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5.1 Forces and their interactions - Low demand – Questions

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.

___________________________________________________________________

___________________________________________________________________

Mean speed = __________________ m / s(2)

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(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?

___________________________________________________________________(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) The model bus is being pushed on a table.

(i) At first the pushing force does not make the model bus move. Explain why.

______________________________________________________________

______________________________________________________________(1)

(ii) Write down two things that happen as the pushing force increases.

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1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________(2)

(iii) Complete the formula by choosing the correct words from the box.

acceleration distance moved force applied

speed time taken

Work done onthe model bus = ________________ × ________________

(2)

(b) In this situation, the car driver needs to stop the car in the shortest possible distance.

(i) Complete the table by putting ticks ( ) to show which factors would make the stopping distance greater. The first one has been done for you.

Factor Tick ( ) makes stoppingdistance greater

brakes are old and worn

car is travelling fast

driver has been drinking alcohol

four new tyres are fitted

hot, dry, sunny weather

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ice on the road

(3)

(ii) Complete the sentence by writing the correct words in the spaces.

The car will skid if the braking force is too big compared with the friction

between the car’s __________________ and the __________________ .(1)

(Total 9 marks)

Q3.Four of the forces that act on this container ship are shown in the diagram as A, B, C and D.

Complete each sentence by choosing the correct letters, A, B, C or D.

The first one has been done for you.

At the start, the ship is not moving because forces B and D are balanced.

The ship begins to move forward when forces ________ and ________ are unbalanced.

When the ship is moving at a steady speed, forces ________ and ________ are balanced.

The ship stops at a port. All of the containers are taken off and this changes

force _______ .(Total 3 marks)

Q4.The diagrams show pairs of forces acting on different objects. In each case describe what happens when the forces are increased. Then describe what happens when the forces are removed.

(a)

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When the forces are increased _________________________________________

___________________________________________________________________

When the forces are removed __________________________________________

___________________________________________________________________(2)

(b)

When the forces are increased _________________________________________

___________________________________________________________________

When the forces are removed __________________________________________

___________________________________________________________________(2)

(Total 4 marks)

Q5.(a) Two skydivers jump from a plane. Each holds a different position in the air.

A B

Adapted from Progress with Physics by Nick England, reproducedby permission of Hodder Arnold

Complete the following sentence.

Skydiver ____________ will fall faster because_____________________________

___________________________________________________________________

___________________________________________________________________

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(2)

The diagram shows the direction of the forces acting on one of the skydivers.

Adapted from Progress with Physics by Nick England, reproducedby permission of Hodder Arnold

(b) In the following sentences, cross out in each box the two lines that are wrong.

(i) Force X is caused by (1)

(ii) Force Y is caused by (1)

(iii) When force X is bigger than force Y, the speed of the

skydiver will (1)

(iv) After the parachute opens, force X (1)

(c) How does the area of an opened parachute affect the size of force Y?

___________________________________________________________________

___________________________________________________________________(1)

(Total 7 marks)

Q6.

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The diagram shows a sky-diver in free fall. Two forces, X and Y, act on the sky-diver.

(a) Complete these sentences by crossing out the two lines in each box that are wrong.

(i) Force X is caused by .(1)

(ii) Force Y is caused by .(1)

(b) The size of force X changes as the sky-diver falls. Describe the motion of the sky-diver when:

(i) force X is smaller than force Y,

______________________________________________________________

______________________________________________________________(2)

(ii) force X is equal to force Y.

______________________________________________________________

______________________________________________________________(1)

(Total 5 marks)

Q7.(a) The diagram shows a lampshade hanging from the ceiling. Draw an X on the

diagram so that the centre of the X marks the centre of the mass of the lampshade.

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(1)

(b) Complete the sentence using the correct word or phrase from the box.

above below to the left of to the right of

A suspended object will come to rest with its centre of mass directly

_________________________ the point of suspension.(1)

(c) The diagrams show equipment that a student uses to find the centre of mass of a thin sheet of card.

Arrange these sentences in the correct order to describe how the student can find the centre of mass of the card.

The sequence starts with sentence D and finishes with sentence E.

A A line is drawn on the card marking the position of the string.

B The pin is put through one of the holes in the card and held in the boss.

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C This is repeated using the other hole.

D Two holes are made in the card with each hole near to the edge of the card.

E The centre of mass is where the lines cross on the card.

F The weight is tied to the string and then the string is hung from the pin.

D E(3)

(Total 5 marks)

Q8.The diagram shows the forces on a small, radio-controlled, flying toy.

(a) (i) The mass of the toy is 0.06 kg.Gravitational field strength = 10 N/kg

Calculate the weight of the toy.

Show clearly how you work out your answer and give the unit.

______________________________________________________________

______________________________________________________________

Weight = _________________________(3)

(ii) Complete the following sentence by drawing a ring around the correct line in the box.

When the toy is hovering stationary in mid-air, the lift force is

bigger than

the same as

smaller than

the weight of the toy.

(1)

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(b) When the motor inside the toy is switched off, the toy starts to accelerate downwards.

(i) What does the word accelerate mean?

______________________________________________________________(1)

(ii) What is the direction of the resultant force on the falling toy?

______________________________________________________________(1)

(Total 6 marks)

Q9.(a) The diagram shows a rectangle made out of a sheet of cardboard.

Draw an X on the diagram so that the centre of the X is at the centre of mass of the rectangle.

(1)

(b) The drawing shows a car tyre.

(i) Where is the centre of mass of the tyre?

______________________________________________________________(1)

(ii) Explain your answer to (b)(i).

______________________________________________________________

______________________________________________________________

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(1)(Total 3 marks)

Q10.The diagram shows an adult and a child pushing a loaded shopping trolley.

(a) (i) What is the total force on the trolley due to the adult and child?

______________________________________________________________(1)

(ii) Which one of the terms in the box means the same as total force?

Draw a ring around your answer.

answer force mean force resultant force

(1)

(iii) The trolley is pushed at a constant speed for 80 metres.

Calculate the work done to push the trolley 80 metres.

Show clearly how you work out your answer.

______________________________________________________________

______________________________________________________________

Work done = ______________________________(2)

(b) Complete the following sentences by drawing a ring around the correct word in each of the boxes.

(i) The unit of work done is the

joule

newton

watt

.

(1)

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(ii) Most of the work done to push the trolley is transformed into

heat

light

sound

.

(1)(Total 6 marks)

Q11.The drawing shows a plastic toy which can stand on its feet.

(a) (i) Draw an X on the diagram so that the centre of the X marks the likely position of the centre of mass of the toy.

Photograph supplied by Hemera/Thinkstock(1)

(ii) Explain the reason for your choice in part (a)(i).

______________________________________________________________

______________________________________________________________(1)

(b) Suggest two ways in which the design of the toy could be altered to make the toy more stable.

1. _________________________________________________________________

___________________________________________________________________

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2. _________________________________________________________________

___________________________________________________________________(2)

(Total 4 marks)

Q12.The diagram shows a worker using a constant force of 60 N to push a crate across the floor.

My Revision Notes AQA GCSE Physics for A* – C, Steve Witney, © Philip Allan UK

(a) The crate moves at a constant speed in a straight line

(i) Draw an arrow on the diagram to show the direction of the friction force acting on the moving crate.

(1)

(ii) State the size of the friction force acting on the moving crate.

_________________________ N

Give the reason for your answer.

______________________________________________________________

______________________________________________________________(2)

(b) Calculate the work done by the worker to push the crate 28 metres.

Show clearly how you work out your answer and give the unit.

Choose the unit from the list below.

joule newton watt

___________________________________________________________________

___________________________________________________________________

Work done = _________________________(3)

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(Total 6 marks)

Q13.(a) The diagrams, A, B and C, show the horizontal forces acting on a moving car.

Draw a line to link each diagram to the description of the car's motion at the moment when the forces act.

Draw only three lines.

stationary

A

constant speed

B

slowing down

C

accelerating forwards

(3)

(b) The front crumple zone of a car is tested at a road traffic laboratory. This is done by using a remote control device to drive the car into a strong barrier. Electronic sensors are attached to a dummy inside the car.

(i) Draw an arrow in Box 1 to show the direction of the force that the car exerts on the barrier.

(1)

(ii) Draw an arrow in Box 2 to show the direction of the force that the barrier exerts on the car.

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(1)

(iii) Complete the following by drawing a ring around the correct line in the box.

The car exerts a force of 5000 N on the barrier. The barrier does not move.

more than

The force exerted by the barrier on the car will be equal to 5000 N.

less than

(1)

(iv) Which one of the following gives the most likely reason for attaching electronic sensors to the dummy?

Put a tick ( ) in the box next to your answer.

To measure the speed of the car just before the impact.

To measure the forces exerted on the dummy during the impact.

To measure the distance the car travels during the impact.

(1)(Total 7 marks)

Q14.The diagram shows the passenger train on part of a rollercoaster ride.

(a) Which arrow shows the direction of the resultant force acting on the passenger train?Put a tick ( ) in the box next to your choice.

(1)

(b) For part of the ride, the maximum gravitational field strength acting on the passengers seems 3 times bigger than normal.

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Normal gravitational field strength = 10 N/kg

(i) Calculate the maximum gravitational field strength that seems to act on the passengers during the ride.

______________________________________________________________

______________________________________________________________

Maximum gravitational field strength = _______________ N/kg(1)

(ii) One of the passengers has a mass of 75 kg.

Calculate the maximum weight this passenger seems to have during the ride.

Show clearly how you work out your answer.

______________________________________________________________

______________________________________________________________

Maximum weight = _______________ N(2)

(Total 4 marks)

Q15.(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.

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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?

______________________________________________________________

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Give a reason for your answer.

______________________________________________________________

______________________________________________________________(2)

(Total 5 marks)

Q16.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’.

______________________________________________________________

______________________________________________________________(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

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(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 Firsttest

Secondtest

Thirdtest

Meanvalue

Mean time for

1 swing inseconds

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.

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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.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________(6)

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

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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)

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(Total 16 marks)

Q17.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.

___________________________________________________________________

___________________________________________________________________

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 ____________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________(3)

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

Explain your value of acceleration in terms of forces.

Estimate ______________________________________________________

Explanation ____________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________(3)

(Total 9 marks)

Q18.(a) When a force is applied to a spring, the spring extends by 0.12 m.

The spring has a spring constant of 25 N/m.

Calculate the force applied to the spring.

___________________________________________________________________

___________________________________________________________________

Force = ________________________ N(2)

(b) Figure 1 shows a toy glider. To launch the glider into the air, the rubber band and glider are pulled back and then the glider is released.

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

chemical elastic potential kinetic thermal

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When the glider is released, the _________________________ energy

stored in the rubber band decreases and the glider gains

_________________________ energy.(2)

(ii) Figure 2 shows how the extension of the rubber band varies with the force applied to the rubber band.

What can you conclude, from Figure 2, would happen to the extension of the rubber band if the force applied to the rubber band was increased to 6 N?

The rubber band does not break.

______________________________________________________________

______________________________________________________________

______________________________________________________________

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______________________________________________________________(2)

(c) Figure 3 shows the vertical forces, A and B, acting on the glider when it is flying.

(i) What name is given to the force labelled B?

Draw a ring around the correct answer.

drag friction weight

(1)

(ii) Which one of the following describes the downward speed of the glider when force B is greater than force A?

Tick ( ) one box.

Downward speed increases

Downward speed is constant

Downward speed decreases

(1)(Total 8 marks)

Q19.A student investigates rolling a marble down a track.

The figure below shows how he sets up the investigation.

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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.

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Drop heightin 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.

___________________________________________________________________

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?

___________________________________________________________________

___________________________________________________________________(1)

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

___________________________________________________________________

___________________________________________________________________(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)

Q20.A sign hangs from the ceiling using two cables, as shown in Figure 1.

Figure 1

(a) On Figure 1, mark the centre of mass of the sign using an X.(1)

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

concentrated greatest pivoted

The centre of mass of an object is the point where the mass appears

to be _____________________ .(1)

(c) A breeze made the sign swing forwards and backwards like a pendulum.The frequency of oscillations of the sign was 2 hertz.

Calculate the periodic time for the sign.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Periodic time = _______ seconds(2)

(d) Figure 2 is a sketch graph showing how the frequency of the oscillations of a pendulum changes as the length of the pendulum is increased.

Figure 2

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Give one way the sign could be made to swing with a lower frequency.

Use only the information in the sketch graph.

___________________________________________________________________

___________________________________________________________________(1)

(Total 5 marks)

Q21.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.

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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

___________________________________________________________________

___________________________________________________________________

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.

___________________________________________________________________

___________________________________________________________________(1)

(Total 4 marks)

Q22.An actor is attached to a wire so that she can hang above the stage.

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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

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Give your answer to 2 significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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.

___________________________________________________________________

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.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Acceleration of actor = __________________ m / s2

(3)(Total 12 marks)

Q23.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.

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(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

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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.

___________________________________________________________________

___________________________________________________________________(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)

Q24.Figure 1 shows a rollercoaster train as it is pulled up a slope on the track.

The arrows, A, B, C and D, represent the forces acting on the rollercoaster train.

Figure 1

(a) Give two ways that the force arrows show that forces are vector quantities.

1. _________________________________________________________________

2. _________________________________________________________________(2)

(b) Which arrow shows the weight of the rollercoaster train?

Tick one box.

A B C D

(1)

(c) Which arrow shows the normal contact force?

Tick one box.

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A B C D

(1)

Figure 2 shows the magnitude of the acceleration of the rollercoaster train during the ride.

Figure 2

(d) Why has a line graph been drawn instead of a bar chart?

Tick one box.

Acceleration is a control variable.

Both variables are continuous.

Line graphs are easier to read.

Time is a categoric variable.

(1)

(e) What conclusion can be made from Figure 2 about the motion of the rollercoaster train between 10 and 15 seconds?

Tick one box.

It is moving at a constant velocity.

Its velocity is decreasing.

Its velocity is increasing.

(1)

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(f) What is the maximum acceleration of the rollercoaster train?

Use Figure 2.

Acceleration = ____________________ m/s2

(1)

(g) The maximum safe acceleration for most people is 5 times the acceleration due to gravity.

Acceleration due to gravity = 9.8 m/s2

Explain whether the acceleration of this rollercoaster train is safe for most people

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________(3)

(h) One of the passengers on the rollercoaster train has a mass of 58 kg

Calculate the maximum force experienced by the passenger during the ride.

Use the equation:

force = mass × acceleration

Give the unit.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Maximum force = ____________________ Unit ____________________(3)

(Total 13 marks)

Q25.A student investigated how the temperature of an oil affected the time taken for a metal ball to fall through the oil.

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Figure 1 shows the apparatus.

Figure 1

This is the method used.

1. Heat the oil.

2. Pour the oil into a measuring cylinder.

3. Drop the metal ball into the oil.

4. Record the time taken for the ball to fall from point A to point C.

5. Repeat steps 1–4 using different temperatures of the oil.

(a) Suggest why the student should not heat the oil directly with a flame.

___________________________________________________________________

___________________________________________________________________(1)

(b) Suggest how the student could have heated the oil safely.

___________________________________________________________________

___________________________________________________________________(1)

(c) What are two control variables in the investigation?

Tick two boxes.

Surface area of ball

Temperature of oil

Time taken for ball to fall

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Volume of oil used

(2)

Figure 2 shows the metal ball falling through the oil.

Figure 2

(d) What is force P?

___________________________________________________________________(1)

(e) Between points A and B, force P is greater than force Q.

Which statement is correct?

Tick one box.

The ball has a constant speed

The ball is accelerating

The ball is not moving

(1)

(f) Between points B and C, the ball moves downwards at constant velocity.

Which statement is correct?

Tick one box.

Force P is larger than force Q

Force P is smaller than force Q

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Force P and force Q are the same size

(1)

(g) The ball falls from B to C.

The value of force Q is 0.025 N

The distance between B and C is 0.20 m

Calculate the work done by force Q.

Use the equation:

work done = force × distance

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Work done = ____________________ J(2)

(Total 9 marks)

Q26.A child stands a wooden brick on its end as shown in the diagram.

The child then pushes the brick to make it tilt.

How far must the brick be tilted to make it fall over?

Explain your answer.

(You may draw a labelled diagram if you wish.)

_______________________________________________________________________

_______________________________________________________________________

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_______________________________________________________________________

(Total 2 marks)

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