Slow 130

Use Table 2 and your answer in part (iii) to describe the ‘speed’ of the grass

surface.

______________________________________________________________

(1)

(b) The shorter the grass, the greater the distance the golf ball will travel. A student uses the runway on the grass in her local park to measure the distance the golf ball travels.

(i) Suggest two variables the student should control.

______________________________________________________________

______________________________________________________________

______________________________________________________________

(2)

(ii) She carried out the test five times. Her measurements, in centimetres, are shown below.

75 95 84 74 79

What can she conclude about the length of the grass in the park?

______________________________________________________________

______________________________________________________________

(1)

(c) Another student suggests that the ‘speed’ of a grass surface depends on factors other than grass length.

She wants to test the hypothesis that ‘speed’ depends on relative humidity.

Relative humidity is the percentage of water in the air compared to the maximum amount of water the air can hold. Relative humidity can have values between 1% and 100%.

The student obtains the data in Table 3 from the Internet.

Table 3

Relative humidity expressed as a percentage

Mean distance the golf ball travels in centimetres

71 180

79 162

87 147

(i) Describe the pattern shown in Table 3.

______________________________________________________________

______________________________________________________________

(1)

(ii) The student writes the following hypothesis: ‘The mean distance the golf ball travels is inversely proportional to relative

humidity.’

Use calculations to test this hypothesis and state your conclusion.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(3)

(iii) The data in Table 3 does not allow a conclusion to be made with confidence.

Give a reason why.

______________________________________________________________

______________________________________________________________

(1)

(d) In a test, a golf ball hits a flag pole on the golf course and travels back towards the edge of the runway as shown in Figure 3.

Figure 3

The distance the ball travels and the displacement of the ball are not the same.

What is the difference between distance and displacement?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

(2)

(Total 15 marks)

Q29. (a) The diagram shows a car at position X.

The handbrake is released and the car rolls down the slope to Y. The car continues to roll along a horizontal surface before stopping at Z. The brakes have not been used during this time.

(i) What type of energy does the car have at X?

________________________________________

(1)

(ii) What type of energy does the car have at Y?

________________________________________

(1)

(b) The graph shows how the velocity of the car changes with time between Y and Z.

(i) Which feature of the graph represents the negative acceleration between Y and Z?

______________________________________________________________

(1)

(ii) Which feature of the graph represents the distance travelled between Y and Z?

______________________________________________________________

(1)

(iii) The car starts again at position X and rolls down the slope as before. This time the brakes are applied lightly at Y until the car stops.

Draw on the graph another straight line to show the motion of the car between Y and Z.

(2)

(c) Three students carry out an investigation. The students put trolley D at position P on

a slope. They release the trolley. The trolley rolls down the slope and along the floor as shown in the diagram.

The students measure the distance from R at the bottom of the slope to S where the

trolley stops. They also measure the time taken for the trolley to travel the distance RS. They repeat the investigation with another trolley, E.

Their results are shown in the table.

Trolley Distance RS

in centimetres

Time taken in

seconds

Average velocity in centimetres

per second

D 65 2.1

E 80 2.6

(i) Calculate the average velocity, in centimetres per second, between R and S for trolleys D and E. Write your answers in the table.

______________________________________________________________

______________________________________________________________

______________________________________________________________

(3)

(ii) Before the investigation, each student made a prediction.

• Student 1 predicted that the two trolleys would travel the same distance.

• Student 2 predicted that the average velocity of the two trolleys would be

the same.

• Student 3 predicted that the negative acceleration of the two trolleys would be the same.

Is each prediction correct?

Justify your answers.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(3)

(Total 12 marks)

Q30. The diagram shows a climber part way up a cliff.

(a) Complete the sentence.

When the climber moves up the cliff, the climber

gains gravitational ______________________ energy.

(1)

(b) The climber weighs 660 N.

(i) Calculate the work the climber must do against gravity, to climb to the top of the cliff.

______________________________________________________________

______________________________________________________________

Work done = _________________________ J

(2)

(ii) It takes the climber 800 seconds to climb to the top of the cliff. During this time the energy transferred to the climber equals the work done by the climber.

Calculate the power of the climber during the climb.

______________________________________________________________

______________________________________________________________

Power = _________________________ W

(2)

(Total 5 marks)

Q31. The diagram shows how the thinking distance and braking distance of a car add together to give the stopping distance of the car.

(a) Use words from the box to complete the sentence.

distance energy force time

The stopping distance is found by adding the distance the car travels during the

driver’s reaction ____________________ and the distance the car travels under the

braking ____________________ .

(2)

(b) Which one of the following would not increase the thinking distance?

Tick ( ) one box.

The car driver being tired.

The car tyres being badly worn.

The car being driven faster.

(1)

(c) The graph shows how the braking distance of a car changes with the speed of the car. The force applied to the car brakes does not change.

Speed in metres/second

(i) What conclusion about braking distance can be made from the graph?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(2)

(ii) The graph is for a car driven on a dry road.

Draw a line on the graph to show what is likely to happen to the braking distance at different speeds if the same car was driven on an icy road.

(1)

(d) A local council has reduced the speed limit from 30 miles per hour to 20 miles per hour on a few roads. The reason for reducing the speed limit was to reduce the number of accidents.

(i) A local newspaper reported that a councillor said:

“It will be much safer because drivers can react much faster when driving at 20 miles per hour than when driving at 30 miles per hour.”

This statement is wrong. Why?

______________________________________________________________

______________________________________________________________

(1)

(ii) The local council must decide whether to introduce the lower speed limit on a lot more roads.

What evidence should the local council collect to help make this decision?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(2)

(Total 9 marks)

Q32. The diagram shows a boat pulling a water skier.

(a) The arrow represents the force on the water produced by the engine propeller. This force causes the boat to move.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

(2)

(b) The boat accelerates at a constant rate in a straight line. This causes the velocity of the water skier to increase from 4.0 m/s to 16.0 m/s in 8.0 seconds.

(i) Calculate the acceleration of the water skier and give the unit.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Acceleration = _________________________

(3)

(ii) The water skier has a mass of 68 kg.

Calculate the resultant force acting on the water skier while accelerating.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Resultant force = _________________________ N

(2)

(iii) Draw a ring around the correct answer to complete the sentence.

The force from the boat pulling the water skier forwards

less than

will be the same as the answer to part (b)(ii).

greater than

Give the reason for your answer.

______________________________________________________________

______________________________________________________________

(2)

(Total 9 marks)

Q33. (a) The stopping distance of a vehicle is made up of two parts, the thinking distance and

the braking distance.

(i) What is meant by thinking distance?

______________________________________________________________

______________________________________________________________

(1)

(ii) State two factors that affect thinking distance.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________

(2)

(b) A car is travelling at a speed of 20 m/s when the driver applies the brakes. The car decelerates at a constant rate and stops.

(i) The mass of the car and driver is 1600 kg.

Calculate the kinetic energy of the car and driver before the brakes are applied.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Kinetic energy = _________________________ J

(2)

(ii) How much work is done by the braking force to stop the car and driver?

Work done = _________________________ J

(1)

(iii) The braking force used to stop the car and driver was 8000 N.

Calculate the braking distance of the car.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Braking distance = _________________________ m

(2)

(iv) The braking distance of a car depends on the speed of the car and the braking force applied.

State one other factor that affects braking distance.

______________________________________________________________

______________________________________________________________

(1)

(v) Applying the brakes of the car causes the temperature of the brakes to increase.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(2)

(c) Hybrid cars have an electric engine and a petrol engine. This type of car is often fitted with a regenerative braking system. A regenerative braking system not only slows a car down but at the same time causes a generator to charge the car’s battery.

State and explain the benefit of a hybrid car being fitted with a regenerative braking system.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

(3)

(Total 14 marks)

Q34. (a) The diagram shows two forces acting on an object.

What is the resultant force acting on the object?

Tick ( ) one box.

8 N to the right

8 N to the left

4 N to the right

4 N to the left

(1)

(b) BASE jumpers jump from very high buildings and mountains for sport.

The diagram shows the forces acting on a BASE jumper in flight. The BASE jumper is wearing a wingsuit.

(i) Draw a ring around the correct answer in the box to complete each sentence.

The BASE jumper accelerates forwards when force A

smaller than

is equal to force B.

bigger than

The BASE jumper falls with a constant speed when force C

smaller than

is equal to force D.

bigger than

(2)

(ii) To land safely the BASE jumper opens a parachute.

What effect does opening the parachute have on the speed of the falling BASE jumper?

______________________________________________________________

Give a reason for your answer.

______________________________________________________________

______________________________________________________________

(2)

(Total 5 marks)

Q35. A car has an oil leak. Every 5 seconds an oil drop falls from the bottom of the car onto the road.

(a) What force causes the oil drop to fall towards the road?

___________________________________________________________________

(1)

(b) The diagram shows the spacing of the oil drops left on the road during part of a journey

Describe the motion of the car as it moves from A to B.

___________________________________________________________________

Explain the reason for your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

(3)

(c) When the brakes are applied, a braking force slows down and stops the car.

(i) The size of the braking force affects the braking distance of the car.

State one other factor that affects the braking distance of the car.

______________________________________________________________

(1)

(ii) A braking force of 3 kN is used to slow down and stop the car in a distance of 25 m.

Calculate the work done by the brakes to stop the car and give the unit.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Work done =_________________________

(3)

(Total 8 marks)

Mark schemes

Q1. (a) C

1

(b) 2040 / 120 1

17 (m / s) 1

allow 17 (m / s) with no working shown for 2 marks

(c) the thinking distance and the braking distance combined

accept 36 m 1

(d) thinking distance increases 1

braking distance stays the same 1

[6]

Q2. (a) 5.5 (N)

1

(b) The spring gets shorter 1

(c) Level 2 (3–4 marks):

A detailed and coherent description of the experiment. The response provides a logical sequence.

Level 1 (1–2 marks):

Simple description of the experiment with some steps missing. The response may not be in a logical sequence and may not lead to the collection of valid results.

0 marks:

No relevant content.

Indicative content

• set up a clamp stand with a clamp and hang a spring on it • use another clamp and boss to fix a half metre rule alongside the spring • record the metre rule reading that is level with the bottom of the spring • hang a weight from the bottom of the spring • record the new reading on the rule and the extension on the spring • remove the weight and check the length of the spring • repeat by adding more weights and record the readings on the rule

4

(d) Use a pointer from the spring to measure the length. 1

Make sure the spring is stationary before measuring length. 1

(e) Extension is directly proportional to force

if more than one box ticked apply list principle 1

(f) 0.5 (N) 1

(g) 0.100 m

if more than one box ticked apply list principle 1

(h) 0.5 × 20 × (0.050)2

1

= 0.025 (J) 1

allow 0.025 (J) with no working for 2 marks

[13]

Q3. (a) Variable Description

allow one mark for each correct line

if more than one line is drawn from any variable then all of those lines are wrong

1

(b) 0.1 N

if more than one box ticked apply list principle 1

(c) A bar chart

if more than one box ticked apply list principle 1

(d) some of the data is categoric 1

(e) 13.8 × 0.30 1

4.14 1

allow 4.14 without working shown for 2 marks

J 1

[9]

Q4. (a)

arrow pointing vertically upwards 1

arrow pointing vertically downwards 1

(b) Gravitational force

if more than two boxes ticked apply list principle 1

Tension force 1

(c) 0 (N) 1

(d) weight = 70 × 9.8 (= 686) 1

weight = 690 (N) 1

allow 690 (N) with no working shown for 2 marks

allow 686 (N) with no working shown for 1 mark

(e) 34 (N) / 30 (N)

allow ecf from 05.4 correctly calculated 1

(f) resultant force = mass × acceleration

accept F = ma 1

accept equation correctly rearranged for a

(g) 25 = 65 × a 1

a = 25 / 65 1

a = 0.38(4615…) (m / s2) 1

allow 0.38 (m / s2) with no working for 3 marks

[12]

Q5.

(a) the time it took from seeing the green light to pressing a key 1

(b) he could have been distracted 1

(c) boys have a shorter reaction time than girls

or

reaction time improves with practice 1

(d) collect more data / larger sample size

must link to response in 06.3

or

take more repeat readings per person 1

(e) reaction time will have less effect (as distance increases) 1

because it is a smaller proportion of the total race time 1

(f) Level 3 (5–6 marks): A coherent description of the race, which uses data from the graph, including discussion of the meanings of the changing gradient of both of the lines.

Level 2 (3–4 marks): Multiple pieces of data taken from the graphs used to evidence a comparison between the runners. Likely to include discussion of the meaning of the (changing) gradient of one of the lines. Answer not coherently structured.

Level 1 (1–2 marks):

Some data taken from the graph, but may be limited to one aspect or simple readings. Lack of coherence in answer.

0 marks:

No relevant content.

Indicative content • A starts at constant speed for 440 m / 60 s • A then slows down from 60 s • the gradient for B is lower at the start so B starts at a slower speed • the gradient for B increases so B accelerates • B overtook A at 700 m / 114 s

• B has a greater top speed because the maximum gradient is greater • B won the race in 126 s / beat A by 34 s

6

[12]

Q6. (a) the time it took from seeing the green light to pressing a key

1

(b) he could have been distracted 1

(c) boys have a shorter reaction time than girls

or

reaction time improves with practice 1

(d) collect more data / larger sample size

must link to response in 1.3

or

take more repeat readings per person 1

(e) reaction time will have less effect (as distance increases) 1

because it is a smaller proportion of the total race time 1

(f) Level 3 (5–6 marks):

A coherent description of the race, which uses data from the graph, including discussion of the meanings of the changing gradient of both of the lines.

Level 2 (3–4 marks): Multiple pieces of data taken from the graphs used to evidence a comparison between the runners. Likely to include discussion of the meaning of the (changing) gradient of one of the lines. Answer not coherently structured.

Level 1 (1–2 marks):

Some data taken from the graph, but may be limited to one aspect or simple readings. Lack of coherence in answer.

0 marks:

No relevant content.

Indicative content • A starts at constant speed for 440 m / 60 s • A then slows down from 60 s

• the gradient for B is lower at the start so B starts at a slower speed • the gradient for B increases so B accelerates • B overtook A at 700 m / 114 s

• B has a greater top speed because the maximum gradient is greater • B won the race in 126 s / beat A by 34 s

6

(g) tangent drawn at 60s 1

data obtained using correct information 1

5.5(m / s)

accept answer in range 5.3 to 5.7

1

[15]

Q7. (a) mass

1

velocity 1

(b) kg m / s 1

(c) momentum before = momentum after 1

and before diving in the momentum of the diver and (small) boat is zero 1

after diving the diver has forwards momentum / momentum to the right 1

therefore the (small) boat has equal backwards momentum / equal momentum to the left

1

(d) the boat moves back more slowly 1

because there is more mass (but momentum stays the same) 1

(e) as she swims there is a drag force 1

as speed increases so does the drag force 1

she accelerates less 1

drag force = thrust force

accept resultant force = 0 1

the swimmer reaches terminal velocity 1

[14]

Q8. (a) force = spring constant × extension

accept f = ke 1

(b) extension is directly proportional to the force applied 1

because it is straight line through the origin 1

(c) test a greater range of load

or

test more springs 1

(d) work done is equal to elastic potential energy 1

as long as the spring does not go past the limit of proportionality 1

(e) line extending with a greater gradient than existing line 1

a stiffer spring has a greater spring constant (k) 1

k = F / e 1

(f) the spring will be deformed

accept not gone back to original shape 1

because it has passed the elastic limit 1

[11]

Q9. (a) arrow of equal size pointing vertically downwards

judged by eye 1

labelled ‘weight’ 1

(b) the upwards force is greater than the downwards force 1

because air resistance increases 1

(c) v2 = (2 × 2 × 209) + 82

1

v = 1

v = 30 (m / s) 1

allow 30 (m / s) without working shown for 3 calculation marks

(d) vertical force (300 N) drawn with a suitable scale 1

horizontal force (60 N) drawn to the same scale 1

resultant force drawn in correct direction 1

value of resultant in the range 304 N – 308 N 1

[11]

Q10. (a) Has direction and magnitude

1

(b) 5.5 1

(c) 6.4 ÷ 9.8 = 0.65 (kg) 1

(d) the Earth’s gravitational field strength is 2.5 times greater

allow the gravitational field strength on Earth is greater than on Mars

1

[4]

Q11. (a) 3.3 × 102 m / s

1

(b) Level 2 (3–4 marks):

A detailed and coherent explanation of the shape of the graph and what it says about the motion of the car between each point is given. Values from the graph are clearly referred in a logical and consistent way.

Level 1 (1–2 marks):

An attempt at an explanation of the motion of the car is given, which may be incomplete or not in a logical sequence. Values from the graph may not be referred to or referred to incorrectly.

0 marks:

No relevant content.

Indicative content • between A and B car is moving from origin

• the gradient of the line shows it’s moving at a constant speed • speed between these points is 250 / 20 = 12.5 m / s • between B and C car is stationary / not moving

• because between these points the graph is flat • showing that the car’s speed is 0 m / s • between C and D car is moving further from origin

• at a constant speed • speed is 250 / 20 = 12.5 m / s • movement between these points is the same as at A–B

• because the gradient is the same • between D and E moves towards origin

• at a constant speed • speed is 500 / 30 = 16.7 m / s • gradient between D and E shows that car moves faster or at a greater

speed than between any other points 4

(c) kinetic energy = 0.5 × mass × (speed)2

allow Ek = ½ mv2

1

(d) ½ × 1 650 × 302

1

= 742.5 (kJ)

answer must be in kJ for mark 1

allow 742.5 with no working shown for 2 marks

(e) Level 3 (5–6 marks): A detailed and coherent explanation is given of why the man may not be able to stop in time, clearly and logically linking factors that could affect the braking in the situation given

Level 2 (3–4 marks): An explanation is given, with an attempt at linking factors affecting braking distance to the situation given. Links made between factors and explanation may not be complete and the logic may be unclear.

Level 1 (1–2 marks): Simple relevant statements made about factors affecting braking, but no attempt to link to explanations of how they are relevant in the situation given

0 marks: No relevant content.

Indicative content

• overall stopping distance related to thinking distance and braking distance

• factors affecting thinking distance: ◦ driver could be distracted ◦ driver could be tired ◦ driver could be on medication that affects thinking (eg make

drowsy) ◦ driver could have drunk alcohol ◦ mean that reaction time will be longer so will not brake as quickly • factors that affect braking distance: ◦ condition of car (eg worn brakes means can’t stop as quickly, wear

on tyres reduces friction with road)

◦ speed car is travelling (faster means more kinetic energy) ◦ condition of the road (eg the road is wet so friction between tyres

and road reduced)

6

[14]

Q12. (a) acceleration = change in velocity / time taken

allow a = Δv / t 1

(b) 1

–0.33 (m / s2) 1

allow 0.33 m / s2 with no working shown for 2 marks

(c) force = mass × acceleration

allow F = m a 1

(d) 70 × 0.33

allow ecf from 4.3 1

23.1 (N)

allow 23.1 with no working shown for 2 marks 1

(e) before throwing the bag the momentum of the skater and bag is zero 1

when it is thrown the bag has momentum forwards 1

because momentum before = momentum after 1

the skater has equal backwards momentum so will move backwards 1

[10]

Q13. (a) Gravity

1

(b) Mass of marble 1

(c) Drop height 1

(d) 31 (cm) 1

(e) the result was anomalous

allow the result was too different from the other values 1

(f) increasing the drop height increases the roll height 1

(g) energy losses (due to friction)

allow air resistance, friction, drag 1

[7]

Q14. (a)

contact non-contact

Electrostatic ✔

Friction ✔

Gravity ✔

one mark for each correct tick 3

(b) Velocity 1

Displacement 1

(c) Use a pointer from the spring to measure the length 1

(d) 25 g = 0.025 kg 1

weight = 0.025 × 9.8 1

= 0.25 (N) 1

allow 0.25 with no working shown for 3 marks

(e) Extension is directly proportional to force 1

(f) 1.125 (N)

allow values between 1.12 and 1.15 1

(g) elastic potential energy = 0.5 × 13.5 × (0.12)2

1

= 0.097 (J)

allow 0.097 with no working shown for 2 marks 1

[13]

Q15. (a) weight = mass × gravitational field strength

1

(b) mass = weight ÷ g 1

= 1.4 ÷ 9.8 1

= 0.143 (kg)

allow 0.143 with no working shown for 3 marks

1

(c) momentum = mass × velocity

momentum before = momentum after 1

143 × 7.9 = 150 × v 1

v = 1

= 7.5 (m / s)

allow 7.5 (m / s) with no working shown for 4 marks 1

incorrect number of sig. figs max. 3 marks

(d) ball is falling / moving down 1

at terminal velocity 1

air resistance and weight have the same magnitude / size 1

so no acceleration / constant speed 1

[12]

Q16. (a) 600 kg = 5880 N

1

power = 1

= 4573.3 (W)

this step without the previous steps stated gains 3 marks 1

% Eff. = 1

= 57.17 (%)

allow 57.17 with no working shown for 5 marks 1

(b) gpe = 600 × 9.8 × 35 1

= 205 800 1

gpe = KE = ½ m v2

1

v = 1

1

= 26.2 (m / s)

allow 26.2 with no working shown for 6 marks 1

[11]

Q17. (a) the forces are equal in size and act in opposite directions

1

(b) (i) forwards / to the right / in the direction of the 300 N force

answers in either order 1

accelerating 1

(ii) constant velocity to the right 1

(iii) resultant force is zero

accept forces are equal / balanced 1

so boat continues in the same direction at the same speed 1

(iv) parallelogram or triangle is correctly drawn with resultant

3

value of resultant in the range 545 N – 595 N

parallelogram drawn without resultant gains 1 mark

If no triangle or parallelogram drawn:

drawn resultant line is between the two 300 N forces gains 1 mark

drawn resultant line is between and longer than the two 300 N forces gains 2 marks

1

[10]

Q18. (a) terminal

1

(b) 5.4 (kg)

correct substitution of 54 = m × 10 gains 1 mark 2

(c) (i) 0< a <10 1

some upward force

accept some drag / air resistance 1

reduced resultant force 1

(ii) 0 1

upward force = weight (gravity) 1

resultant force zero 1

[9]

Q19. (a) increases

1

increases 1

(b) 23 (m)

accept 43 circled for 1 mark

accept 9 + 14 for 1 mark 2

(c) (i) all points correctly plotted

all to ± ½ small square

one error = 1 mark

two or more errors = 0 marks 2

line of best fit 1

(ii) correct value from their graph (± ½ small square) 1

(d) (i) 70

½ × 35 × 4 gains 2 marks

attempt to estimate area under the graph for 1 mark 3

(ii) line from (0.6,35) 1

sloping downwards with a less steep line than the first line 1

cutting time axis at time > 4.6 s

accept cutting x-axis at 6

1

(e) (i) 42 000

1200 × 35 gains 1 mark 2

kgm / s

Ns 1

(ii) 10 500 (N)

42 000 / 4 gains 1 mark

alternatively:

a = 35 / 4 = 8.75 m / s2

F = 1200 × 8.75 2

[19]

Q20. (a) (i) X placed at 50 cm mark

1

(ii) point at which mass of object may be (thought to be) concentrated 1

(b) (i) Y placed between the centre of the rule and the upper part of mass 1

(ii) 16.5

allow for 1 mark (16.5 + 16.6 +16.5) / 3

2

1.65

value consistent with mean value given

only penalise significant figures once 1

(iii) Marks awarded for this answer will be determined by the quality of communication as well as the standard of the scientific response.

Examiners should apply a ‘best-fitߣ approach to the marking.

0 marks

No relevant content

Level 1 (1 – 2 marks)

A description of a method which would provide results which may not be valid

Level 2 (3 – 4 marks)

A clear description of a method enabling some valid results to be obtained. A safety factor is mentioned

Level 3 (5 – 6 marks) A clear and detailed description of experiment. A safety factor is mentioned. Uncertainty is mentioned

examples of the physics points made in the response:

additional apparatus

• stopwatch

use of apparatus

• measure from hole to centre of the mass • pull rule to one side, release • time for 10 swings and repeat • divide mean by 10 • change position of mass and repeat

fair test

• keep other factors constant • time to same point on swing

risk assessment

• injury from sharp nail • stand topple over • rule hit someone

accuracy

• take more than 4 values of d

• estimate position of centre of slotted mass • small amplitudes • discard anomalous results • use of fiducial marker

6

(c) (i) initial reduction in T (reaching minimum value) as d increases 1

after 30 cm T increases for higher value of d 1

(ii) (no)

any two from:

• fourth reading is close to mean • range of data 0.2 s / very small • variation in data is expected

2

[16]

Q21. (a) (i) 100 (m)

1

(ii) stationary 1

(iii) accelerating 1

(iv) tangent drawn at t = 45 s 1

attempt to determine slope 1

speed in the range 3.2 – 4.2 (m / s)

dependent on 1st marking point 1

(b) (i) 500 000 (J)

ignore negative sign 1

(ii) 20 000 (N)

ignore negative sign

allow 1 mark for correct substitution, ie

500 000 = F × 25

or their part (b)(i) = F × 25

provided no subsequent step 2

(iii) (kinetic) energy transferred by heating 1

to the brakes

ignore references to sound energy

if no other marks scored allow k.e. decreases for 1 mark 1

[11]

Q22. (a) pitch

1

loudness 1

(b) (i) as length (of prongs) decreases frequency / pitch increases

accept converse

accept negative correlation

ignore inversely proportional 1

(ii) 8.3 (cm)

accept 8.3 ± 0.1 cm 1

(iii) (8.3 cm is) between 7.8 (cm) and 8.7 (cm)

ecf from part (ii) 1

(so f must be) between 384 (Hz) and 480 (Hz) 1

410 (Hz) ≤ f ≤ 450 (Hz)

if only the estimated frequency given, accept for 1 mark an answer within the range

1

(c) (i) electronic 1

(ii) frequency is (very) high

accept frequency above

20 000 (Hz) or audible range 1

so tuning fork or length of prongs would be very small (1.2 mm) 1

(d) 285.7 (Hz)

accept any correct rounding 286, 290, 300

allow 2 marks for 285

allow 2 marks for correct substitution 0.0035 = 1 / f

allow 1 mark for T = 0.0035 s

allow 1 mark for an answer of 2000 3

[13]

Q23. (a) (i) any two from:

• length of coils increased • coils have tilted • length of loop(s) increased • increased gap between coils • spring has stretched / got longer • spring has got thinner

2

(ii) remove mass

accept remove force / weight 1

observe if the spring returns to its original length / shape (then it is

behaving elastically) 1

(b) (i) 8.0 (cm) 1

extension is directly proportional to force (up to 4 N)

for every 1.0 N extension increases by 4.0 cm (up to 4 N)

evidence of processing figures eg 8.0 cm is half way between 4.0 cm and 12.0 cm

1

allow spring constant (k) goes from to 1

(ii) any value greater than 4.0 N and less than or equal to 5.0 N 1

the increase in extension is greater than 4 cm per 1.0 N (of force) added

dependent on first mark 1

(c) (i) elastic potential energy 1

(ii) misread stopwatch 1

timed too many complete oscillations 1

(iii) 4.3 (s)

accept 4.33 (s) 1

(iv) stopwatch reads to 0.01 s 1

reaction time is about 0.2 s or reaction time is less precise than stopwatch

1

(v) use more masses 1

smaller masses eg 50 g

not exceeding limit of proportionality 1

[17]

Q24. (a) (i) not moving

1

(ii) straight line from origin to (200,500)

ignore a horizontal line after (200,500) 1

(b) 35 000

allow 1 mark for correct substitution, ie 14 000 × 2.5 provided no subsequent step

an answer of 87 500 indicates acceleration (2.5) has been squared and so scores zero

2

[4]

Q25. (a) Zero / 0

Accept none

Nothing is insufficent 1

velocity / speed = 0

accept it is not moving

paintball has not been fired is insufficient 1

(b) 0.27

allow 1 mark for correct substitution, ie p = 0.003(0) × 90 provided no subsequent step

2

(c) equal to 1

[5]

Q26. (a) (i) friction

1

(ii) air resistance

accept drag

friction is insufficient 1

(iii) Marks awarded for this answer will be determined by the Quality of Written Communication (QWC) as well as the standard of the scientific response. Examiners should also refer to the information on page 5, and apply a ‘best-fit’ approach to the marking.

0 marks

No relevant content.

Level 1 (1–2 marks) There is an attempt to explain in terms of forces A and B why the velocity of the cyclist changes between any two points or a description of how the velocity changes between any two points.

Level 2 (3–4 marks)

There is an explanation in terms of forces A and B of how the velocity changes between X and Y and between Y and Z or

a complete description of how the velocity changes from X to Z. or an explanation and description of velocity change for either X to Y or Y to Z

Level 3 (5–6 marks) There is a clear explanation in terms of forces A and B of how the velocity changes between X and Z and

a description of the change in velocity between X and Z.

examples of the points made in the response

extra information X to Y

• at X force A is greater than force B • cyclist accelerates • and velocity increases • as cyclist moves toward Y, force B (air resistance)

increases (with increasing velocity) • resultant force decreases • cyclist continues to accelerate but at a smaller value • so velocity continues to increase but at a lower rate Y to Z

• from Y to Z force B (air resistance) increases • acceleration decreases • force B becomes equal to force A • resultant force is now zero • acceleration becomes zero • velocity increases until… • cyclist travels at constant / terminal velocity

accept speed for velocity throughout 6

(b) (i) 3360

allow 1 mark for correct substitution,

ie 140 × 24 provided no subsequent step

accept 3400 for 2 marks if correct substitution is shown 2

joule / J

do not accept j

do not accept Nm 1

(ii) decreases

accept an alternative word / description for decrease

do not accept slows down 1

temperature

accept thermal energy

accept heat 1

[13]

Q27. (a) momentum before (jumping) = momentum after (jumping)

accept momentum (of the skateboard and skateboarder) is conserved

1

before (jumping) momentum of skateboard and skateboarder is zero

accept before (jumping) momentum of skateboard is zero

accept before (jumping) total momentum is zero 1

after (jumping) skateboarder has momentum (forwards) so skateboard must have (equal) momentum (backwards)

answers only in terms of equal and opposite forces are insufficient

1

(b) 7

accept –7 for 3 marks

allow 2 marks for momentum of skateboarder equals 12.6

or

0 = 42 × 0.3 + (1.8 × –v)

or

allow 1 mark for stating use of conservation of momentum 3

[6]

Q28. (a) (i) 9.5

accept ±1 mm 1

10.5 1

(ii) 9.5

ecf from (a)(i) 1

(iii) 190

20 × (a)(ii) ecf 1

(iv) medium

ecf from (a)(iii) 1

(b) (i) any two from:

• position of ball before release • same angle or height of runway

• same ball • same strip of grass

2

(ii) long or longer than in part (a) or uneven

do not allow reference to speed 1

(c) (i) as humidity increases mean distance decreases

accept speed for distance 1

(ii) 71 × 180 = 12780 79 × 162 = 12798 87 × 147 = 12789

all three calculations correct with a valid conclusion gains 3 marks

or

find k from R = k / d

all three calculations correct gains 2 marks

or

87 / 71 × 147 = 180.1 ~ 180 87 / 79 × 147 = 161.9 ~ 162

two calculations correct with a valid conclusion gains 2

marks

conclusion based on calculation

one correct calculation of k gains 1 mark 3

(iii) only three readings or small range for humidity

accept not enough readings

accept data from Internet could be unreliable

ignore reference to repeats 1

(d) distance is a scalar or has no direction or has magnitude only

allow measurements from diagram of distance and displacement

1

displacement is a vector or has direction 1

[15]

Q29. (a) (i) gravitational potential (energy)

1

(ii) kinetic (energy) 1

(b) (i) slope or gradient 1

(ii) area (under graph)

do not accept region 1

(iii) starts at same y−intercept 1

steeper slope than original and cuts time axis before original

the entire line must be below the given line

allow curve 1

(c) (i) 31 and

31

correct answers to 2 significant figures gains 3 marks even if no working shown

both values to more than 2 significant figures gains 2 marks: 30.952…... 30.769….

65 / 2.1 and / or 80 / 2.6 gains 1 mark

if incorrect answers given but if both are to 2 significant figures allow 1 mark

3

(ii) student 1 incorrect because 80 ≠ 65

1

student 2 correct because average velocities similar

ecf from (c)(i) 1

student 3 incorrect because times are different 1

[12]

Q30. (a) potential

1

(b) (i) 13 200

allow 1 mark for correct substitution, ie 660 × 20 provided no subsequent step shown

2

(ii) 16.5

allow 1 mark for correct

or

correctly calculated

substitution, ie or

provided no subsequent step shown 2

[5]

Q31. (a) time

correct order only 1

force 1

(b) The car tyres being badly worn 1

(c) (i) braking distance increases with speed

accept positive correlation

do not accept stopping distance for braking distance 1

relevant further details, eg

• but not in direct proportion

• and increases more rapidly after 15 m/s

accept any speed between 10 and 20

accept numerical example

• double the speed, braking distance increases × 4

1

(ii) line drawn above existing line starting at the origin

as speed increases braking distance must increase each speed must have a single braking distance

1

(d) (i) reaction time / reaction (of driver) does not depend on speed (of car) 1

(ii) (on the reduced speed limit roads) over the same period of time

accept a specific time, eg 1 year 1

monitor number of accidents before and after (speed limit reduced)

allow 1 mark only for record number of vehicles / cars using the (20 mph) roads or collect data on accidents on the (20 mph) roads

to score both marks the answer must refer to the roads with the reduced speed limit

1

[9]

Q32. (a) (produces) a force from water on the boat

1

in the forward direction

accept in the opposite direction

this must refer to the direction of the force not simply the boat moves forwards

an answer produces an (equal and) opposite force gains 1 mark

1

(b) (i) 1.5

allow 1 mark for correct substitution, ie or

provided no subsequent step shown

ignore sign 2

m/s2

1

(ii) 102 or

their (b)(i) × 68 correctly calculated

allow 1 mark for correct substitution, ie 1.5 × 68

or their (b)(i) × 68

provided no subsequent step shown 2

(iii) greater than

reason only scores if greater than chosen 1

need to overcome resistance forces

accept named resistance force

accept resistance forces act (on the water skier)

do not accept gravity 1

[9]

Q33. (a) (i) distance vehicle travels during driver’s reaction time

accept distance vehicle travels while driver reacts 1

(ii) any two from:

• tiredness

• (drinking) alcohol

• (taking) drugs

• speed

• age

accept as an alternative factor distractions, eg using a mobile phone

2

(b) (i) 320 000

allow 1 mark for correct substitution, ie × 1600 × 202 provided no subsequent step shown

2

(ii) 320000 or their (b)(i) 1

(iii) 40

or

correctly calculated

allow 1 mark for statement work done = KE lost

or

allow 1 mark for correct substitution, ie 8000 × distance = 320 000 or their (b)(ii)

2

(iv) any one from:

• icy / wet roads

accept weather conditions

• (worn) tyres

• road surface

• mass (of car and passengers)

accept number of passengers

• (efficiency / condition of the) brakes 1

(v) (work done by) friction (between brakes and wheel)

do not accept friction between road and tyres / wheels 1

(causes) decrease in KE and increase in thermal energy

accept heat for thermal energy accept

KE transferred to thermal energy 1

(c) the battery needs recharging less often

accept car for battery 1

or

increases the range of the car

accept less demand for other fuels or lower emissions or lower fuel costs environmentally friendly is insufficient

as the efficiency of the car is increased

accept it is energy efficient 1

the decrease in (kinetic) energy / work done charges the battery (up)

accept because not all work done / (kinetic) energy is wasted 1

[14]

Q34. (a) 4 N to the right

1

(b) (i) bigger than 1

equal to 1

(ii) reduces it 1

increases air resistance / drag / force C

accept parachute has large(r) (surface) area 1

[5]

Q35. (a) gravitational / gravity / weight

do not accept gravitational potential 1

(b) accelerating

accept speed / velocity increases 1

the distance between the drops increases 1

but the time between the drops is the same

accept the time between drops is (always) 5 seconds accept the drops fall at the same rate

1

(c) (i) any one from:

• speed / velocity

• (condition of) brakes / road surface / tyres

• weather (conditions)

accept specific examples, eg wet / icy roads

accept mass / weight of car friction is insufficient

reference to any factor affecting thinking distance negates this answer

1

(ii) 75 000

allow 1 mark for correct substitution, ie 3000 × 25 provided no subsequent step shown

or allow 1 mark for an answer 75 or allow 2 marks for 75 k(+ incorrect unit), eg 75 kN

2

joules / J

do not accept j

an answer 75 kJ gains 3 marks

for full marks the unit and numerical answer must be consistent

1

[8]