Overview

Forces
Forces and their Interactions
• Scalar and Vector Quantities
• Contact and Non-contact Forces
• Gravity
• Resultant Forces

Work Done and Energy Transfer

Forces and Elasticity

Moments, Levers and Gears (Physics

Only)

Pressure and Pressure Differences

in Fluids (Physics Only)
• Pressure in a Fluid 1
• Pressure in a Fluid 2 (HT Only)
• Atmospheric Pressure
 Overview
Forces
Forces and Motion
• Distance and Displacement
• Speed
• Velocity
• The Distance-Time Relationship
• Acceleration

Forces, Accelerations and

Newton’s Laws of Motion
• Newton’s First Law
• Newton’s Second Law
• Newton’s Third Law

Forces and Braking

• Stopping Distance
• Reaction Time
• Factors Affecting Braking Distance 1
• Factors Affecting Braking Distance 2
 Overview
Forces
Momentum (HT Only)
• Momentum is a Property of
Moving Objects
• Conservation of Momentum
• Changes in Momentum (Physics
Only)
LearnIT!
KnowIT!
Forces
• Scalar and Vector Quantities
• Contact and Non-contact
Forces
• Gravity
• Resultant Forces
 Scalar and Vector Quantities

Scalars and Vectors

Materials in a classroom can be grouped
into two groups – metals and non-metals.

Things we measure can be put into two

groups as well – scalars and vectors.

Scalars: Things that we measure that

have a magnitude (size) only are scalars.

Vectors: Things that we measure that

have both magnitude and direction are
vectors.

Sometimes direction is really important.

In a crash the direction, as well as the
speed, of the vehicles will determine how
much damage is caused.
 Scalar and Vector Quantities

Examples of Scalars and Vectors

Some examples of scalars and vectors are shown in the table below.

Scalars Vectors
Time Forces (including weight)

Mass Displacement

Temperature Velocity

Speed Acceleration

Direction Momentum
 Scalar and Vector Quantities

Representing Vectors

Vectors can be shown by arrows.

The length of the arrow shows the size,

or magnitude, of the force.

The direction of the arrow shows the

direction of the force.

The vector arrows can be added

together to show the resultant of two
of more vectors.
 Contact and Non-contact Forces

Contact and Non-contact Forces

Forces can be placed into two groups. There are forces that
act on contact and there are forces that act at a distance.

Contact Forces Non-Contact Forces

Air Resistance Gravity

Friction Magnetism

Tension Electrical Force

Normal Force Nuclear Force

 Gravity

Gravity
Gravity is a non-contact force.

Gravity is the force responsible for the

formation of galaxies, stars and
planets.

Weight is the force acting on an object

due to gravity. The force of gravity
close to the Earth is due to the
gravitational field around the Earth.

The weight of an object depends on

the gravitational field strength at the
point where the object is.
 Gravity

Calculating Weight
The weight of an object can be calculated using the equation:

Weight (N) = Mass (kg) x Gravitational field strength (N/kg)

W=mg

It is useful to note that the gravitational field strength, g, on Earth is about

10 N/kg.
This means that a one kilogram mass would have a weight of 10 N. This can also
be found using a calibrated spring balance (a newtonmeter).

The value of the gravitational field strength will depend on where you are. Your
weight on top of a mountain will differ slightly from your weight at sea level. On
the Moon your weight will be approximately one sixth of your weight on Earth.

Weight and mass are directly proportional.

 Gravity

Centre of Mass
The weight of an object may be considered
to act at a single point referred to as the
object’s ‘centre of mass’.

The centre of mass of an irregularly shaped

2-D object can be found by using a pin, some
string and a small mass. By pinning the 2-D
object up on a board with the string hanging
from the pin (with the small mass on the
end) the string will go through the centre of
mass – mark with a line. Rotate the object
and re-hang on the board. Draw a line to
show where the string hangs. Where the
lines cross is the centre of mass of the
shape.
 Resultant Forces

Resultant Forces
A number of forces acting on an object may be replaced by a single force that
has the same effect as all the original forces acting together. This single force is
called the resultant force.

When two forces act in a line the resultant force is the vector addition of the
two vectors. Remember the direction is important.

10 N 6N 10 N 6N

R = 16 N to the right R = 4 N to the right

 Resultant Forces

Calculating Resultant Force

Example 1:

A box is pushed along the floor with a force of

120 N. There is a resistive force of 30 N. Work
out the resultant force on the box.
120 N 30 N
Solution:

Resistive forces act in the opposing direction

to motion.

Addition of the forces gives:

120 N + -30 N = 90 N in direction of 120 N force

 Resultant Forces

Calculating Resultant Force… continued

A single force can be resolved into two components
acting at right angles to each other. The two component
forces together have the same effect as the single force.
 Resultant Forces

Example
A pendulum has a weight of Solution
0.5 N.

On a windy day the pendulum 45º

is hung outside and the Tension
pendulum now hangs at an
angle of 45º. FWind

Assuming the wind hits the

pendulum moving horizontally, 0.5 N
draw a free body diagram to
represent the forces acting.
QuestionIT!
Forces
• Scalar and Vector Quantities
• Contact and Non-contact
Forces
• Gravity
• Resultant Forces
 Forces and their Interactions - QuestionIT

1. What is a scalar quantity?

2. Explain how a car can be moving at a constant speed but have

changing velocity.

3. State whether the following quantities are scalars or vectors:

Acceleration Mass Momentum Time

 Forces and their Interactions - QuestionIT

4. Gravity is a force that acts at a distance.

Name two other forces that act at a distance.

5. Name three contact forces.

6. A boy has a mass of 40 kg. Calculate the boy’s weight.

Take g = 10 N/kg.
 Forces and their Interactions - QuestionIT

7. Name a piece of scientific equipment that you would use to

find the weight of a block in a science laboratory.

8. The object below has two forces acting on it, shown by the
arrows.

Draw an arrow to show the resultant force on the object

 Forces and their Interactions - QuestionIT

9. On The Moon an astronaut has a weight of 130 N. The

gravitational field strength on The Moon is 1.7 N/kg. The
gravitational field strength on the Earth is 10 N/kg.

Calculate the weight of the astronaut on the Earth.

10. A child cuts out a picture of a snowman on a piece of card.

How could you determine the centre of mass of the
snowman?
 Forces and their Interactions - QuestionIT

11. Calculate the resultant force acting on the objects below:

a) 12 N 6N

b)
23 N 37 N

c) 5N
5N
8N
AnswerIT!
Forces
• Scalar and Vector Quantities
• Contact and Non-contact
Forces
• Gravity
• Resultant Forces
 Forces and their Interactions - QuestionIT

1. What is a scalar quantity?

Scalars quantities have magnitude ONLY i.e. no direction.

2. Explain how a car can be moving at a constant speed but have changing
velocity.
As velocity is a vector if the direction of the car changes the velocity will
change, at a constant speed.

3. State whether the following quantities are scalars or vectors:

Acceleration Mass Momentum Time

Vector Scalar Vector Scalar
 Forces and their Interactions - QuestionIT

4. Gravity is a force that acts at a distance.

Name two other forces that act at a distance.
Magnetism Electrical Force Nuclear Force

5. Name three contact forces.

Tension Friction (including air resistance) Normal Force

6. A boy has a mass of 40 kg. Work out the boy’s weight.

Take g = 10 N/kg.
Using
W = mg
Substitution gives
W = 40 x 10
Answer
W = 400 N
 Forces and their Interactions - QuestionIT

7. Name a piece of scientific equipment that you would use to find the
weight of a block in a science laboratory.
A newtonmeter

8. The object below has two forces acting on it, shown by the arrows.

Draw an arrow to show the resultant force on the object

 Forces and their Interactions - QuestionIT

9. On The Moon an astronaut has a weight of 130 N. The gravitational field

strength on The Moon is 1.7 N/kg. The gravitational field strength on the
Earth is 10 N/kg.
Work out the weight of the astronaut on the Earth.
Using W = mg
Mass of astronaut = 130 / 1.7
Mass of astronaut = 76.5 kg

Using W = mg
Weight of astronaut on Earth = 76.5 x 10
Weight of astronaut on Earth = 765 N

10. A child cuts out a picture of a snowman on a piece of card.

Describe how you could determine the centre of mass of the snowman.
Hang the picture using a pin so that the shape is free to rotate.
Have a plumb line hanging from the pin.
Mark the path of the plumb line against the picture.
Hang the picture from another point.
Mark the path again.
Where the lines cross is the centre of mass of the picture.
 Forces and their Interactions - QuestionIT

11. Calculate the resultant force acting on the objects below:

a) 12 N 6N Resultant Force = 6 N Right

b)
23 N 37 N Resultant Force = 14 N Right

c) 5N
5N
8N Resultant Force = 2 N Right
LearnIT!
KnowIT!
Work Done and Energy
Transfer
 Work Done and Energy Transfer

Work Done
When a force causes an object to move through a distance work is done on the
object. So a force does work on an object when the force causes a
displacement of the object.

Work done can be calculated using the equation:

Work done (J) = Force (N) x Distance (m)

W=Fs

Note: The distance moved has to be in the direction the force is acting on the
object.
 Work Done and Energy Transfer

Work Done Calculations

A box is pushed 3 m across the floor with a force of 120 N.

Work out the work done in moving the box.

Solution

Equation: work done = force x distance

Substitution: work done = 120 x 3

Answer: work done = 360 J

 Work Done and Energy Transfer

Work Done Calculations

A man with a mass of 70 kg gets onto a moving escalator.

The escalator moves 15 m horizontally and 8 m vertically.

Calculate the work done by the motor against gravity.

Take g = 10 N/kg.

Solution

Gravity acts downwards, so the distance moved against gravity is 8 m.

Sine W = mg; the weight of the man is 700 N.

Using: work done = force x distance

work done = 700 x 8
work done = 5600 J
 Work Done and Energy Transfer

Work Done Against Frictional Forces

When work is done against

frictional forces on an object
there is a temperature
increase of the object.

A bicycle pump gets hot in

use as work is done in
compressing the gas, causing
the pump to get hotter.
QuestionIT!
Work Done and Energy
Transfer
 Work Done and Energy Transfer- QuestionIT

1. A piano is pushed across a wooden floor with a force of 2500

N. The piano moves a distance of 3.5 m. Calculate the work
done moving the piano.

2. Work done is usually measured in joules. An alternative unit

for work done is (circle the correct answer).

kg/m3 Nm W N/m2 N/kg

3. Why does a bicycle pump get hotter when used to pump up a

tyre?
 Work Done and Energy Transfer- QuestionIT

4. A box with a weight of 120 N is lifted up 1.8 m onto a shelf.

Calculate the work done in lifting the box.

5. When a book is lifted 3 m the work done on the book is 1.2 J.

Calculate the weight of the book.
AnswerIT!
Work Done and Energy
Transfer
 Work Done and Energy Transfer- QuestionIT

1. A piano is pushed across a wooden floor with a force of 2500 N.

The piano moves a distance of 3.5 m.
Work out the work done moving the piano.
Using W = F s
Work done = 2500 x 3.5
Work done = 8750 J

2. Work done is usually measured in joules. An alternative unit for

work done is (circle the correct answer).

kg/m3 Nm W N/m2 N/kg

3. Why does a bicycle pump get hot when used to pump up a tyre?
Work is done in compressing the air
Causing the molecules to increase the frequency of their collisions
Causing frictional heating and an increase in the temperature.
 Work Done and Energy Transfer- QuestionIT

4. A box with a weight of 120 N is lifted up 1.8 m onto a shelf.

Calculate the work done in lifting the box.
Using Work done = force x distance
Work done = 120 x 1.8
Work done = 216 J

5. When a book is lifted 3 m the work done on the book is 12.6 J.

Calculate the weight of the book.
Using
Work done = force x distance
Rearranging gives
Force = work done / distance
Substitution gives
Force = 12.6 / 3
Answer
Force = 4.2 N
LearnIT!
KnowIT!
Forces and Elasticity
 Forces and Elasticity

Springs

Springs are used in many everyday

objects. Springs are found in beds, in
motorcycle and bike suspension,
weighing scales and trampolines.

Springs can either be used in tension

(where the spring is stretched) or
compression (where the spring is
squashed).

Springs have a store of elastic

potential energy when they have
changed shape. Not all springs are cylindrical in shape.
 Forces and Elasticity

Uses of Springs
Some common uses of springs, in compression and tension, include:

Uses of Springs in
Uses of Springs in Tension
Compression
Ball Point Pen Trampolines

Beds (mattresses) Garage Doors

Suspension Springs (bikes) Newtonmeter

Exercise Equipment (Chest

Electrical Switches
Expander)
 Forces and Elasticity

Elastic and Inelastic Deformation

To stretch a spring at least two forces are

required – otherwise the whole spring will
move.

When a spring is stretched, the spring may

return to it’s original shape. In this case
the deformation of the spring is said to be
elastic.

If the spring is stretched too far then the

spring will never return to it’s original
length. The deformation is said to be
inelastic.
 Forces and Elasticity

Limit of Proportionality
The extension (the length of a
spring minus the original length)
of a spring is directly
proportional to the force applied
– provided that the limit of
proportionality is not exceeded.

This means that if the force on A graph of force against extension for
the spring is doubled then the a spring that has not been stretched
beyond the limit of proportionality.
extension of the spring will be
doubled too.
 Forces and Elasticity

Permanent Deformation of a Spring

If the force applied to a spring is too great

the the spring will be inelastically
deformed.

A graph showing force against extension

for a spring stretched beyond it’s limit of
proportionality will no longer be a straight
line through 0,0.

The graph opposite shows the force –

extension graph for a spring stretched
beyond it’s limit of proportionality.
 Forces and Elasticity

Stretching Other Materials

Objects and materials other than metal

springs can be stretched.

An elastic band is an example of a material

that can be stretched and stores elastic
potential energy.

The extension of an elastic band is not

directly proportional to the force applied.
A graph of extension against length for an
elastic band will produce a curve, yet the
material may still go back to it’s original
shape.
 Forces and Elasticity

Spring Constant
The amount a spring stretches depends on the force applied to the spring and
also to the spring constant of the spring.

The spring constant of a spring is measured in newtons per meter (N/m). The
higher the spring constant the greater the force required to produce a given
extension, in metres.

The spring constant can be found using the equation:

Force (N) = Spring Constant (N/m) x Extension (m)

F=ke

This relationship can be applied to springs in both compression and tension, as

long as the limit of proportionality is not exceeded.
 Forces and Elasticity

Spring Constant Calculation

Example:

A trampoline spring has a spring constant of 2200 N/m.

Work out the extension of the trampoline spring if a weight of 600 N is

applied.

Solution:

Using the equation

F=ke
Substitution gives
600 = 2200 x e
Rearranging
600 / 2200 = e
Answer:
0.27 m
 Forces and Elasticity

Energy Stored in a Spring

To stretch or compress a spring you must do work on it. This means that you
have transferred energy to the spring, so the spring now has a store of elastic
potential energy. Provided the spring is not inelastically deformed the work
done in stretching the spring is equal to the elastic potential energy stored in
the spring.

To calculate the amount of energy stored in a spring you need to use the
equation:

Elastic Potential Energy (J) = 0.5 x spring constant (N/m) x (extension)2 (m)
Ee = ½ k e2
 Forces and Elasticity

Graphs of Force Against Extension

The gradient of a force against The energy stored as elastic
extension graph gives you the spring potential energy is the area under a
constant of the spring. force against extension graph.
Force / N Force / N

Gradient = k Area = Ee

Extension / m Extension / m
 Forces and Elasticity

Energy Stored in a Spring Calculations

Example: Solution:

A trampoline spring has a spring Step 1: Determine the extension

constant of 1400 N/m. of the spring using F = k e

Extension = 50 / 1400
The spring has a 50 N load added to Extension = 0.0357 m
the spring.
Step 2: Calculate the energy stored
Work out the amount of elastic in the spring using Ee = ½ k e2
potential energy stored in the spring
when the 50 N load is added to the Ee = ½ x 1400 x 0.03572
spring. Ee = 0.9 J
QuestionIT!
Forces and Elasticity
 Work Done and Energy Transfer- QuestionIT

1. What type of energy is stored in a stretched spring?

2. What is the least number of forces required to stretch a

spring?

3. A student investigates the stretching of a spring. The student

adds weight to the spring and measures the extension.

Sketch the force – extension graph the student would expect

for the spring.
 Work Done and Energy Transfer- QuestionIT

4. A spring is stretched beyond its elastic limit. Describe the

effect that this would have on the spring.

5. Explain how the extension of a spring is determined.

6. Motorcycles use springs for their suspension. The spring is

compressed when the motorcycle rides over bumps.
A force of 240 N compresses the spring 2 cm.
Calculate the spring constant of the motorcycle spring.
 Work Done and Energy Transfer- QuestionIT

7. The graph below shows the force-extension graph for a spring.

a) Calculate the spring constant of the spring.

b) Calculate the energy stored in the spring when it is stretched

50 cm.
AnswerIT!
Forces and Elasticity
 Work Done and Energy Transfer - AnswerIT

1. What type of energy is stored in a stretched spring?

Elastic Potential Energy

2. What is the least number of forces required to stretch a spring?

2

3. A student investigates the stretching of a spring. The student adds

weight to the spring and measures the extension.
Sketch the force – extension graph the student would expect for the
spring.
 Work Done and Energy Transfer - AnswerIT

4. A spring is stretched beyond its elastic limit. Describe the effect that this
would have on the spring.
The spring would be inelastically deformed
so would not return to its original shape

5. Explain how the extension of a spring is determined.

The length of the extended spring
minus the original length

5. Motorcycles use springs for their suspension.

The spring is compressed when the motorcycle rides over bumps.
A force of 240 N compresses the spring 2 cm.
Calculate the spring constant of the motorcycle spring in N/m.
Using F = k e
Rearranging gives k = F/e
Substitution gives k = 240 / 0.02
Spring constant is 12 000 N/m
 Work Done and Energy Transfer - AnswerIT

7. The graph below shows the force-extension graph for a spring.

a) Calculate the spring constant of the spring.

Using k = F / e k = 7 / 0.14 spring constant = 50 N/m

b) Calculate the energy stored in the spring when it is stretched 50 cm.

Using Ep = ½ k e2 Ep = 0.5 x 50 x (0.5)2
Elastic Potential Energy = 6.25 J
LearnIT!
KnowIT!
Moments, Levers and
Gears (Physics Only)
 Moments, Levers and Gears

Moments
A force or a system of forces may cause an object to rotate.
Everyday examples of force causing a rotation motion include door
handles, steering wheels and see-saws.

The turning effect of a force is called the moment of the force. The size
of the moment is determined by the equation:

Moment of a force (Nm) = Force (N) × Distance (m)

M=Fd

The distance, d, is the perpendicular distance from the pivot to the

line of action of the force.
 Moments, Levers and Gears

Moment Calculations
Example: Solution:

A child with a weight of 400 N sits Using:

on see-saw. The child sits a M=Fd
distance of 1.2 m from the pivot.
Substitution gives:

Work out the moment of the M = 400 x 1.2

turning force.
Answer:
M = 480 Nm
 Moments, Levers and Gears

Balanced Moments
When two children are on a see-
saw the see-saw may be balanced
and the children will not move. As both the clockwise and anti-
clockwise moments are balanced:
In this case the clockwise moment
is balanced by the anti-clockwise Fc dc = Fa da
moment – so the two moments are
equal. Where the subscript denotes the
direction (clockwise or anti-
clockwise).
 Moments, Levers and Gears

Balanced Moments Calculations

Example: Solution:

A see-saw has two children sat As both the clockwise and anti-
either side of the pivot. clockwise moments are balanced:

Fc dc = Fa da
The child on the left-hand side has
a weight of 370 N and site 1.3 m 370 x 1.3 = Fa x 2.0
from the pivot.
481 / 2.0 = Fa
The child on the right sits 2.0 m Fa = 240.5 N
from the pivot.

Work out the weight of the child on

the right-hand side of the pivot if
the see-saw is balanced.
 Moments, Levers and Gears

Levers

Levers are used to increase the

force applied to an object, usually
to lift it up from a surface.

A crowbar is an example of a
lever. Crowbars can be used to lift
up floorboards that have been
nailed down.

Levers must have a pivot to rotate By pushing down on the crowbar the
object is lifted upwards.
around and will work on the
principle of moments.
 Moments, Levers and Gears

Gears
A gear is a wheel that has teeth
on it (also known as a cog), as
shown in the diagram opposite.
For gears to do work you need at
least two gears. When the large gear rotates once the
smaller gear may rotate many times.
Gears are used to transmit
rotational forces from one place
to another.

On a bicycle the gears are

connected through a chain,
though gears can be connected
together so that the teeth of the
gears interlock. Sometimes gears are connected by a chain.
 Moments, Levers and Gears

Rotating Gears

When two cogs are in contact

with their teeth interlocking, the
driven cog will rotate in the Drive
opposite direction to the drive
cog.
Driven
If the drive cog in a gear spins
clockwise then the driven cog will
spin anti-clockwise.
 Moments, Levers and Gears

Speed of Gears

When a large cog is driving a small

cog, then the small cog will rotate
faster than the large cog.

Halving the number of teeth on the

small cog will double the speed of the
small cog.
Speed 2 will be faster than Speed 1 as
Going from a large cog to a smaller there are fewer teeth on the cog.
cog will increase the speed of
rotation.
QuestionIT!
Moments, Levers and Gears
(Physics Only)
 Moments, Levers and Gears - QuestionIT

1. State the equation used to find the moment of a force.

2. A 30 cm long spanner is used to undo a nut. A force of 20 N is

applied to the end of the spanner.
Calculate the moment of force applied to the spanner.

3. Two children sit on a see-saw on opposite sides of the pivot.

One child has a weight of 340 N and sits 1.2 m from the pivot.
If the other child has a weight of 420 N how far does this child
need to sit from the pivot for the see-saw to be balanced?
 Moments, Levers and Gears - QuestionIT

4. A crowbar is used to lift up a floor board. The crowbar has a

length of 40 cm from the pivot to the end of the crowbar, and
the distance from the bend to the lifting point is 12 cm.
If the force applied to the end of the crowbar is 300 N, work out
the size of the force applied to the floor board.

5. A box with a weight of 400 N is raised using a lever 2 m long.

The lever rotates around a pivot 50 cm from the lifting end of
the lever. Work out the force applied to the end of the lever.
 Moments, Levers and Gears - QuestionIT

6. The 30 tooth large cog is made to rotate in a clockwise

direction. In which direction will the smaller cog rotate?

7. In the gear system shown above, the 30 tooth cog rotates

once every 5 seconds. The smaller cog has 20 teeth.
Calculate how long it will take to the smaller cog to complete
one revolution.
 Moments, Levers and Gears - QuestionIT

8. Look at the following gear system. In which direction will the

yellow cog rotate if the red cog is made to rotate anti-
clockwise?
AnswerIT!
Moments, Levers and
Gears (Physics Only)
 Moments, Levers and Gears - QuestionIT

1. State the equation used to find the moment of a force.

Moment = force x distance

2. A 30 cm long spanner is used to undo a nut.

A force of 20 N is applied to the end of the spanner.
Work out the moment of force applied to the spanner.
Moment = force x distance
Moment = 20 x 0.3
Moment = 6 Nm

3. Two children sit on a see-saw on opposite sides of the pivot.

One child has a weight of 340 N and sits 1.2 m from the pivot.
If the other child has a weight of 420 N how far does this child need to sit
from the pivot for the see-saw to be balanced?
Clockwise and anti-clockwise moments must be balanced
so, 340 x 1.2 = 420 x distance from pivot
so, distance from pivot = 0.97 m
 Moments, Levers and Gears - QuestionIT

4. A crowbar is used to lift up a floor board. The crowbar has a length of 40 cm

from the pivot to the end of the crowbar, and the distance from the bend to
the lifting point is 12 cm.
If the force applied to the end of the crowbar is 300 N, work out the size of
the force applied to the floor board.
As the moment on either side of the pivot is equal
300 x 0.4 = force x 0.12
So, force applied to the floor board = 1000 N

5. A box with a weight of 400 N is raised using a lever 2 m long. The lever
rotates around a pivot 50 cm from the lifting end of the lever. Work out the
force applied to the end of the lever.
As the moment on either side of the pivot is equal
Force Applied x 1.5 = 400 x 0.5
Force applied = 133.3 N
 Moments, Levers and Gears - QuestionIT

6. The 30 tooth large cog is made to rotate in a clockwise direction. In

which direction will the smaller cog rotate?

Anti-clockwise

6. In the gear system shown above, the 30 tooth cog rotates once every 5
seconds. The smaller cog has 15 teeth. Calculate how long it will take to
the smaller cog to complete one revolution.
2.5 seconds
As there are half the number of teeth the cog will spin twice as fast.
 Moments, Levers and Gears - QuestionIT

8. Look at the following gear system.

In which direction will the yellow cog rotate if the red cog is made to
rotate anti-clockwise?

Clockwise
If red spins anti-clockwise then the green will spin clockwise, blue
anti-clockwise making the red cog spin clockwise.
LearnIT!
KnowIT!
Pressure and Pressure Differences in
Fluids (Physics Only)

• Pressure in a Fluid 1
• Pressure in a Fluid 2 (HT Only)
• Atmospheric Pressure
 Pressure in a Fluid 1

Pressure in a Fluid 1
Fluids are substances that flow. Liquids and
gases are both fluids.

When there is a pressure in a fluid a force is

produced at right angles to the surface
containing the fluid.

The size of the force acting at the surface of a

fluid can be calculated using the equation:

Pressure (Pa) = Force normal to a surface (N) The pressure in a fluid

Area of that surface (m2) produces a force at right
angles to the surface .
𝑭
p=
𝑨
 Pressure in a Fluid 1

Pressure in a Fluid 1: Equations

Example:

Work out the pressure in a fluid when the fluid applies a force of 12 N on a
surface of area 0.02 m2.

Solution:

Using the equation:

pressure = force / area

Substituting:
pressure = 12 / 0.02

Answer:
pressure = 600 Pa
 Pressure in a Fluid 2

Pressure in a Fluid 2
When a submarine is underwater there is a
pressure acting. The pressure depends on the
depth of the submarine, the density of the
water it is in (salt water is more dense than
fresh water) and on the gravitational field
strength.

The equation that links pressure, gravitational field strength, density and height of
column is:

Pressure (Pa) = Height of column (m) x Density of liquid (kg/m3)

x Gravitational field strength (N/kg)

p=h⍴g
 Pressure in a Fluid 2

Pressure Differences
When a 2 litre bottle has holes drilled
into the sides and is then filled with
water leaks out. The water that
escapes out the bottom of the bottle
comes out faster than the water from
the top hole – so it travels further.

This is due to the pressure at the

bottom of the bottle being greater
than the pressure at the top of the
bottle – there is a greater height of
the column of water above the hole at
this point, so there is more weight
pushing down per unit area.
 Pressure in a Fluid 2

Floating
A submarine can float mid-water. This happens when the weight of the
submarine equals the upthrust from the water.

The upthrust on the submarine depends on the pressure difference between

the top of the submarine and the bottom of the submarine. When the
pressure difference between the top and the bottom of the submarine equals
the weight of the submarine then it will float.

Submarines can adjust the depth they float at by adding or removing water
from ballast tanks. Scuba divers use air in a jacket to control their depth. Fish
have swim bladders which serve a similar purpose.
 Pressure in a Fluid 2

Pressure Calculations
Example:

The top of a submarine is 50 m underwater. The density of seawater is 1030

kg/m3. Work out the pressure on the top of the submarine.
Take g = 10 N/kg.

Solution:

Using the equation p=h⍴g

Substitution gives p = 50 x 1030 x 10

Answer pressure = 515 000 Pa

 Pressure in a Fluid 2

Upthrust Calculations
Example:
Calculate the upthrust on a submarine that has a height of 15 m and is
submerged at a depth of 60 m (to the top of the submarine). The submarine
has a surface area of 100 m2 on the top and on the bottom of the submarine.

Take the density of sea water to be 1100 kg/m3 and the gravitational field
strength of the Earth to be 10 N/kg.

Solution:
The difference in pressure between the top and bottom of the sub is due to a
difference in height of the column of water of 15 m.
So, using the equation: p=h⍴g
P = 15 x 1100 x 10
P = 165,000 Pa
Since Pressure = force / area
force (upthrust) = 165 000 x 200 = 33 000 000 N
 Atmospheric Pressure

The Earth’s Atmosphere

The Earth’s atmosphere is a very thin (relative
to the size of the Earth) layer of gas. The
density of this layer of gas gets lower as you
go higher.

The weight of air pushing down on a surface

decreases with height. With fewer particles
the higher up you go there will be fewer
collisions, per unit time, with a surface. This
means that the atmospheric pressure
decreases with height.

When air molecules collide with a surface it

creates air pressure. The more molecules that
collide with a surface in a given time, the
greater the pressure on that surface.
QuestionIT!
Pressure and Pressure Differences
in Fluids (Physics Only)

• Pressure in a Fluid 1
• Pressure in a Fluid 2 (HT Only)
• Atmospheric Pressure
 Pressure and Pressure Difference in Fluids - QuestionIT

1. In a bath full of water a force of 1250 N acts on an area of 0.5

m2 at the bottom of the bath.
Calculate the pressure acting on the bottom of the bath.

2. A pressure of 4000 Pa acts in a hydraulic brake fluid. The

surface of the slave cylinder inside the brake system has a
surface area of 0.03 m2.
Calculate the force acting on the slave cylinder.
 Pressure and Pressure Difference in Fluids 2 Higher Tier - QuestionIT

3. A beaker is filled to a depth of 10 cm with water. Water has a

density of 1000 kg/m3. Calculate the pressure acting at the
bottom of the beaker.
Take g = 10 N/kg.

4. A scuba diver is diving in the sea. The pressure acting on the

scuba diver is 267 800 Pa. Salt water has a density of 1030
kg/m3.
Calculate the depth of the scuba diver.
 Pressure and Pressure Difference in Fluids 2 Higher Tier - QuestionIT

5. A boat floats in sea water (density = 1030 kg/m3). The boat has
a surface area of 15 m2 in contact with the water and has a
pressure of 4120 Pa acting on it.
Find the depth the boat floats at.
Take g = 10 N/kg.

6. Explain why the atmospheric pressure on the top of Mount

Everest is lower than the atmospheric pressure at sea level.
AnswerIT!
Pressure and Pressure Differences
in Fluids (Physics Only)

• Pressure in a Fluid 1
• Pressure in a Fluid 2 (HT Only)
• Atmospheric Pressure
 Pressure and Pressure Difference in Fluids - AnswerIT

1. In a bath full of water a force of 1250 N acts on an area of 0.5 m2 at the

bottom of the bath.
Calculate the pressure acting on the bottom of the bath.

Pressure = Force / Area

Pressure = 1250 / 0.5
Pressure = 2500 Pa

2. A pressure of 4000 Pa acts in a hydraulic brake fluid. The surface of the

slave cylinder inside the brake system has a surface area of 0.03 m2.
Calculate the force acting on the slave cylinder.

Pressure = Force / Area

Force = Pressure x Area
Force = 4000 x 0.03
Force = 120 N
 Pressure and Pressure Difference in Fluids 2 Higher Tier - AnswerIT

3. A beaker is filled to a depth of 10 cm with water. Water has a density of

1000 kg/m3. Calculate the pressure acting at the bottom of the beaker.
Take g = 10 N/kg.
Convert 10 cm into standard units: 10 cm = 0.1 m
Pressure = height of column x density x gravitational field strength
Pressure = 0.1 x 1000 x 10
Pressure = 1000 Pa

4. A scuba diver is diving in the sea. The pressure acting on the scuba diver is
267 800 Pa. Salt water has a density of 1030 kg/m3.
Calculate the depth of the scuba diver.
Pressure = height of column x density x gravitational field strength
Rearranging gives
Height of column = Pressure / (density x gravitational field strength)
Height of column = 267 800 / (1030 x 10)
Height of column = 26 m
Therefore the scuba diver is at a depth of 26 m.
 Pressure and Pressure Difference in Fluids 2 Higher Tier - AnswerIT

5. A boat floats in sea water (density = 1030 kg/m3). The boat has a surface
area of 15 m2 in contact with the water and has a pressure of 4120 Pa
acting on it.
Find the depth the boat floats at.
Take g = 10 N/kg.
Pressure = height of column x gravitational field strength x density
4120 = height of column x 10 x 1030
4120 / (10 x 1030) = height of column
Height of column = 0.4 m
Therefore the depth of the boat is 0.4 m.

6. Explain why the atmospheric pressure on the top of Mount Everest is

lower than the atmospheric pressure at sea level.
At sea level there is more air above you
This gives a greater weight of air pushing on you per unit area
Increasing the pressure
LearnIT!
KnowIT!
Forces and Motion
• Distance and Displacement
• Speed
• Velocity
• The Distance-Time
Relationship
• Acceleration
 Distance and Displacement

Definitions
Distance: How far an object has travelled. Distance is a scalar quantity.

Displacement: How far an object has travelled in a straight line from the starting
point to the finishing point and the direction of that line. Displacement is a
vector quantity.

Examples:

A runner runs around a track. The track is 400 m long.

After completing one complete circuit of the track the runner has travelled a
distance of 400 m. After the one complete circuit the runner ends up at their
starting point. This means that their displacement is 0 m.
 Speed

Calculations
For an object moving at a constant speed the distance travelled in a specific
time can be calculated using the equation:

Distance travelled (m) = Speed (m/s) x time (s)

s=vt
 Speed and Velocity

Definitions
Speed is the rate of change of distance. This can be found using the equation:

speed = distance travelled

time taken

Speed is a scalar quantity which means that it has magnitude but no direction.

Velocity is the rate of change of distance. Velocity is found using the equation:

velocity = displacement
time taken

Velocity is a vector quantity which means that is has magnitude and direction.
 Speed and Velocity

Speed Calculations
Example 1:

A bike travels 800 m in 160 seconds. Calculate the speed of the bike.
Solution 1:

Using the equation: Speed = distance / time

Speed = 800 / 160
Speed = 5 m/s
Example 2:

A car travels a distance of 300 miles at an average speed of 50 mph. Calculate

how long it will take to complete the car journey.
Solution 2:

Rearranging the speed equation gives: time = distance / speed

time = 300 / 50 = 6 hours
 Speed and Velocity

Velocity Calculations
Example 1:

A track runner runs around a 400 m athletics track 4 times in 3 minutes and 10
seconds.

Work out:

a) The speed of the track runner

Speed = distance / time
Speed = 1600 / 190
Speed = 8.4 m/s

b) The average velocity of track runner.

As the displacement at the end of the run is 0 m (they end up where they
started after four loops of the track) their average velocity is 0 m/s.
 Speed and Velocity

Typical Speeds
These are the typical speeds of everyday situations that you should know for
your exam.

Situation Typical Speed/ m/s

Walking 1.5
Running 3
Cycling 6

The speed of sound in air is 330 m/s (though this does changes with
temperature and pressure).
 Speed and Velocity

Average and Instantaneous Speed

Average speed is the speed of an object over the entire journey. The average
speed is found by using the total distance travelled divided by the total time
taken.

average speed = total distance travelled

total time taken

Instantaneous speed is the speed of an object at a given moment in time. The

speedometer in a car gives the instantaneous speed of the car.
 The Distance-Time Relationship

Distance-Time Graphs
Distance-time graphs can be
used to represent the motion
of an object.

The different gradients

(steepness) of line on the
graphs show different motions
of the object.

The shapes of line that you

need to know are shown
opposite.
 The Distance-Time Relationship

Calculating Speed from a Distance-Time Graph

From the shapes of distance-time graphs it is possible to compare the speeds
of different objects. The steeper the gradient of a line on a distance-time
graph the faster the object is travelling.

The gradient of the line on a distance-time graph is the speed of the object.
Example:

Work out the speed of the objects shown by the

red and green line.

Solution:

Red = distance / time = 30 / 3 = 10 km/h

Green = distance / time = 40 /2 = 20 km/h

 The Distance-Time Relationship – Higher Tier

Calculating Instantaneous Speed

Higher Tier Only
When an object is accelerating the line on a distance-time graph is curved.
To find the instantaneous speed of the object at any point along the curve the
tangent to the line must first be found – then the gradient of the tangent
shows the speed.

To draw the tangent of a curve you

should draw a line perpendicular to
your curve to start with, then draw a
straight line at right-angles to this
across your curve – this is your tangent.
The longer the line that you draw at
this point the easier and more accurate
your speed calculation will be.
 Acceleration

Acceleration
When objects accelerate they can be changing speed or changing direction or
changing both speed and direction.

Acceleration is the rate of change of velocity, and since velocity is a vector so

is acceleration.

The average acceleration of an object is found using the equation:

Acceleration (m/s2) = change in velocity (m/s)

Time taken (s)
𝜟𝒗
a =
𝒕

An acceleration of 3 m/s2 means that an object is getting 3 m/s faster every

second.

Equivalent units for acceleration are: m/s/s and ms-2.

 Acceleration

Negative Acceleration
As acceleration is a vector the direction is important.

When a moving object has a negative acceleration it can either be slowing

down (often just called decelerating) or it could be increasing speed in the
opposite direction.

If a car is moving along a straight motorway at 70 mph and then has a

negative acceleration the car will slow down.

On the on the other hand if the positive direction is chosen to be upwards

then a ball that is dropped will have a negative acceleration (as it is in the
opposite direction) and will continue to speed up (accelerate) in the opposite
direction.
 Acceleration

Velocity-Time Graphs
A velocity-time graph gives more information than a distance-time graph. As
well as speed, distance travelled and time, a velocity-time graph will give the
acceleration of the object.

Although the line shapes look the same as a distance-time graph, as the axes
are different the line meanings are different.

Below are the line shapes for velocity-time graphs.

 Acceleration

Velocity-Time Graph Calculations

The following information can be
gathered from a velocity time graph:

The velocity: From reading off the

axes on the graph.

The acceleration: Found from the

gradient of the line on the velocity-
time graph.

The distance travelled: The area

under the line on a velocity-time
graph is the distance travelled.
 Acceleration

Interpreting Velocity-Time Graphs

Example:
Describe fully the motion shown in the
velocity-time graph.

Solution:

From 0 to 10 s: Constant rate of

acceleration of 2 m/s2.
From 10 to 15 s: Constant speed of 20
m/s.
From 15 to 30 s: Constant rate of
deceleration of 1.33 m/s2.
Distance-travelled is the area under the
line = 100 m + 100 m + 150 m = 350 m
 Acceleration

Terminal Velocity of Falling Objects

When a skydiver jumps out of a plane they may reach terminal velocity.

At terminal velocity the pull of gravity (the skydiver’s weight) is equal in size
and opposite in direction to the air resistance on the skydiver. As there is no
resultant force there is no acceleration and the skydiver will fall at a steady
speed.
 Acceleration

Forces acting on a Skydiver

During the course of a skydive the weight of a skydiver will not change.
As a result of this the skydiver will have a constant pull downwards
caused by the gravitational attraction of the Earth.

Also acting on the skydiver is air resistance, or drag. As the skydiver

moves through the air faster the skydiver will experience more drag.

Drag reduces the acceleration the skydiver experiences, from 10 m/s2

when they have just jumped out of the plane to 0 m/s2 when they reach
terminal speed.
 Acceleration

More Forces acting on a Skydiver

As the skydiver falls faster the amount of drag experienced increases,

reducing the skydiver’s acceleration, until weight and drag are equal in
size. At this point the skydiver will be falling with terminal velocity.
 Acceleration

Uniform Acceleration
The equation for uniform acceleration is:

(Final velocity)2 – (Initial velocity)2 = 2 x Acceleration x Distance

(m/s) (m/s) (m/s2) (m)

v2 – u2 = 2 a s
This equation is often used when an object is falling under
gravity and assumes the acceleration due to gravity to be
constant (so ignoring air resistance).

The acceleration of an object due to gravity is taken to be about

9.8 m/s2. This is often rounded up to 10 m/s2.
 Acceleration

Uniform Acceleration Calculations

Example:

A stone is dropped off a 30 m high cliff.

The stone falls under gravity (g = 9.8 m/s2).
Work out the speed of the stone as it hits the floor.

Solution:

As the stone is dropped the initial speed is 0 m/s.

Using
v2 – u2 = 2 a s
v2 = 2 a s + u 2
v2 = 2 x 9.8 x 30 + 02
v2 = 588
v = 𝟓𝟖𝟖 = 24.2 m/s
QuestionIT!
Forces and Motion
• Distance and Displacement
• Speed
• Velocity
• The Distance-Time
Relationship
• Acceleration
 Forces and Motion - QuestionIT

1. State the typical speed of a person

a) Walking

b) Cycling

2. State the equation that links speed, distance and time.

3. Describe the difference between speed and velocity.

 Forces and Motion - QuestionIT

4. A car moves round a circular track at 120 mph.

Give the average velocity of the car. Explain your answer.

5. A motorcycle travels a distance of 420 miles in 8.5 hours.

Give the average speed of the motorcycle.

6. Describe the difference between instantaneous speed and

average speed.
 Forces and Motion - QuestionIT

7. Describe fully the motion shown in the distance-time graph

shown below.
 Forces and Motion - QuestionIT

8. Describe how you would find the instantaneous speed of an

object from a distance-time graph where the line is a curve.
(Higher Tier Only).

9. State the equation that links acceleration, change in velocity

and time taken.
 Forces and Motion - QuestionIT

10. Describe what is meant by a negative acceleration.

10. Give the units of acceleration.

12. Describe how the distance travelled by an object can be found

from a velocity-time graph.
 Forces and Motion - QuestionIT

13. Describe fully the motion shown in the velocity-time graph

shown below.
 Forces and Motion - QuestionIT

14. A stone is dropped off a cliff.

The stone hits the floor at 30 m/s.
Calculate the height of the cliff.
Take g = 9.8 m/s2
 Forces and Motion - QuestionIT

15. Explain how the motion of a skydiver changes from the

moment they jump out of the plane until they land.
AnswerIT!
Forces and Motion
• Distance and Displacement
• Speed
• Velocity
• The Distance-Time
Relationship
• Acceleration
 Forces and Motion - AnswerIT

1. State the typical speed of a person

a) Walking
1.5 m/s

b) Cycling
6 m/s

2. State the equation that links speed, distance and time.

𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆
speed =
𝒕𝒊𝒎𝒆

3. Describe the difference between speed and velocity.

Speed is a scalar quantity – it has magnitude but no direction.
Velocity is a vector – it has magnitude and direction.
 Forces and Motion - AnswerIT

4. A car moves round a circular track at 120 mph.

Give the average velocity of the car. Explain your answer.
Average velocity is 0 m/s
As on completion of every lap the car has a displacement of 0 m
and velocity is found using displacement / time
the average velocity must be 0 m/s

5. A motorcycle travels a distance of 420 miles in 8.5 hours.

Give the average speed of the motorcycle.
speed = distance / time
speed = 420 / 8
speed = 52.5 mph

6. Describe the difference between instantaneous speed and average

speed.
Instantaneous speed is the speed at a given moment in time.
Average speed is the speed over the whole journey including periods
of acceleration and deceleration.
 Forces and Motion - AnswerIT

7. Describe fully the motion shown in the distance-time graph shown

below.

A to B: Constant speed of 0.6 km/s

B to C: Stationary (for 4 s)

C to D: Constant speed of 2.25 km/s

D to E: Stationary (for 2 s)

E to F: Constant speed of 2 m/s

going back to the origin
 Forces and Motion - AnswerIT

8. Describe how you would find the instantaneous speed of an object from
a distance-time graph where the line is a curve. (Higher Tier Only).

Draw the tangent to the curve.

Find the gradient of the line you have

drawn.

The gradient of the line is the

instantaneous speed.

9. State the equation that links acceleration, change in velocity and time
taken.
acceleration = change in velocity / time taken
 Forces and Motion - AnswerIT

10. Describe what is meant by a negative acceleration.

A negative acceleration means that the object is slowing down or
speeding up in the opposite direction (to that which has been assumed
to be positive).

11. Give the units of acceleration.

m/s2 or m/s/s or ms-2

12. Describe how the distance travelled by an object can be found from a
velocity-time graph.
The area under the line on a velocity-time graph represents the distance
travelled by that object.
 Forces and Motion - AnswerIT

13. Describe fully the motion shown in the velocity-time graph shown below.

From 0 to 20 s: Constant rate of

acceleration of 1.25 m/s2

From 20 to 50 s: Constant speed of

25 m/s

From 50 to 60 s: Constant rate of

deceleration of 2.5 m/s2

Total distance travelled over the 60

seconds is:
250 m + 750 m + 125 m = 1125 m
 Forces and Motion - AnswerIT

14. A stone is dropped off a cliff.

The stone hits the floor at 30 m/s.
Calculate the height of the cliff.
Take g = 9.8 m/s2

Since the stone is dropped u = 0 m/s

Using v2 – u 2 = 2 a s
Substituting gives 302 – 02 = 2 x 9.8 x s
Simplifying gives 900 = 19.6 x s
Rearranging gives 900 / 19.6 = s

Therefore s = 45.9 m
 Forces and Motion - AnswerIT

15. Explain how the motion of a skydiver changes from the moment they
jump out of the plane until they land.

• Skydiver accelerates due to gravity (at a rate of 10 m/s2)

• As the skydiver picks up speed the drag they experience increases
• But the gravitational attraction stays the same
• so the acceleration of the skydiver decreases in size.
• When drag and weight are equal in size but opposite in direction the
skydiver will fall with terminal speed
• as there is no resultant force so no acceleration
• When the parachute is opened there is an increase in drag
• Decelerating the skydiver
• Until weight and drag are equal in size but opposite in direction
• Then the skydiver falls at a new (lower) terminal speed
• Which is lower as the the large surface area of the parachute increases
the amount of drag at a given speed.
• Skydiver decelerates to 0 m/s when they hit the ground.
LearnIT!
KnowIT!
Forces, Accelerations and
Newton’s Laws of Motion

• Newton’s First Law

• Newton’s Second Law
• Newton’s Third Law
 Newton’s First Law

Newton’s First Law of Motion

If the resultant force acting on an object is zero and:

• the object is stationary, the object remains stationary

• the object is moving, the object continues to move at the same speed
and in the same direction. So the object continues to move at the
same velocity.

The velocity of a vehicle will only change if there is a resultant force

acting upon it. If the driving and resistive forces are balanced (there is no
resultant force) then the vehicle will continue with a steady velocity
(speed and direction).
 Newton’s First Law

Inertia – Higher Tier Only

Inertia is a property of matter. It is the resistance of the object
to change its motion (speed and/or direction).

Mass is a measure of the amount of inertia an object has. The

more inertia (or mass) an object has the harder it is to get that
object to change its motion.

To find out which of two objects has the most inertia:

• Apply an equal force to both of them when they are at rest.

• The one that has the greatest acceleration has the lowest
inertia – it was easier to get it to change its motion.
 Newton’s Second Law

Newton’s Second Law of motion

The acceleration of an object is proportional to the resultant

force acting on the object, and inversely proportional to the
mass of the object.

In equation form, Newton’s Second Law is written as:

Force (N) = Mass (kg) x Acceleration (m/s2)

F=ma

Inertial mass is the ratio of force divided by acceleration.

 Newton’s Second Law

Using F = m a
Example 1:

A motorcycle has a mass of 240 kg and accelerates at a rate of 4 m/s2.

Work out the driving force of the motorcycle.

Solution:

Using
F=ma
F = 240 x 4
F = 960 N
 Newton’s Second Law

Using F = m a
Example 2:

A car brakes sharply from a velocity of 30 m/s to rest in 4.2 s.

The braking force applied by the brakes was 4800 N.
Work out the mass of the car.

Solution:

Finding the acceleration of the car:

change in velocity
acceleration =
time taken

acceleration = 7.1 m/s2

Substituting gives
F=ma
4800= m x 7.1
m = 672 kg allow 676 kg if acceleration was rounded down
 Newton’s Third Law

Newton’s Third Law of motion

Whenever two objects interact, the forces they exert on each

other are equal in size and opposite in direction.

Examples:

When a car crashes into a crash barrier, the force acting on the
car and the force acting on the barrier are equal and opposite.

A pen falling will be pulled down by the Earth, and the Earth will
be pulled up by the pen.
QuestionIT!
Forces, Accelerations and
Newton’s Laws of Motion

• Newton’s First Law

• Newton’s Second Law
• Newton’s Third Law
 Forces and Motion - QuestionIT

1. Describe why a cannon ball, when fired from a cannon does

not continue to move with constant velocity.

2. What is the inertia of an object a measure of?

3. State the equation commonly used for Newton’s second law.

 Forces and Motion - QuestionIT

4. A car has a driving force of 1200 N and a mass of 700 kg.

Calculate the acceleration of the car.

5. A skydiver has a weight of 686 N and a mass of 70 kg.

Calculate the acceleration of the skydiver the moment he
jumps out of the plane.

6. A motorcycle has a driving force of 1400 N and an acceleration

of 6 m/s2.
Calculate the mass of the motorcycle.
 Forces and Motion - QuestionIT

7. A father and his daughter were ice skating. The father has a
mass of 75 kg and his daughter has a mass of 30 kg. The father
pushed his daughter and she feels a force of 50 N.
Calculate the force on the father.

8. A car crashed into a crash barrier. The force exerted by the

barrier on the car was 4500 N. Describe the force exerted by
the car onto the barrier.
AnswerIT!
Forces, Accelerations and
Newton’s Laws of Motion

• Newton’s First Law

• Newton’s Second Law
• Newton’s Third Law
 Forces and Motion - AnswerIT

1. Describe why a cannon ball, when fired from a cannon does not continue
to move with constant velocity.
• Gravity acts pulling the cannon ball downwards
• So, there is a resultant force
• Objects will only continue with uniform motion when no resultant force
acts.

2. What is inertia of an object a measure of?

How easy, or difficult, it is to get the object to change its motion.
The more inertia an object has the harder it is to get it to change its
motion.

3. State the equation commonly used for Newton’s second law.

force = mass x acceleration
 Forces and Motion - AnswerIT

4. A car has an acceleration of 1.7 m/s2 and a mass of 700 kg.

Calculate the driving force of the car.
Using F = m a
force = 700 x 1.7
force = 1190 N

5. A skydiver has a weight of 686 N and a mass of 70 kg.

Calculate the acceleration of the skydiver the moment he jumps out of
the plane.
acceleration = force / mass
acceleration = 686 / 70
acceleration = 9.8 m/s2

6. A motorcycle has a driving force of 1400 N and an acceleration of 6 m/s2.

Calculate the mass of the motorcycle.
mass = force / acceleration
mass = 1400 / 6
mass = 233 kg
 Forces and Motion - AnswerIT

7. A father and his daughter were ice skating.

The father has a mass of 75 kg and his daughter has a mass of 30 kg.
The father pushed his daughter and she feels a force of 50 N.
Calculate the force on the father.
50 N
From Newton’s third law: whenever two objects interact, the forces they
exert on each other are equal in size and opposite in direction.

8. A car crashed into a crash barrier. The force exerted by the barrier on the
car was 4500 N. Describe the force exerted by the car onto the barrier.
The force exerted by the car onto the barrier is 4500 N.
From Newton’s third law: whenever two objects interact, the forces they
exert on each other are equal in size and opposite in direction.
LearnIT!
KnowIT!
Forces and Braking

• Stopping Distance
• Reaction Time
• Factors Affecting Braking Distance 1
• Factors Affecting Braking Distance 2
 Stopping Distance

Definitions

Thinking Distance: Thinking distance is the distance that you travel while
reacting to a stimulus until you get your foot onto the brake pedal. Thinking
distance depends on reaction time, but these are not the same thing.

Braking Distance: Braking distance is the distance you travel from pressing the
brake pedal until you come to a stop.

Stopping Distance: Stopping distance is the sum of thinking distance and

braking distance, usually shown as:

Stopping distance = Thinking distance + Braking distance

 Stopping Distance

How Speed Affects Stopping Distance

Increasing the speed of a vehicle will increase its stopping distance.

The highway code shows the stopping distances for cars at various speeds…

As you can see, when

speed increases so
does the overall
stopping distance.

Also, it is both parts

of the overall
stopping distance –
thinking and braking
distance – that
increases.
 Stopping Distance

Speed and Thinking Distance

From the highway code it is possible to see patterns in the data.

When you double your speed your thinking distance will also double.
This is shown by the thinking distance being 9 m at 30 mph and 18 m at
60 mph. The reason this happens is because your reaction time does not
change but you will now travel further while you react:

If you take 0.5 seconds to react then at a speed of 10 m/s you would
travel 5 m while reacting to a stimulus. If the speed doubled to 20 m/s
then you would now travel 10 m while reacting to the stimulus – the
thinking distance has doubled when the speed has doubled.
 Stopping Distance

Speed and Braking Distance

Doubling your speed will more than double your braking distance. In fact
doubling the speed of a vehicle will cause the braking distance to
quadruple.

At 30 mph the braking distance is 14 m and at 60 mph the braking distance

is 55 m (according to the highway code) which is approximately four times
greater: The difference of 1 m is accounted for by rounding.

When the speed of a vehicle doubles the kinetic energy of the vehicle is
four times greater. This happens because kinetic energy is found using the
equation:

kinetic energy = ½ x mass x (velocity)2

As there is four times the kinetic energy it takes four times longer to stop at
a given braking force.
 Reaction Time

Reaction Time
A typical person’s reaction time varies from 0.2 to 0.9 seconds.

There are a number of factors that will affect your reaction time, and in
turn thinking distance.

These factors include:

Factor Affect on Reaction Time

Alcohol Increases
Caffeine Decreases
Tiredness Increases
Distractions Increases

Drugs can either increase or decrease reaction times as some drugs are
stimulants and some are depressants.
 Reaction Time

Measuring Reaction Time

A person’s reaction time is very short. Trying to measure this reaction time
is going to be difficult but there are ways of measuring it.

1. There are online tests that display a stimulus and measures the time
taken to respond to the stimulus – often by clicking a mouse button.

2. Ruler drop. This is where a ruler is dropped through your hand. As

soon as you see the ruler move you close your hand. The distance that
the ruler moves through your hand corresponds to a given reaction
time - these can be found online at:

[Link]
 Factors Affecting Braking Distance 1

Factors Affecting Braking Distance

There are a number of factors that affect the braking distance of a vehicle.
Some of these are shown in the table below:
Factor Affecting How this factor affects braking
Braking Distance distance
Speed Increasing speed increases braking distance
Weight of Vehicle Increasing weight of vehicle increases braking
distance
Icy Roads Braking distance increases due to reduced
friction between tyre and road
Wet Roads Braking distance increases due to reduced
friction between tyre and road
Poor Brake Condition Braking distance increases
Bald Tyres Braking distance increases when wet.
 Factors Affecting Braking Distance 2

Braking Force
When a force is applied to the brakes of a vehicle, work done by
the frictional forces between the brake pads and the brake disc
reduces the kinetic energy of the vehicle and the temperature of
the brakes increases.

The greater the speed of a vehicle the greater the braking force
needed to stop the vehicle in a certain distance.

The greater the braking force the greater the deceleration of the
vehicle. Large decelerations may lead to brakes overheating
and/or loss of control.
QuestionIT!
Forces and Braking

• Stopping Distance
• Reaction Time
• Factors Affecting Braking Distance 1
• Factors Affecting Braking Distance 2
 Forces and Braking - QuestionIT

1. Define thinking distance.

2. Complete the equation:

Stopping distance = ……………………………… + ……………………………….

3. Describe how the speed of a vehicle affects the thinking

distance.
 Forces and Braking - QuestionIT

4. A driver sees a car braking sharply in front of him. The driver

takes 0.5 s to react to the stimulus and then brakes. Figure 1
shows the velocity-time graph for the motion of the vehicle
from seeing the stimulus to stopping. Calculate the stopping
distance of the vehicle.
Figure 1
 Forces and Braking - QuestionIT

5. The highway code shows the stopping distances for vehicles up

to 70 mph. In 2011 the government proposed a new 80 mph
speed limit for UK motorways.
Use the information in the diagram, and your own knowledge,
to determine the overall stopping distance of a vehicle at 80
mph.
 Forces and Braking - QuestionIT

6. Describe how you could measure the reaction time of a

person.

7. Explain the dangers caused by large decelerations of a vehicle.

 Forces and Braking - QuestionIT

8. Put the following factors under the correct headings to show

whether the factor affects thinking distance, braking distance or
both thinking and braking distance.

Speed Mass Icy roads Tiredness

Poor brakes Mobile Phone use Alcohol Bald tyres

Thinking Distance Braking Distance Both
AnswerIT!
Forces and Braking
• Stopping Distance
• Reaction Time
• Factors Affecting Braking Distance 1
• Factors Affecting Braking Distance 2
 Forces and Braking - AnswerIT

1. Define thinking distance.

The distance travelled while the driver reacts to a stimulus until the
driver gets their foot onto the brake pedal (but before the brake pedal is
pressed).

2. Complete the equation:

stopping distance = thinking distance + braking distance

3. Describe how the speed of a vehicle affects the thinking distance.

Increasing speed increases thinking distance
Doubling your speed doubles the thinking distance.
 Forces and Braking - AnswerIT

4. A driver sees a car braking sharply in front of him. The driver takes 0.5 s
to react to the stimulus and then brakes. Figure 1 shows the velocity-
time graph for the motion of the vehicle from seeing the stimulus to
stopping. Calculate the stopping distance of the vehicle.

Figure 1
stopping distance = area under line

stopping distance = Area A + Area B

stopping distance = 5 + 5
A
stopping distance = 10 m
B
 Forces and Braking - AnswerIT

5. The highway code shows the stopping distances for vehicles up to 70 mph.
In 2011 the government proposed a new 80 mph speed limit for UK
motorways.
Use the information in the diagram, and your own knowledge, to
determine the overall stopping distance of a vehicle at 80 mph.

When speed doubles

thinking distance doubles
and braking distance
quadruples. So,

At 80 mph:

Thinking distance = 24 m
Braking distance = 96 m
Stopping distance = 120 m
 Forces and Braking - AnswerIT

6. Describe how you could measure the reaction time of a person.

• Get the person to stand with their hand open
• Place a ruler at the top a the person’s hand
• Drop the ruler through their hand
• When the person sees the ruler move they
need to close their hand
• The distance the ruler travels corresponds to the
thinking distance

6. Explain the dangers caused by large decelerations of a vehicle.

• Large decelerations can cause the brakes to overheat and become less
effective
• Large decelerations can also cause a loss of control
• Large decelerations can also exert large forces of people within a vehicle.
 Forces and Braking - AnswerIT

8. Put the following factors under the correct headings to show whether the
factor affects think distance, braking distance or both thinking and braking
distance.

Speed Mass Icy roads Tiredness

Poor brakes Mobile Phone use Alcohol Bald tyres

Thinking Distance Braking Distance Both

Tiredness Mass Speed
Mobile Phone use Icy roads
Alcohol Poor brakes
Bald tyres
LearnIT!
KnowIT!
Momentum (HT Only)

• Momentum is a Property of
Moving Objects
• Conservation of Momentum
• Changes in Momentum
(Physics Only)
 Momentum

Momentum

Momentum is a vector quantity.

The momentum of an object only depends on it’s mass and it’s

velocity.

The equation linking momentum, mass and velocity is:

Momentum (kg m/s) = Mass (kg) x Velocity (m/s)

p=mv

From this equation we can see that if an object is not moving (it has
a velocity of 0 m/s) then it has no momentum.
 Momentum

Conservation of Momentum: Crashes

Momentum is a conserved quantity. The momentum of a
system remains the same before and after an event.

e.g. In a car crash the momentum of the vehicles before the

crash equals the momentum of the vehicles after the crash.
 Momentum

Conservation of Momentum: Explosive Events

In an explosion the momentum of the
system is also conserved. This may
seem strange as everything is stationary
to begin with, but after the explosion
parts are moving to the left and right
and these cancel – since velocity is a
vector and depends on direction.

An example of an explosive event is two

ice skaters pushing themselves apart,
where the momentum of each ice
skater is equal in size and opposite in
direction to the other. This then adds to
be 0 kgm/s, which is what it was at the
start.
 Changes in Momentum – Physics Only

Changes in Momentum
The force acting on an object is usually found using the equation F = m a.

However, as the acceleration of an object is found using the equation:

Change in speed (m/s)

Acceleration (m/s2) =
Time taken (s)

△v
a=
△t

Combining the two equations gives:

m △v
F=
△t

The quantity m△ v is the change in momentum of an object.

So, force is the rate of change of momentum.
 Changes in Momentum – Physics Only

Changes in Momentum: Safety Features

Cars have air bags to reduce the
injuries caused in a crash.

Air bags work by increasing the time

of impact – it takes a person’s head
longer to come to a stop (compared
to hitting the steering wheel).

As the time of impact increases the

force acting on the person’s head
decreases since:

△v
F=m
△t
 Changes in Momentum – Physics Only

Changes in Momentum: Safety Features continued…

Seatbelts also increase the time it takes a person to stop.

By increasing the time it takes to stop the force acting is reduced as,

△v
F=m
△t
QuestionIT!
Momentum (HT Only)

• Momentum is a Property of
Moving Objects
• Conservation of Momentum
• Changes in Momentum
(Physics Only)
 Momentum - QuestionIT

1. State the units of momentum.

2. State the equation that links mass, momentum and velocity.

3. Momentum is a conserved quantity.

Explain what is meant by a conserved quantity.
 Momentum - QuestionIT

4. A football has a mass of 0.75 kg and is kicked with a speed of

12 m/s.
Calculate the momentum of the kicked football.

5. Two ice skaters push themselves apart on the ice.

Explain how the conservation of momentum applies in this
case.
 Momentum - QuestionIT

6. A trolley has a mass of 1.2 kg and a

speed of 4.5 m/s. The trolley
crashes into a stationary trolley of
mass 0.8 kg. On impact the two
trolley’s stick together and move
off with speed, v.

a. Calculate the momentum of the

trolleys before impact.

b. Calculate the speed of the trolleys

after impact.
 Momentum - QuestionIT

7. A gymnast falls onto a crash mat. The crash mat reduces the
risk of injury to the gymnast.
Explain how the crash mat reduces injury.

8. A car of mass 850 kg hits a crash barrier at a speed of 30 m/s.

The car stops in 0.1 s. Calculate the force on the car.
AnswerIT!
Momentum (HT Only)

• Momentum is a Property of
Moving Objects
• Conservation of Momentum
• Changes in Momentum
(Physics Only)
 Momentum - AnswerIT

1. State the units of momentum.

kgm/s

2. State the equation that links mass, momentum and velocity.

Momentum = mass x velocity

3. Momentum is a conserved quantity.

Explain what is meant by a conserved quantity.
The momentum before and after an event is equal in a closed
system
 Momentum - AnswerIT

4. A football has a mass of 0.75 kg and is kicked with a speed of 12 m/s.

Calculate the momentum of the kicked football.
Using momentum = mass x velocity
Momentum = 0.75 x 12
Momentum = 9 kgm/s

5. Two ice skaters push themselves apart on the ice.

Explain how the conservation of momentum applies in this case.
The momentum before pushing is 0 kgm/s as they are not moving
On pushing apart the momentum of each ice skater is the same size
but in the opposite direction
When adding (vector addition) of the momentum of the two ice
skaters sum is also 0 kgm/s
So momentum is conserved.
 Momentum - AnswerIT

6. A trolley has a mass of 1.2 kg and a

speed of 4.5 m/s. The trolley crashes
into a stationary trolley of mass 0.8 kg.
On impact the two trolley’s stick
together and move off with speed, v.

a. Calculate the momentum of the trolleys

before impact.
Using momentum = mass x velocity
momentum = 1.2 x 4.5
momentum = 5.4 kgm/s

b. Calculate the speed of the trolleys after

impact.
Using conservation of momentum; Momentum before = Momentum after
5.4 = massafter x velocityafter
velocityafter = 5.4 / 2 = 2.7 m/s
 Momentum - QuestionIT

7. A gymnast falls onto a crash mat. The crash mat reduces the risk of
injury to the gymnast.

Explain how the crash mat reduces injury.

The crash mat increases the time taken to come to a stop
This decreases the acceleration
△v
Since F = m
△t
This reduces the force acting on the gymnast

8. A car of mass 850 kg hits a crash barrier at a speed of 30 m/s. The car
stops in 0.4 s. Calculate the force on the car.
△v
Using F = m
△t
30
F = 850 x
0.4
F = 63 750 N
AQA GCSE Physics

Scalar, vectors and types of forces

Paper 2 Revision
Topic 5: Forces

Scalars and vectors Vector resolution

Scalars have magnitude only. Examples include: Energy, A vector can also be resolved into his
distance, speed and pressure. horizontal and vertical components:

Vectors have magnitude and a direction. Examples include:

Displacement, velocity and momentum.

Vector addition calculations

When vectors act in the same plane you can add them
together:

Contact and non-contact forces

A force is a push or pull that acts on an
object due to the interaction with
When vectors act in different planes we can draw a scale another object. All forces between
vector diagram and use the trapezium rule to calculate the objects are either:
resultant vector. • contact forces – the objects are
physically touching e.g. friction, normal
reaction and air resistance.
• non-contact forces – the objects are
physically separated e.g. gravitational,
electrostatic and magnetic.
AQA GCSE Physics

Force calculations
Paper 2 Revision
Topic 5: Forces

Weight Work done

Weight is the force acting on an object due to gravity. The Energy has to be transferred if you wish
force of gravity close to the Earth is due to the gravitational to move an object. In this case, we say
field around the Earth. The weight of an object can be work is done on the object. We can
thought to act at an objects centre of mass. The weight of an calculate work done using:
object depends on the gravitational field strength at the
point where the object is and can be calculated using W = Fs

W = mg Where W is work done (J), F is force (N)

and s is distance/displacement (m).
Where W is weight (N), m is mass (kg) and g is gravitational When work is done against friction is
field strength (N/kg or m/s2). g on Earth is 9.8 N/kg. We can causes the temperature of the object to
therefore say weight is directly proportional to an objects increase.
mass.
Key definitions:
Resultant forces One joule of work is done when a 1 N
Below shows forces acting on an object. This is known as a force causes a displacement of 1 m.
free body diagram. The resultant
force is 17 N to the right. The 1 J = 1 Nm
resultant force means the overall
force. This objects motion will
change (more on this later).
AQA GCSE Physics

Force and elasticity

Paper 2 Revision
Topic 5: Forces

Required practical to verify Hooke’s law

Stretching and squashing
You need to have at least two forces acting on an object to
cause it to change shape, otherwise you just end up pulling it
across the desk for example.

Objects can either stretch or compress elastically or

inelastically. Elastically is where the object returns back to its
original shape when the forces are removed, like a hair
bobble. For an inelastic object, the object does not return
back to its original shape once the forces are removed e.g.
blue-tak.
Providing the elastic limit is not
exceeded the graph shows a linear and
Hooke’s law directly proportional relationship. The
The extension of an elastic object, such as a spring, is directly gradient gives the value of the spring
proportional to the force applied, provided that the limit of constant.
proportionality is not exceeded. This gives rise to the
following equation: The elastic potential stored by a spring is
equal to the work done caused by
F = ke adding the masses:
Where F is the force applied (N), k is the spring constant E = ½ke2 (Also in topic 1: Energy)
(N/m) and e is the extension/compression (m). What is the energy stored in the spring used
in the experiment when a force of 2.0 is
placed onto it?
AQA GCSE Physics

Moments, levers and gears

Paper 2 Revision
Topic 5: Forces

Levers and gears

Moments
Both levers and gears are used to
A force or a system of forces may cause an object to rotate
transmit (and often multiply) an applied
such as a steering wheel or a see-saw. The turning effect can
force. A lever is a simple machine that
be called the moment of a force and can be calculated using:
makes work easier to do. Examples of
simple levers include cutting with
M= Fd
scissors, or lifting the lid on a tin of paint
with a screwdriver. Levers reduce the
Where M is moment (Nm), F is force (N) and d is
force needed to perform these tasks.
perpendicular distance from the force to the pivot (m).

For an object to be in equilibrium (balanced), the total

clockwise moment must be equal to the total anticlockwise
moments:
AQA GCSE Physics

Pressure in fluids
Paper 2 Revision
Topic 5: Forces

More on pressure in liquids

Calculating pressure It is the pressure difference that causes
Pressure can be calculated using: the force we call upthrust. There is a
higher pressure on the bottom of the
P = F/A block in the image below compared to
the higher parts. If this upthrust is
Where P is pressure (Pa), F is force (N) and A is surface area smaller than the weight then it will sink.
(m2). The force from the fluid acts at right angles (normal) to The weight of the submerged part of the
the surface. Note: A fluid is a liquid or a gas. block is equal to that of the water
displaced.

The pressure in a liquid increases with

depth as there are more liquid particles
above that point resulting in a larger
weight of liquid pushing down on that
point. This can be calculated using:
Atmospheric pressure
p = hρg The air particles around Earth is referred
to as the atmosphere. Air particles
Where p is pressure (Pa), h is the height/depth (m), ρ is the colliding with surfaces causes air
density of the liquid and g is the gravitational field strength pressure. The atmosphere becomes less
(N/kg). dense with altitude so air pressure
decreases.
AQA GCSE Physics

Objects in motion
Paper 2 Revision
Topic 5: Forces

Speed and velocity Acceleration

Speed is a scalar and velocity is the speed in a given direction Acceleration is defined as the rate of
i.e. a vector. change of velocity. It can be calculated
using the following equation:
A car going around a roundabout at 10 mph has a constant
speed but a changing velocity (and therefore is accelerating) a = Δv/t

Where a is acceleration (m/s2), Δv is the

You must learn some typical values for the speeds of certain change in velocity (m/s) and t is time (s).
activities: The same equation applies if the object
Walking ̴ 1.5 m/s, running ̴ 3 m/s, cycling ̴ 6 m/s and the is decelerating.
speed of sound = 330 m/s. These are average speeds as it is
very rare something travels at a constant speed. Linking acceleration, distance and
velocity
To calculate speed you can use the following equation: The following equation links the terms
introduced previously:
s = vt
v2 – u2 = 2as
Where s is displacement/distance (m), v is speed/velocity
(m/s) and t is time (s). To calculate the average speed it is the Where v is the final speed/velocity
total distance divided by the total time. (m/s), u is the initial speed/velocity
(m/s), a is acceleration (m/s2) and s is
distance/displacement (m)
AQA GCSE Physics

Motion graphs
Paper 2 Revision
Topic 5: Forces

Distance-Time Graphs Velocity-Time Graphs

10
Distance (m)

Velocity
(m/s)
5
Time (s) Time (s)
The gradient gives you the speed/velocity of The gradient gives you the acceleration of
the object the object. The steeper the line the greater
the acceleration.
Straight lines means the object is travelling at
a constant speed. If the lines gradient is negative then
deceleration is occurring.
Curved lines means the object is accelerating
or decelerating and you may be asked to The area below the graph gives the distance
calculate the instantaneous speed by drawing travelled by the object – you will have to
a tangent and finding its gradient. divide the graph into triangles and squares.
AQA GCSE Physics

Newton’s laws
Paper 2 Revision
Topic 5: Forces

Newton’s 1st law Newton’s 3rd law

If the resultant force acting on an object is zero and: Whenever two objects interact, the
• the object is stationary, the object remains stationary forces they exert on each other are
• the object is moving, the object continues to move at the equal and opposite.
same speed and in the same direction. So the object
continues to move at the same velocity.

Speed: 10 m/s backwards

Note: The tendency of objects to continue in their state of Required practical (Newton’s 2nd law)
rest or of uniform motion is called inertia. You change the mass and measure the
acceleration to verify Newton’s 2nd law.
Newton’s 2nd law
The acceleration of an object is proportional to the resultant
force acting on the object, and inversely proportional to the
mass of the object.
F = ma

Where F is force (N), m is inertial mass (kg) and a is

acceleration (m/s2)
AQA GCSE Physics

Terminal velocity
Paper 2 Revision
Topic 5: Forces

Velocity-Time graph for a parachutist

When an object starts to fall, the resultant force is in the downwards direction due to the
weight causing the object to accelerate. As the object accelerates the resistive force
increases. Eventually the two become equal but opposite (there is no resultant force) so the
object starts to travel at a constant velocity, this is known as the objects terminal velocity.

What would the weight of the parachutist be if he weighed 70kg? Take

g=9.8m/s2

At terminal velocity, what would the value of the resistance forces be? How is
this force different to the parachutists weight
AQA GCSE Physics

Forces and braking

Paper 2 Revision
Topic 5: Forces

Motion of the car Thinking Distance

The car has kinetic energy when it is This is the distance travelled by the car before the driver
moving. There is friction between the reacts and presses the brakes.
tyres and roads generates heat energy. Drugs, alcohol, speed of car etc. can affect the thinking
distance.
Braking
The faster the car is travelling, the greater Braking distance
the braking force needed to stop in a This is the distance travelled once the cars brakes are
certain distance. When the car brakes, applied.
work is done against the kinetic energy
and hence it decreases. Stopping distance is the thinking distance + braking distance

Total stopping distance = thinking distance + Braking distance

Reaction time
The thinking distance is related to the reaction time of
the driver. Reaction times vary
from 0.2 to 0.9 s (you must
learn these values). Can you
explain how you could find
someone's reaction time?
 Momentum and impacts
AQA GCSE Physics
Paper 2 Revision
Topic 5: Forces

Momentum Impacts
Momentum is a property all moving Air bags and crumple zones increase the amount of time
objects have. an impact takes place in. The longer the impact time,
the more the impact force is reduced. This can also be
Momentum = Mass x Velocity used to explain why playgrounds use rubber tiles.
(kg m/s) (kg) (m/s)
Why is this the case?
p=mxv We know acceleration = velocity/time. If we increase
the time the acceleration therefore decreases.
The Conservation of Momentum
In a closed system, the momentum We also know that force = mass x acceleration. As the
before an event must be equal to that of acceleration has decreased this therefore means that
the momentum after the event. the force decreases.

mbefore x vbefore = mafter x vafter In terms of momentum there is another equation:

F = mΔv/t

Where m is the mass (kg), Δv is the change of velocity

(m/s) and t is time (s). Again, a the impact time
increases, the rate of change of momentum decreases
and so does the force.
AQA GCSE Physics

Key Equations
Paper 1 Revision
Topic 4: Radioactivity

On the Data Sheet Not on the Data Sheet

W=mg
v2 = u2 +2as
s=vt
P=ρhg
F=ma
F = m Δv/t
a = Δv/t
Ee= ½ k e2
P = F/A

p=mv

M=Fd

Work done = F s

F=ke
Forces (H) [Link]

Questions are for both separate science and combined science students
unless indicated in the question

Figure 1 shows a cyclist riding a bicycle.

1.
Force A causes the bicycle to accelerate forwards.

Figure 1

(a) What name is given to force A?

___________________________________________________________________
(1)

Figure 2 shows how the velocity of the cyclist changes during a short journey.

Figure 2

Page 1 of 31
Forces (H) [Link]
(b) Determine the distance travelled by the cyclist between Y and Z.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Distance travelled by the cyclist between Y and Z = ____________ m

(3)

Page 2 of 31
Forces (H) [Link]
(c) Figure 3 shows the gears on the bicycle.

Figure 3

Describe how the force on the pedal causes a moment about the rear axle. (separate only)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Figure 4 shows a different cyclist towing a trailer.

Figure 4

Page 3 of 31
Forces (H) [Link]
(d) The speed of the cyclist and trailer increased uniformly from 0 m/s to 2.4 m/s.

The cyclist travelled 0.018 km while accelerating.

Calculate the initial acceleration of the cyclist.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Acceleration = _______________ m/s2

(3)

Page 4 of 31
Forces (H) [Link]
(e) The resultant force of the towbar on the trailer has a horizontal component and a vertical
component.

horizontal force = 200 N

vertical force = 75 N

Determine the magnitude and direction of the resultant force of the towbar on the trailer by
drawing a vector diagram.

Magnitude of force = _______________ N

Direction of force = ________ degrees

(4)
(Total 13 marks)

Page 5 of 31
Forces (H) [Link]
The image below shows two ice hockey players moving towards each other.
2.
They collide and then move off together.

During the collision, the total momentum of the players is conserved.

(a) What is meant by ‘momentum is conserved’?

___________________________________________________________________

___________________________________________________________________
(1)

(b) Immediately after the collision the two players move together to the right.

Calculate the velocity of the two players immediately after the collision. (separate only)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Velocity = _______________ m/s

(4)

Page 6 of 31
Forces (H) [Link]
(c) The ice hockey players wear protective pads filled with foam.

Explain how the protective pads help to reduce injury when the players collide. (separate only)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

(a) An adult of mass 80 kg has more inertia than a child of mass 40 kg

3.
What is inertia?

___________________________________________________________________

___________________________________________________________________
(1)

Page 7 of 31
Forces (H) [Link]
(b) A teacher demonstrated the idea of a safety surface.

She dropped a raw egg into a box filled with pieces of soft foam.

The egg did not break.

Figure 1 shows the demonstration.

Figure 1

Explain why the egg is less likely to break when dropped onto soft foam rather than onto a
concrete floor. (separate only)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 8 of 31
Forces (H) [Link]
(c) Figure 2 shows a child on a playground swing. The playground has a rubber safety
surface.

Figure 2

A child of mass 32 kg jumped from the swing.

When the child reached the ground she took 180 milliseconds to slow down and stop.

During this time an average force of 800 N was exerted on her by the ground.

Calculate the velocity of the child when she first touched the ground.

Use the Physics Equations Sheet. (separate only)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Velocity = ____________________________ m/s

(4)
(Total 8 marks)

Page 9 of 31
Forces (H) [Link]
An aeroplane is 4000 m above the Earth’s surface.
4.
A skydiver jumps from the aeroplane and falls vertically.

Figure 1 shows the distance the skydiver falls during the first 12 seconds after jumping.

Figure 1

(a) Figure 2 shows part of the free body diagram for the skydiver three seconds after jumping.

Complete the free body diagram for the skydiver.

Figure 2

(2)

Page 10 of 31
Forces (H) [Link]
(b) Explain the changing motion of the skydiver in terms of the forces acting on the skydiver.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(c) Use Figure 1 to determine the speed of the skydiver between 7 seconds and 12 seconds.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Speed = __________________________ m/s

(3)

Page 11 of 31
Forces (H) [Link]
(d) In 2012 a skydiver jumped from a helium balloon 39 000 metres above the Earth’s surface.
The skydiver reached a maximum speed of 377 m/s

Jumping from 39 000 metres allowed the skydiver to reach a much higher speed than a
skydiver jumping from 4000 metres.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 12 marks)

Page 12 of 31
Forces (H) [Link]
Figure 1 shows how atmospheric pressure varies with altitude.
5.
Figure 1

(a) Explain why atmospheric pressure decreases with increasing altitude. (separate only)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Page 13 of 31
Forces (H) [Link]
(b) When flying, the pressure inside the cabin of an aircraft is kept at 70 kPa.

The aircraft window has an area of 810 cm2.

Use data from Figure 1 to calculate the resultant force acting on an aircraft window when
the aircraft is flying at an altitude of 12 km.

Give your answer to two significant figures (separate only)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Resultant force = ___________________ N

(5)

(c) Figure 2 shows the cross-section of one type of aircraft window.

Figure 2

Explain why the window has been designed to have this shape. (separate only)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

Page 14 of 31
Forces (H) [Link]
Figure 1 shows the back of a lorry. The lorry is used to carry horses.
6.
Figure 1

The ramp is lowered by pulling on the rope or by pulling on the handle.

The hinge acts as a pivot.

(a) Explain why it is easier to lower the ramp by pulling on the rope rather than pulling on the
handle. (separate only)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 15 of 31
Forces (H) [Link]
When the ramp is lowered, work is done to stretch a spring on the side of the ramp.
Elastic potential energy is stored in the stretched spring.

Figure 2 shows the ramp part way down in a balanced horizontal position.

Figure 2

(b) With the ramp horizontal:

the moment caused by the weight of the ramp = 924 Nm

the spring is stretched by 0.250 m

Calculate the elastic potential energy stored in the stretched spring.

Use data from Figure 2. (separate only)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Elastic potential energy = __________________________ J

(6)
(Total 8 marks)

Page 16 of 31
Forces (H) [Link]
The diagram below shows an unusually shaped container.
7.
The container has four vertical tubes of different shape and size.

Water is poured into the container up to the level shown in tube 1.

(a) Complete the diagram above to show the height of the water in tubes 2, 3 and 4. (separate only)
(1)

(b) The further a swimmer dives below the surface of the sea, the greater the pressure on the
swimmer.

Explain why. (separate only)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 17 of 31
Forces (H) [Link]
(c) A person swims from a depth of 0.50 m to a depth of 1.70 m below the surface of the sea.

density of the sea water = 1030 kg/m3

gravitational field strength = 9.8 N/kg

Calculate the increase in pressure on the swimmer.

Give the unit.

Use an equation from the Physics Equation Sheet. (separate only)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Increase in pressure = _____________________ Unit ____________

(4)
(Total 7 marks)

Figure 1 shows a boat floating on the sea. The boat is stationary.

8.
Figure 1

Page 18 of 31
Forces (H) [Link]
(a) Figure 2 shows part of the free body diagram for the boat.

Complete the free body diagram for the boat.

Figure 2

(2)

(b) Calculate the mass of the boat.

Use the information given in Figure 2.

gravitational field strength = 9.8 N/kg

Give your answer to two significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Mass = _____________________ kg
(4)

Page 19 of 31
Forces (H) [Link]
(c) When the boat propeller pushes water backwards, the boat moves forwards.
The force on the water causes an equal and opposite force to act on the boat.

Which law is this an example of?

___________________________________________________________________
(1)

(d) Figure 3 shows the boat towing a small dinghy.

Figure 3

The tension force in the tow rope causes a horizontal force forwards and a vertical force
upwards on the dinghy.

horizontal force forwards = 150 N

vertical force upwards = 50 N

Page 20 of 31
Forces (H) [Link]
Figure 4 shows a grid.

Draw a vector diagram to determine the magnitude of the tension force in the tow rope and
the direction of the force this causes on the dinghy.

Figure 4

Magnitude of the tension force in the tow rope = _____________________ N

Direction of the force on the dinghy caused

by the tension force in the tow rope = _______________________
(4)
(Total 11 marks)

Page 21 of 31
Forces (H) [Link]
A student suspended a spring from a laboratory stand and then hung a weight from the spring.
9.
Figure 1 shows the spring before and after the weight is added.

Figure 1

(a) Measure the extension of the spring shown in Figure 1.

Extension = ________________________ mm
(1)

Page 22 of 31
Forces (H) [Link]
(b) The student used the spring, a set of weights and a ruler to investigate how the extension
of the spring depended on the weight hanging from the spring.

Before starting the investigation the student wrote the following prediction:

The extension of the spring will be directly proportional to the weight hanging
from the spring.

Figure 2 shows how the student arranged the apparatus.

Figure 2

Before taking any measurements, the student adjusted the ruler to make it vertical.

Explain why adjusting the ruler was important.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 23 of 31
Forces (H) [Link]
(c) The student measured the extension of the spring using a range of weights.

The student’s data is shown plotted as a graph in Figure 3.

Figure 3

What range of weight did the student use?

___________________________________________________________________
(1)

(d) Why does the data plotted in Figure 3 support the student’s prediction?

___________________________________________________________________

___________________________________________________________________
(1)

(e) Describe one technique that you could have used to improve the accuracy of the
measurements taken by the student.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 24 of 31
Forces (H) [Link]
(f) The student continued the investigation by increasing the range of weights added to the
spring.

All of the data is shown plotted as a graph in Figure 4.

Figure 4

At the end of the investigation, all of the weights were removed from the spring.

What can you conclude from Figure 4 about the deformation of the spring?

___________________________________________________________________

___________________________________________________________________

Give the reason for your conclusion.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 9 marks)

Page 25 of 31
Forces (H) [Link]
A train travels from town A to town B.
10.
Figure 1 shows the route taken by the train.
Figure 1 has been drawn to scale.

Figure 1

(a) The distance the train travels between A and B is not the same as the displacement of the
train.

What is the difference between distance and displacement?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(b) Use Figure 1 to determine the displacement of the train in travelling from A to B.

Show how you obtain your answer.

___________________________________________________________________

___________________________________________________________________

Displacement = ___________________ km

Direction = _________________________
(2)

Page 26 of 31
Forces (H) [Link]
(c) There are places on the journey where the train accelerates without changing speed.

Explain how this can happen.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 27 of 31
Forces (H) [Link]
(d) Figure 2 shows how the velocity of the train changes with time as the train travels along a
straight section of the journey.

Figure 2

Estimate the distance travelled by the train along the section of the journey shown in
Figure 2.

To gain full marks you must show how you worked out your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Distance = _________________________ m
(3)
(Total 8 marks)

Page 28 of 31
Forces (H) [Link]
The stopping distance of a car is the sum of the thinking distance and the braking distance.
11.
The table below shows how the thinking distance and braking distance vary with speed.

Speed Thinking distance Braking distance

in m/s in m in m

10 6 6.0

15 9 13.5

20 12 24.0

25 15 37.5

30 18 54.0

(a) What is meant by the braking distance of a vehicle?

___________________________________________________________________

___________________________________________________________________
(1)

(b) The data in the table above refers to a car in good mechanical condition driven by an alert
driver.

Explain why the stopping distance of the car increases if the driver is very tired.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 29 of 31
Forces (H) [Link]
(c) A student looks at the data in the table above and writes the following:

thinking distance ∝ speed

braking distance ∝ speed

Explain whether the student is correct.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) Applying the brakes with too much force can cause a car to skid.

The distance a car skids before stopping depends on the friction between the road surface
and the car tyres and also the speed of the car.

Friction can be investigated by pulling a device called a ‘sled’ across a surface at constant
speed.

The figure below shows a sled being pulled correctly and incorrectly across a surface.

The constant of friction for the surface is calculated from the value of the force pulling the
sled and the weight of the sled.

Why is it important that the sled is pulled at a constant speed?

Tick one box.

If the sled accelerates it will be difficult to control.

If the sled accelerates the value for the constant of friction

will be wrong.

If the sled accelerates the normal contact force will change.

(1)

Page 30 of 31
Forces (H) [Link]
(e) If the sled is pulled at an angle to the surface the value calculated for the constant of
friction would not be appropriate.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(f) By measuring the length of the skid marks, an accident investigator determines that the
distance a car travelled between the brakes being applied and stopping was 22 m.

The investigator used a sled to determine the friction. The investigator then calculated that
the car decelerated at 7.2 m/s2.

Calculate the speed of the car just before the brakes were applied.

Give your answer to two significant figures.

Use the correct equation from the Physics Equation Sheet.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Speed = __________________________ m/s

(3)
(Total 11 marks)

Page 31 of 31
Forces (H) [Link]

Mark schemes
(a) friction
1. 1

(b) (area of rectangle = ) 108 (m)

1

(area of triangle = ) 54 (m)

1

(total area / distance = ) 162 (m)

allow a correctly calculated total area / distance from an
incorrectly calculated area of rectangle and / or triangle
1

(c) (the force on the pedal) causes a moment about the pedal axle
1

which causes a force on the chain (which causes a moment about the rear axle)
allow gear B for chain
1

(d) 2.42 (– 02) = 2 × a × 18

1

a = 0.16 (m/s2)
1

alternative method

t = 18 / 1.2
t = 15 (s) (1)

a = 2.4 / 15 (1)
this mark may be awarded if the time is incorrectly
calculated

a = 0.16 (m/s2) (1)

allow a correctly calculated acceleration from an
incorrectly calculated time 1

Page 2 of 13
Forces (H) [Link]
(e) horizontal (200N) and vertical (75N) forces drawn to the same scale
1

resultant force drawn in the correct direction

shown by an arrow head from bottom right to top left
1

resultant force with a value in the range 212 to 218 (N)

allow a calculated value of 213.6 or 214 (N)
1

direction in the range 20–22 (degrees from the horizontal)

allow 68–70 (degrees from the vertical)

allow a bearing in the range 290–292
to gain full marks a vector diagram must have been
drawn
1
[13]

(a) (total) momentum before = (total) momentum after

2.
allow (total) momentum stays the same
1

(b) momentum of player A = 585 (kg m/s)

1

momentum of player B = –500.5 (kg m/s)

1

OR

allow
1

= 0.5 (m/s)
this answer only
1

Page 3 of 13
Forces (H) [Link]
(c) (protective pads) increase the time taken to stop (during the collision)
allow increases impact / contact / collision time
do not allow slows down time
1

so the rate of change of momentum decreases

allow reduces acceleration/deceleration
allow increases the time to reduce the momentum to zero for 2 marks
1

reducing the force (on the ice hockey player)

allow impact for force
do not allow if linked to an incorrect explanation
1
[8]

(a) the tendency of an object to continue in its state of rest or motion

3.
allow how difficult it is to change the velocity of an
object
1

(b) (soft foam) increases the time taken to stop

allow increases impact/contact time
or
increases the time taken to decrease momentum
allow increases the time of the collision
do not accept slows down time
1

decreases the rate of change in momentum

allow reduces acceleration/deceleration
reduces momentum is insufficient
allow increases the time to reduce the momentum to
zero for 2 marks
1

reducing the force (on the egg)

allow impact for force
1

Page 4 of 13
Forces (H) [Link]
(c)
an answer 4.5 (m/s) scores 4 marks
an answer 4500 scores 3 marks

180 ms = 0.18 s
if incorrectly or not converted, subsequent marks may
still be awarded for correct method and calculations
1

v = 4.5 (m/s)
1

Alternative method

180 ms = 0.18 s (1)

Δmv = 144 (kgm/s) (1)

Δv = 144 ÷ 32 (1)

v = 4.5 (m/s) (1)

Alternative method

180 ms = 0.18 s (1)

a = 25 (m/s2) (1)

25 = Δv ÷ 0.18 (1)

v = 4.5 (m/s) (1)

[8]

(a) longer arrow pointing vertically downwards

4.
one arrow only
1

labelled weight
allow (force of) gravity
1

Page 5 of 13
Forces (H) [Link]
(b) initially air resistance is less than weight / gravity so the skydiver accelerates
allow drag for air resistance
allow increased velocity / speed for accelerates
1

acceleration causes the air resistance to increase

acceleration or increased velocity / speed is not
required here if given in the first mark point
1

resultant force decreases to zero

allow air resistance becomes equal to weight / gravity
1

so the skydiver falls at terminal velocity

allow constant velocity/speed for terminal velocity
ignore any mention of subsequent motion and use of
parachute
1

(c)
an answer of 50 (m/s) scores 3 marks

distance at 7s = 200 (m)

distance at 12s = 450 (m)
both distances required
1

allow correct use of their two distances divided by 5

1

50 (m/s)
allow an answer consistent with their two distances
1

Page 6 of 13
Forces (H) [Link]
(d) The higher the altitude the less dense the air
1

so the air resistance on the skydiver (falling from 39000 m) was less
(at the same speed)
1

so the skydiver was able to accelerate for longer before reaching (a higher) terminal
velocity
allow constant velocity/speed for terminal velocity
1

or

so the skydiver was able to accelerate for longer before air resistance = weight /
gravity
[12]

(a) air molecules colliding with a surface create pressure

5. 1

at increasing altitude distance between molecules increases

or

at increasing altitude fewer molecules (above a surface)

1

so number of collisions with a surface decreases

or

or so always less weight of air than below (the surface)

1

(b) atmospheric pressure = 20 kPa from graph and conversion of 810 cm2 to 0.081 m2
allow ecf for an incorrect value clearly obtained from the graph
1

5 × 104 = F

0.081
1

F = 5 × 104 × 0.081
1

4050
1

4100 (N)
1

Page 7 of 13
Forces (H) [Link]
allow 4100 (N) with no working shown for 5 marks
allow 4050 with no working shown for 4 marks

(c) force from air pressure acting from inside to outside bigger than force acting inwards
1

so keeps the window in position

1
[10]

(a) the (perpendicular) distance from the pivot / hinge to (the line of action of) the force is
6. greater
allow distance from the rope to the pivot / hinge is
greater (than distance between handle and pivot /
hinge)
1

so a smaller force is required

this mark is dependent on scoring the 1st mark
an answer a smaller force is required at the rope to
produce the same moment scores 2 marks
1

Page 8 of 13
Forces (H) [Link]
(b)
an answer of 770 scores 6 marks

924 = F × 0.15
1

F = 6160 (N)
allow use of E = ½ F e instead of k = F ÷ e and
E = ½ × k × e2
1

6160 = k × 0.25
allow their calculated F = k × 0.25
1

or
k = 24640 (N/m)
allow a value for k calculated using their calculated F
1

allow E = ½ × their calc. k × 0.252

1

E = 770 (J)
allow an answer consistent with their calculated k
1
[8]

(a) all heights drawn the same as tube 1

7.
judge by eye
1

(b) increasing depth increases the height / mass / volume (of the water column) above
the swimmer
allow more water above (the swimmer)
more water is insufficient
1

increasing the weight / force (of water) acting on the swimmer

1

Page 9 of 13
Forces (H) [Link]
(c) increase in depth = 1.2 (m)
1

(Δ) p = 1.2 × 1030 × 9.8

allow either 0.50 or 1.70 for 1.2
1

(Δ) p = 12112.8
allow a correctly rounded answer
allow a correct calculation using either 0.50 or 1.70
1

pascals or Pa
do not accept pa
allow N/m2
1
an answer of 12 112.8 scores 3 marks
[7]

(a) arrow of equal size pointing vertically upwards

8.
judged by eye
ignore horizontal arrows if equal and opposite
horizontal arrows of unequal length negates this mark
1

labelled ‘upthrust’
ignore buoyancy
ignore 25 kN
1

(b) weight = 25 kN
allow 24 to 25 kN inclusive
1

25 000 = mass × 9.8

or

allow their W correctly converted and substituted

1

m = 2551 kg
allow correctly calculated value using their converted W
allow a value correctly calculated with W in kN
1

m = 2600 kg
allow a calculated answer correctly rounded to 2
significant figures
1
an answer of 2600 scores 4 marks

Page 10 of 13
Forces (H) [Link]
(c) Newton’s 3rd law (of motion)
1

(d) vertical force (50 N) drawn

and
horizontal force (150 N) drawn to the same scale
1

resultant tension force in the correct direction

shown by an arrowhead
1

value of the tension force in the range 156 N−160 N

allow a calculated value of 158
1

value of direction in the range 18°−20° (from the horizontal)

allow 70° to 72° (from the vertical)
allow a bearing in the range 288 to 290
1
[11]

(a) accept any value between 12 (mm) and 13 (mm) inclusive

9. 1

(b) to reduce the error in measuring the extension of the spring

accept length for extension throughout
1

as the ruler at an angle would make the measured extensions shorter

1

(c) 1 (N) to 6 (N)

accept from 0 (N) to 6 (N)
1

(d) gives a straight line through the origin

1

(e) any practical technique that would improve the accuracy of length measurement eg

use a set square

1

to line up the bottom of the spring with the ruler scale

or

attach a horizontal pointer to the bottom of the spring (1)

so that the pointer goes across the ruler scale (1)

1

(f) the spring has been inelastically deformed

1

Page 11 of 13
Forces (H) [Link]
because it went past its limit of proportionality
accept elastic limit for limit of proportionality
1
accept it does not go back to its original length when the weights
are removed
[9]

(a) distance is a scalar and displacement is a vector

10.
or

distance has magnitude only, displacement has magnitude and direction

1

(b) 37.5 km
accept any value between 37.0 and 38.0 inclusive
1

062° or N62°E
accept 62° to the right of the vertical
1
accept an angle in the range 60° −64°
accept the angle correctly measured and marked on the diagram

(c) train changes direction so velocity changes

1

acceleration is the rate of change of velocity

1

(d) number of squares below line = 17

accept any number between 16 and 18 inclusive
1

each square represents 500 m

1

distance = number of squares × value of each square correctly calculated − 8500 m

1
[8]

(a) the distance travelled under the braking force

11. 1

(b) the reaction time will increase

1

increasing the thinking distance (and so increasing stopping distance)

(increases stopping distance is insufficient)
1

(c) No, because although when the speed increases the thinking distance increases by the
same factor the braking distance does not.
1

Page 12 of 13
Forces (H) [Link]
eg

increasing from 10 m / s to 20 m / s increases thinking distance from 6 m to 12 m but the

braking distance increases from 6 m to 24 m
1

(d) If the sled accelerates the value for the constant of friction will be wrong.
1

(e) only a (the horizontal) component of the force would be pulling the sled forward
1

the vertical component of the force (effectively) lifts the sled reducing the force of the
surface on the sled
1

(f) − u2 = 2 × −7.2 × 22
award this mark even with 02 and / or the negative sign missing
1

u = 17.7(99)
1

18
1
allow 18 with no working shown for 3 marks
allow 17.7(99) then incorrectly rounded to 17 for 2 marks
[11]

Page 13 of 13
2.1 Motion (H) [Link]

Motion (H)
1. Look at the velocity-time graph of an object.

What is the distance travelled by the object in 5s?

A 0.63 m
B 1.6 m
C 20 m
D 40 m

[1]
Your answer

2. Two cars head towards each other on a road.

What velocity does the driver of car Q see car P travelling towards him at?

A 10 m/s
B 15 m/s
C 25 m/s
D 40 m/s

Your answer [1]

2.1 Motion (H) [Link]

3. Which graph shows a bouncing ball?

Your answer [1]

4. Planet Ocra is in a circular orbit around a star.

Which statement is correct?

A The acceleration of Ocra is zero.

B The speed of Ocra is changing.
C The velocity of Ocra is changing.
D The velocity of Ocra is zero.

Your answer [1]

2.1 Motion (H) [Link]

5. Look at the motion graphs.

Which graph shows a journey with a distance of 24 m?

Your answer [1]

6. A skydiver falls from a plane. His parachute opens and he lands safely.

Look at the velocity-time graph of his journey.

Which parts of the graph show balanced forces on the skydiver?

A X only
B Y and Z
C X and Z
D Y only

Your answer [1]

2.1 Motion (H) [Link]

7. A car has a mass of 1000 kg and is travelling at a speed of 20 m / s.

Calculate the kinetic energy of the car.

A 10 000 J
B 20 000 J
C 200 000 J
D 400 000 J

Your answer [1]

8. A car travels at a speed of 70 mph (miles per hour).

1 mile is approximately 1600 metres.

Convert 70 mph into m / s (metres per second).

A 2.6 m / s
B 31 m / s
C 112 m / s
D 160 m / s

Your answer [1]

9. A student wants to find out the depth of a well.

She thinks that she can calculate this by dropping a stone into the well and timing how long it takes to hear
the stone splash at the bottom.

i. Explain how she could use this measurement to find the depth of the well.

[3]
2.1 Motion (H) [Link]

ii. It takes 2.2 seconds for the stone to drop from rest and splash into the water at the bottom.

What is the speed of the stone when it hits the water?

Answer = ................................................... m/s [2]

10. A student watches a ball game on the school field.

The student sees the ball being hit with a bat but he hears the sound a short time after. This is because the
speed of light is much greater than the speed of sound.

Describe an experiment which measures the speed of sound in air. In your answer describe the measurements,
calculations and procedures needed to gather accurate and reliable results.

You may draw a diagram as part of your answer.

[5]
2.1 Motion (H) [Link]

11 (a). A scientist uses different drivers to test the stopping distances of the same car.

Look at the results.

Speed Thinking distance Braking distance

Driver
(m/s) (m) (m)
A 8 6 6
B 16 13 24
C 32 24 96
D 16 12 22
E 8 5 6
F 32 30 120

Which driver has the quickest reaction time?

Driver ........................ has the quickest reaction time.

Calculate their reaction time.

Answer = s [3]

(b). Give two drivers that have the same reaction time.

Drivers ........................................................ have the same reaction time.

Explain your answer.

[2]

(c). Driver C travels at 32 m/s on the road and then stops. The car has a mass of 1200 kg.

i. Show that the kinetic energy stored by the car at 32 m/s is 614 000 J.

[3]

ii. Describe what happens to the kinetic energy of the car as it brakes and stops.

[2]
2.1 Motion (H) [Link]

iii. The braking distance of the car is 96 m.

Calculate the braking force on the car.

Give your answer to 4 significant figures.

Answer = N [3]

12. The graph shows thinking and braking distances for a car at different speeds.

i. Use the graph to find the thinking distance at 24 m / s.

Thinking distance =................................... m [1]

ii. Calculate the thinking time at 24 m / s.

Use your answer to (i) and the equation: distance travelled = speed × time

Give your answer to 2 decimal places.

Thinking time =................................... s [3]

2.1 Motion (H) [Link]

13. Fig. 21.1 is a speed-time graph for car P.

The driver of car P reacts to a traffic light at time = 0.00 s, then presses the brakes at time = 0.50 s.

Fig. 21.1

i. The braking distance is the same size as the thinking distance.

Explain how the graph in Fig. 21.1 shows this.

[1]

ii. Add another line to the graph in Fig. 21.1 to show the journey of car Q.

• Car Q is travelling at 8 m / s.
• The driver of car Q reacts, then presses the brakes after 0.75 s.
• Car Q decelerates at the same rate as car P.
[2]
2.1 Motion (H) [Link]

14. Some students try to measure the speed of sound, as shown in Fig. 24.1.

One student makes a loud sound by clapping her hands.

The sound of the clap reflects from the gym wall causing an echo.

Another student measures the time between hearing the clap and hearing the echo.

Fig. 24.1

They repeat the experiment three times and record their results in the table below.

Distance to wall (m) Time 1 (s) Time 2 (s) Time 3 (s) Mean time (s)

50 0.28 0.32 0.54

i. The student did not pay attention when recording time 3.

Calculate the mean time taken for the sound of the clap to return, using suitable values from the table.

Mean time taken = ................................... s [1]

ii. Calculate the speed of sound for the clap.

Use your answer to (i) and the equation: distance travelled = speed × time

Give your answer to significant figures.

Speed of sound = ................................... m / s [4]

iii. Describe two ways to improve and develop their method.

[2]
2.1 Motion (H) [Link]

15(a). A student investigates how the angle of a ramp affects the final speed of a trolley.

He uses light gates to record the speed of the trolley at the bottom of the ramp.

The student releases the trolley from rest at the same point on the ramp each time.

Look at his results.

Angle of ramp (°) Final speed (m / s)

Attempt 1 Attempt 2 Attempt 3 Mean

10 1.81 1.80 1.81 1.81

20 2.58 2.56 2.57 2.57

30 3.1 3.11 3.11 3.11

40 3.52 3.51 3.50 3.51

i. Plot the results on the graph and draw a line of best fit.

Two results have been plotted for you.

[2]
ii. Describe the pattern shown by the results.

Use data from the table or graph in your answer.

[3]
2.1 Motion (H) [Link]

iii. Explain why the final speed changes when the angle of the ramp increases.

In your answer use ideas about energy.

[2]

iv. The student made a mistake when recording one of his results.

Identify the mistake and explain what he should have done.

[2]

v. The student thinks this data shows that his results are reproducible.

He is not correct.

Explain why.

[2]
2.1 Motion (H) [Link]

(b).

i. The mean final velocity for the ramp at a 40° angle is 3.51 m / s. The distance from the top of the
ramp to the light gate at the bottom is 1.0 m.

Calculate the acceleration of the trolley when the ramp is at a 40° angle.

Give your answer to decimal places.

Acceleration = ................................................ m / s2 [5]

ii. The trolley has a mass of 2.0 kg.

Calculate the kinetic energy of the trolley at a speed of 3.0 m / s.

Kinetic energy = ....................................................... J [3]

2.1 Motion (H) [Link]

16. * A toy car moves randomly on a table.

It moves from position A to position B in 0.5 minutes, covering a distance of 3.0 m. The start and finish
positions are 0.6 m apart.

Explain why the average speed and average velocity of the moving toy car are different from one
another.

You should include calculations in your answer.

[6]
2.1 Motion (H) [Link]

17. The boy dives vertically into the swimming pool. The water in the pool is 3.2 m below the diving
board.

Calculate the velocity of the boy when he enters the water.

Use an equation from the data sheet to help you.

Gravitational field strength on Earth = 10 N / kg.

Velocity = ................................................. m / s [4]

18(a). Edwin Hubble discovered that all distant galaxies were moving away from the Earth.

Explain how he could tell that all distant galaxies were moving away from the Earth.

[2]

(b). This graph shows how the speed of a galaxy changes with distance from the Earth.

i. Use data from the graph to show that the speed of the galaxy is proportional to the
distance from the Earth.

[2]
2.1 Motion (H) [Link]

ii. Explain how data from the graph provides evidence for the Big-Bang.

[1]

(c). Before Edwin Hubble could publish his results, his work was peer reviewed.

Suggest why peer review is important.

[1]

(d). The parsec (pc) is a unit used for measuring large distances in the Universe.

i. A galaxy is at a distance of 82 Mpc from the Earth.

Use the graph to determine the speed of this galaxy.

Give your answer in metres per second (m / s).

Speed = ................................................... m / s [2]

ii. Calculate the time it takes for the galaxy to travel 2.53 × 1024 m.

Use your answer to (i) to help you.

Time = ........................................................ s [3]

END OF QUESTION PAPER

2.1 Motion (H) [Link]

Mark scheme – Motion (H)

Questio
Answer/Indicative content Marks Guidance
n

Examiner’s Comments

About half of the candidates could correctly calculate the

1
1 C✓ distance travelled from the graph (by area or calculation) and
(AO2.2)
gave C as the answer. Working out was often seen on this
question and answer D was a frequently chosen distractor
(velocity × time, 8 × 5 = 40m).

Total 1

Examiner’s Comments

1
2 D✓ About 40% of candidates gave the correct answer D. A
(AO2.1)
common incorrect response (the differences in speeds rather
than velocities with direction) was ‘A’.

Total 1

Examiner’s Comments

1
3 B✓ This was and intentionally challenging question AO2 question
(AO2.1)
and about a quarter of candidates gave the correct answer B.
A common incorrect response was ‘D’.

Total 1

Examiner’s Comments
1
4 C✓
(AO 1.1) This question assessed candidates’ knowledge of how the
force of gravity can change the velocity of a planet but its
speed stays the same. Most candidates correctly chose option
C.

Total 1

Examiner’s Comments

A very large number of candidates incorrectly chose A.

5 B✓ 1 (AO2.1)
Higher ability candidates worked out the area for each graph.
Candidates should be encouraged to check each of the four
responses.

Total 1

Examiner’s Comments

6 C✓ 1 (AO2.1) This question was well answered.

Candidates should be encouraged to consider each letter of

2.1 Motion (H) [Link]

the diagram, adding a small cross to the ones that are

eliminated.

Total 1

1
7 C✓
(AO2.1)

Total 1

1
8 B✓
(AO1.2)

Total 1

IGNORE the idea of echoes and speed of sound

ALLOW answers using g = 9.8 or 9.81

initial speed is zero and

ALLOW v = u + at ✓
either acceleration due to
• 3
gravity = 10
9 i • or g = 10 ✓ (AO 3 ×
ALLOW credit for higher level answers:
1.1)
Eg. three marks for answer in terms of s = ut + ½at2

use a = (v-u) ÷ t to find the final Examiner’s Comments

speed / v ✓
This was an intentionally challenging question where less than
use v2 - u2 = 2as to find s ✓ 10% did not score at all. Most of these wrote about g = 10 and
the initial velocity was 0 and gained 1 mark. Very few
successfully continued further.

FIRST CHECK THE ANSWER

ON ANSWER LINE
If answer = 22 (m/s) award 2 ALLOW 21.56 or 21.58 or 21.6 (if g=9.8 or 9.81) ✓✓
marks
2
Examiner’s Comments
ii (AO 2 ×
10 = v (- 0) / 2.2 OR uses idea
2.1)
that stone gains 10m/s each Again this challenging calculation saw about 1/5th gaining both
second ✓ marks with 22 (m/s). A few correctly used g = 9.8 or 9.81 and
still scored full marks. Many used speed = distance ÷ time and
V = 22 (m/s) ✓ did not score.

Total 5

(Idea of) action to produce 5 (AO1.1) ALLOW marks to be awarded from a clear diagram
sound and seen by observer / ALLOW higher level methods eg using standing waves
received by receiver ✓
(AO2.2)
Measure an appropriate
distance eg between source and
10
observer or between
microphone(s) / speaker ✓ (AO2.2)

Measure an appropriate time eg

between seeing action and ALLOW equation in any form
hearing sound or on CRO / or Examiner’s Comments
2.1 Motion (H) [Link]

frequency from signal generator (AO3.2b)

✓ This question assessed AO1, AO2 and AO3 and discriminated
well between the lower and higher ability candidates. Many
(Idea of) calculating speed = correct experiments were suggested, for example practical
distance / time or velocity = (AO3.3b) improvements to the ball being hit by a bat making use of
frequency x wavelength ✓ echoes, microphones and oscilloscope, as well as less
practical suggestions in a school setting involving the use of
(Idea of) improvements to fireworks and explosions. Some candidates made vague
experiment eg repeat and references to ‘using a computer’ that could not be credited.
average readings / retake
readings if they are anomalous / Most candidates realised that it was necessary to measure a
use a different method / use time, but did not clearly specify what time they should
different equipment / use longer measure. Almost every candidate gained some credit, many
distances ✓ for stating the correct equation to calculate speed or for the
idea of taking multiple readings and then using the average
value.

Exemplar 2

This candidate gained full credit. The response included:

• a suitable experiment
• an appropriate time and distance measured
• an equation to calculate the speed
• the improvement of repeating and averaging the
readings in order to improve accuracy and reduce the
effect of operator error on their observations.

Total 5

E✓
3
(AO3.1a) ALLOW 0.625 or 0.63 (s)
FIRST CHECK THE ANSWER
ON THE ANSWER LINE
Examiner’s Comments
If answer = 0.6 (s) award 2
11 a
marks
Most candidates were able to identify that driver E had the
(AO1.2) quickest reaction time. Only the higher ability candidates were
5÷8✓
then able to correctly calculate the reaction time. Calculations
(AO2.2) were sometimes shown and a common error made by
= 0.6 (s) ✓
candidates when calculating the reaction time was to use
(thinking distance + braking distance) ÷ speed.
2.1 Motion (H) [Link]

ALLOW as speed doubles, thinking distance doubles / ratio of

speed:distance or distance:speed is the same / both have
reaction time of 0.75 (s)

Any two from: A, C or D ✓ 2 Examiner’s Comments

(AO3.2b)
b
Thinking distance / reaction time This question required candidates to identify two drivers from
is proportional to speed / AW ✓ (AO3.2b) A, C and D and explain why their reaction times are the same.
Over half of the candidates correctly identified two of the
drivers. Most of these candidates proceeded to explain why,
usually by calculating the reaction time of 0.75 s.

A significant number of candidates did not gain any credit. A

common error candidates made was to choose drivers A and E
or B and D due to their braking distances being almost the
same.

2 (AO1 ×
AWARD ALL CANDIDATES 2 2.1) Examiner’s Comments
c i
MARKS (AO1 ×
1.2) We have adjusted the mark scheme to allow for a typo within
this question.

KE transferred to thermal energy

/ heat in brakes / surroundings /
AW ✓✓

OR ALLOW surroundings gain thermal energy / heat dissipated to

2 (AO1.1) surroundings
ii
(KE of car) is reduced / (AO1.2) IGNORE just brakes get hot
transferred ✓
Examiner’s Comments
Brakes gain / absorb thermal
energy / The majority of candidates knew that the kinetic energy store
heat ✓ would decrease or be transferred and so were credited with
one mark. Fewer candidates gained the second mark as
although they referred to heat or thermal energy they did not
specify that the energy was transferred to the brakes or
surroundings (i.e. into a thermal energy store).

3 (AO2 ×
AWARD ALL CANDIDATES 3
iii 2.1)
MARKS
(AO1.2)

Total 12

1
12 i 16 (m) ✓
(AO 3.1a)
2.1 Motion (H) [Link]

ALLOW ECF from (b)(i)

ALLOW 0.6 or 0.7 or 0.66(6…) (s) for 2 marks ALLOW one

mark for any calculated answer to 2dp

Examiner’s Comments

There were many excellent responses for this question with the
majority of candidates gaining full credit. A few candidates
could not rearrange the equation correctly and therefore did
not score any marks. About one fifth of candidates did not give
their answers to 2 decimal places as requested.

FIRST CHECK THE ANSWER

ON ANSWER LINE
If answer = 0.67 (s) award 3 AfL
marks
3
Rearrangement to give Time = (AO 1.2)
ii
distance / speed ✓ (AO 2.1) A number of candidates gave two possible versions of
(AO 2.1) rearranging the equation leading to two different answers.
Time = 16 / 24 #x2713; Candidates should be aware that marks cannot be awarded
when they do this, even if one of the versions is correct.
Time = 0.67 (s) (2 decimal
places) ✓ Exemplar 1

This is an excellent example of how the response should be

set out. The candidate has clearly rearranged the equation,
before substituting the correct values for distance and speed
and writing down the answer. This would allow compensatory
marks to be awarded if the candidate had then made an error
such as mis-entered numbers into the calculator. Finally, the
candidate has underlined the instruction to give their answer to
2 decimal places so that they do not forget to do this.

Total 4

ALLOW both areas show 4(m)

Area (under line) for thinking
(distance) is same as for braking Examiner’s Comments
(distance) / area under 1
13 i
horizontal line = area under (AO 3.1a) This question was a good discriminator as only the more able
diagonal line / area of rectangle candidates recognised that the braking distance and thinking
= area of triangle / AW ✓ distance could be calculated from the area under the graph
and that both had the same value.
2.1 Motion (H) [Link]

A line starting at (0.75, 8) ✓

2
ii Diagonal line drawn parallel to (AO Mark independently
original line and finishing at the x 2×1.2)
axis ✓

Total 3

ALLOW 0.3 (s)

DO NOT ALLOW answers with all 3 readings used giving a
mean of (0.28+0.32+0.54) / 3 = 0.38 (s)

Examiner’s Comments

Mean = (0.28 + 0.32) = 0.30 (s) 1

14 i
✓ (AO 1.2)
AfL

Candidates need to be aware that anomalous readings in a set

of results, due to a mistake or lack of attention, are not
included in calculations of the mean.

ALLOW ECF from 24(a)(i)

ALLOW 100 ÷ 0.38 ✓✓✓

ALLOW 263 (m/s) ✓✓✓✓

ALLOW ECF for 3rd and 4th marking points if incorrect distance
is used
ALLOW 50 ÷ 0.3 or 166.7 ✓✓
ALLOW 50 ÷ 0.38 or 131.6 ✓✓
FIRST CHECK THE ANSWER ALLOW 132 ✓✓✓
ON ANSWER LINE ALLOW 167 ✓✓✓
If answer = 333 (m/s) award 4 4
marks (AO 2.1) Examiner’s Comments
ii (AO 1.2)
Use of distance = 100 m ✓ (AO 2.1) The majority of candidates could rearrange the equation
Recall (s =) d / t ✓ (AO 2.1) provided, substitute values and give their answer to 3
100 / 0.3 ✓ significant figures. However, many candidates did not take into
(s =) 333 (m/s) (3 sig. figs.)✓ account that the sound travelled 100m to the wall and back
again so used 50m in their calculations instead.

AfL

A number of candidates gave two possible versions of

rearranging the equation leading to two different answers.
Candidates should be aware that marks cannot be awarded
when they do this, even if one of the versions is correct.
2.1 Motion (H) [Link]

Any two from:

Clap-echo method effectively may gain 2 marks as it also uses
Inconsistent results should be
the idea of multiple readings.
repeated ✓

Examiner’s Comments
More readings of time should be 2
iii done and the mean calculated ✓ (AO
This Assessment Objective 3 question required candidates to
2×3.3b)
analyse information in order to develop the experimental
(Explanation of) clap-echo
procedure of the students (in Question 24(a)). There is
method ✓
evidence that over half of the candidates did not read the
question carefully as they suggested improvements relating to
Larger/different distances used ✓
other methods such as videoing, using microphones etc. Many
candidates suggested taking more readings but did not
mention calculating the mean and therefore could not score the
mark.

Total 7

ALLOW within ½ small square for plotting

DO NOT ALLOW straight lines between data points

IGNORE any line drawn for <10°

Examiner’s Comments

Candidates needed to plot the last two data points before

drawing the best fit line. Many candidates incorrectly drew a
straight line through plots that appeared to lie on a curved
trend. Other candidates did not draw smooth curves, or had
many lines.

Exemplar 5

Both points correctly plotted ✓

15 a i 2 (AO1.2)
Smooth curve correctly drawn ✓

This candidate has clearly indicated the correct positions of the

two missing plots using two small crosses.

The smooth line was not considered good enough in that there
appeared to be more than one line in several places.

This candidate has correctly assumed that the graph starts

from the origin.
2.1 Motion (H) [Link]

AfL

Candidates should be encouraged to plot graphs using a sharp

pencil. The points should be indicated with a small cross. It
may help candidates to draw smooth curves by rotating the
paper so that the curve can be drawn naturally with the arc of
the candidates’ arm.

Candidates should be encouraged to check the plotting of their

data points - particularly points which do not appear to fit a
pattern.

The line of best fit may not pass through every data point.
There should be a balance of data points about the line of best
fit.

IGNORE correlation

ALLOW Not directly proportional / Not constant increase

NOTE comparison of two increases required

NOTE Speed increase from 0˚ to 10˚ is 1.81 and speed
increase from 30˚ to 40˚ is 0.40

Examiner’s Comments

Increase in angle of ramp Most candidates correctly stated that the as the angle of the
increases speed (at bottom ramp increased the speed increased. It was essential that
ramp) ORA✓ candidates included a comparison between the angle of the
ramp and the speed.
3
Increase is not linear/doubling
(AO3.1a) The next two marks were more challenging and required
angle does not double final
speed / AW ✓ candidates to state that the angle of the ramp and the speed
ii (AO3.1a) were not directly proportional or linear since there was not a
Reference to quantitative data constant increase in speed for the same increase in angle.
for two calculations, for example, Candidates were expected to demonstrate this by carrying out
(AO3.1b) two calculations using data from the table or graph.
increase from 10˚ to 20˚ the
speed increases by 0.76 whilst
20˚ to 30˚ the speed increases
by 0.54 ✓
AfL

Understand how to test from a graph whether two quantities

are directly proportional.

1. Take the quantity on the x-axis and double it and read

off the y-axis values and see whether they double as
well
2. See whether there is a straight line through the origin.
2.1 Motion (H) [Link]

(Increase in angle) increases

potential energy of the
trolley/more work is done raising
ALLOW more PE is transferred to KE
trolley to that point on the ramp
2 (AO1.1
iii ✓
x2) Examiner’s Comments

This increases the / more

Most candidates found this question challenging to gain two
kinetic energy at the bottom of
marks due to some vague answers relating to the transfer
the ramp ✓
energy from the PE store to the KE store without specifically
referring to the greater energy in the PE store being transferred
so that there more energy in the KE store.

ALLOW only recorded to 2 significant figures

ALLOW should be recorded to 3 significant figures

NOT same accuracy

Attempt 1 at 30˚ (is only Examiner’s Comments

recorded to 1 decimal place)/ 3.1
✓ Many candidates correctly identified that the first attempt (3.1)
2
at an angle of 30° was only recorded to one decimal place.
(AO3.3a)
iv Student should record data to a Most candidates then suggested that that the raw data should
consistent number of decimal have been recorded to the same number of decimal places
(AO3.3b)
places or 2 dp / the reading and the reading should have been recorded as 3.10.
should by recorded as 3.10 / AW
✓ Some candidates referred to significant figures, which was
allowed this year. Candidates need to understand that raw
data should be recorded to the same number of decimal places
while calculated data is recorded to a number of significant
figures which is dependent on the number of significant figures
in the raw data.

NOT experiment can be repeated

Examiner’s Comments

Any two from: Most candidates discussed apparatus details such as not
Reproducible means that the indicating what sort of surface was used, etc.
results can be reproduced by Few candidates realised that reproducible results would need
someone else ✓ to be reproduced by someone else.

2 (AO2.2 A few candidates did state that the experiment is repeatable

v Only one student has collected
x2)
this data ✓ since the repeated reading are close to each other.

The experiment is repeatable (as

the repeated readings are close
together) ✓ AfL

Understand the terms used in the language of measurement.

See the Glossary of terms on the OCR website at:

2.1 Motion (H) [Link]

https:/[Link]/Images/[Link]

NOTE must be rearranged

ALLOW Any number which rounds to 6.16

ALLOW one mark for any calculated answer to 2dp

FIRST CHECK THE ANSWER
ON ANSWER LINE Examiner’s Comments
5
If answer = 6.16 (m/s2) award 5 About half the candidates gained full marks for this question.
marks
It was expected that candidates would select an appropriate
v2 – = 2as (no mark – on
u2 equation from the data sheet, rearrange the equation and
formula sheet) substitute in the numbers from the question before calculating
the answer.
(AO2.1)
u=0✓
b i
It was expected that the initial speed of zero would be shown in
(AO1.2)
a= v2÷2s ✓ any calculation.

(AO2.1)
a = 3.512 ÷ (2x1.0) ✓ Many candidates who did not gain full marks attempted to gain
the answer by using the definition of acceleration and the
(AO2.1)
a = 6.16005 (m/s2) ✓ equation linking average speed with distance and time without
realising the importance of the word “average”. Candidates
(AO1.2)
a = 6.16 (m/s2) (2 decimal using this method often arrived with an incorrect answer of
places) ✓ 12.32 m / s2.

Exemplar 6

This candidate has correctly selected the equation from data

sheet. The candidate has then rearranged the equation before
substituting in the values form the question. Helpfully the
candidate has indicated that the initial velocity was zero.

The candidate then correctly calculates the answer as 6.16005

before correctly rounding the answer to two decimal places.

FIRST CHECK THE ANSWER 3

Examiner’s Comments
ON ANSWER LINE
Candidates who were able to recall the equation for kinetic
ii If answer = 9 (J) award 3 marks
energy scored well on this question. Candidates should be
encouraged to show their working.
kinetic energy (J) = 0.5 x mass
2.1 Motion (H) [Link]

(kg) x (speed (m/s))2 /

KE = ½ mv2 / KE = 0.5mv2 ✓ (AO1.2)

KE = 0.5 x 2.0 x 3.02 ✓ (AO2.1)

KE = 9 (J) ✓ (AO2.1)

Total 19

Please refer to the marking

instructions on page 4 of this
mark scheme for guidance on
how to mark this question.

Level 3 (5–6 marks)

Detailed explanation about why
speed and velocity are different
from each other
AND
Calculations of speed and
AO1.1 Demonstrate knowledge and understanding of the
velocity completed and are
difference between speed and velocity
correct
For example:

There is a well-developed line of

• speed is a scalar
reasoning which is clear and
• velocity is a vector
logically structured. The
• speed has magnitude only
information presented is relevant
• velocity has magnitude and direction
and substantiated.
• speed depends on distance
• velocity depends on displacement
Level 2 (3–4 marks)
• speed is rate of change of distance
Detailed explanation about why
• velocity is rate of change of displacement
speed and velocity are different
6
from each other
16 (AO1.1x4) AO1.2 Recall of speed and velocity equations
AND
(AO2.1x2)
Calculation of speed OR velocity
• speed = distance / time
completed and is correct OR
• velocity = displacement / time
both equations stated/implied

AO2.1 Apply knowledge and understanding of calculating

OR
speed and velocity
For example:
Explanation about why speed
and velocity are different from
• speed = 3.0 / (0.5x60)
each other
• speed = 0.10 (m/s)
AND
• velocity = 0.6 / (0.5x60)
Calculations of speed and
• velocity = 0.02 (m/s)
velocity completed and are
correct

There is a line of reasoning

presented with some structure.
The information presented is
relevant and supported by some
evidence.

Level 1 (1–2 marks)

Explanation about why speed
and velocity are different from
2.1 Motion (H) [Link]

each other.
OR
Calculation of speed or velocity
completed and is correct
OR
Both equations stated/implied

There is an attempt at a logical

structure with a line of
reasoning. The information is in
the most part relevant.

0 marks
No response or no response
worthy of credit.

Total 6

FIRST CHECK THE ANSWER

ON ANSWER LINE
If answer = 8 (m/s) award 4
marks
4
u = 0 or v2 = (u2 +) 2as ✓
v2 = 2 x 10 x 3.2 or v = √(2 x 10 x
3.2) ✓
17 v2 = 64 ✓
v = 8 (m/s) ✓ (AO1.2)
(AO2.1)
v2 – u2 = 2as does not score a mark
OR alternative method: (AO2.1)
(AO2.1)
mgh = ½ mv2 ✓
(70 x) 10 x 3.2 = ½ (x 70) x v2 ✓
64 = v2 ✓
v = 8 (m/s) ✓

Total 4

(All galaxies) showed red-shift ✓

2
ALLOW (all galaxies) showed light with a longer
18 a (Hubble measured the) (AO2 ×
wavelength/lower frequency for 2 marks
wavelength/frequency of light 1.1)
(from the galaxy) ✓

ALLOW +/- ½ a small square

ALLOW a statement for the second mark e.g. as the distance

doubles so does the speed.
Readings of speed taken for two
different values of distance ✓
2 Example:
b i (AO2 × At 20 Mpc, speed = 1400 km/s
Working to show that the factor
3.1a) At 40 Mpc, speed = 2800 km/s
increase in speed is the same as
distance ✓
40/20 = 2 = 2800/1400

ALLOW 1 mark maximum for it is a (straight) line of best fit

through the origin (therefore it is proportional)
2.1 Motion (H) [Link]

Any one from:

The more distant galaxies are
travelling faster ✓
1
ii
The evidence suggests the (AO1.1)
ALLOW galaxies are moving away from each other
universe is expanding ✓
The universe was smaller in the
past ✓

To ensure results are

reproducible / check the work is
of high enough quality / claims 1 ALLOW check validity / for mistakes/anomalies / AW
c
are not false / for new theories to (AO1.1) ALLOW check that it’s not biased / AW
be accepted / to develop
theories / AW ✓

FIRST CHECK THE ANSWER

ON ANSWER LINE
2 ALLOW 5.8 × 106 (m/s)
If answer = 5 800 000 (m/s)
award 2 marks

d i
(Reads off speed from graph =)
(AO2.2)
5800 (km/s) ✓

(AO1.2) ALLOW ecf for their speed from graph x 1000

Speed = 5800 × 1000 = 5 800
000 (m/s) ✓

FIRST CHECK THE ANSWER

ON ANSWER LINE 3
If answer = 4.36 × 1017 (s)
award 3 marks
ALLOW ecf from (i)
ALLOW 4.4 x 1017 (s)
ii time = distance / speed ✓ (AO1.2)

ALLOW equation in any form

(time =) 2.53 × 1024 / 5 800 000 (AO2.1)
✓
(AO2.1)
(time =) 4.36 × 1017 (s) ✓

Total 11
2.2 Newton's Law (H) [Link]

Newton’s Law (H)

1. A student of weight W runs up a flight of stairs.

She moves a distance d metres horizontally and h metres vertically.

What is the work done against gravity running up the stairs?

A W×d
B W×h
C (W × d) + (W × h)

Your answer [1]

2. Which statement is equivalent to the mass of an object?

A The ratio of acceleration over force

B The ratio of force over acceleration
C The ratio of velocity over acceleration
D The ratio of displacement over acceleration

Your answer [1]

2.2 Newton's Law (H) [Link]

3. A 2.0 kg object moves at a velocity of 40 m / s.

What is the momentum of the object?

Use the equation: momentum = mass × velocity

A 20 kg m / s
B 38 kg m / s
C 42 kg m / s
D 80 kg m / s

Your answer [1]

4. Two forces act at right angles to each other.

What is the magnitude of the resultant force?

A 18 N
B 20 N
C 22 N
D 24 N

Your answer [1]

2.2 Newton's Law (H) [Link]

5. A skydiver falls from a plane. His parachute opens and he lands safely.

Look at the velocity-time graph of his journey.

Which parts of the graph show balanced forces on the skydiver?

A X only
B Y and Z
C X and Z
D Y only

Your answer [1]

6. Which of the pairs are contact forces?

A Air resistance and gravity

B Friction and gravity
C Magnetism and normal contact force
D Normal contact force and air resistance

Your answer [1]

7. A student uses 2250 J of energy climbing up steps. It takes the student 15 seconds to climb the steps.

Calculate the power of the student.

Use the equation: power = work done ÷ time taken

A 15 W
B 150 W
C 9000 W
D 33750 W

Your answer [1]

2.2 Newton's Law (H) [Link]

8. A motorbike travels along a straight flat road.

The arrows represent the horizontal forces acting on the motorbike.

Which motorbike is travelling at a uniform velocity?

Your answer [1]

9. Which statement is an example of Newton’s third law?

A Doubling the engine force on a car doubles its acceleration.

B Doubling the engine force on a car halves its acceleration.
C When a ball is rolling on a table it continues rolling at a steady speed.
D When you clap your hands each hand experiences a force from the other hand.

Your answer [1]

10. A car on a roller coaster is stationary at the top of a slope.

It has a weight of 6 500 N and a potential energy of 217 000 J.

Calculate how high above the ground it is.

answer: .......................................... m
[2]
2.2 Newton's Law (H) [Link]

11. An artificial satellite (X) is kept in a stable circular orbit around a planet by a centripetal force caused by
gravity.

i. Explain how the velocity of a satellite is constantly changing whilst its speed remains the same when it
is in orbit.

[2]

ii. The satellite is remotely controlled from Earth.

The scientists want the satellite to move slower.

What effect will this change in speed have on the height of its orbit?

Explain your answer.

[2]

12. Cars and lorries have different brakes.

Brakes absorb the energy of the vehicle before it comes to rest.

The brakes on lorries have larger brake discs and brake pads than cars.

Brakes are designed for increased air flow.

Explain why this is more important for lorries than cars.

[4]
2.2 Newton's Law (H) [Link]

13. A body has three forces, x, y and z acting on it.

The body is in equilibrium.

Which vector diagram represents this situation?

Your answer
[1]

14. A uniform 1.0 m rod is pivoted at its centre.

The rod is in equilibrium.

What is the value of the anti-clockwise moment about the pivot?

A. 10 Nm
B. 15 Nm
C. 40 Nm
D. 100 Nm

Your answer
[1]
2.2 Newton's Law (H) [Link]

15. A car and driver with a total mass of 1000 kg is travelling at 20 m/s.

The driver applies the brake and the car comes to a stop in 4 seconds.

What is the mean force on the car?

A. 80 000 N
B. 5 000 N
C. 200 N
D. 12.5 N

Your answer
[1]

16 (a). A student investigates the motion of a glider on a frictionless air track using the apparatus shown in
the picture.

i. Explain how the student can use this apparatus to demonstrate Newton's Second Law.

Include details of any additional equipment required.

[3]
2.2 Newton's Law (H) [Link]

ii. A 0.25 kg glider is pulled by a 1.0 N force.

Calculate the acceleration of the glider using the formula:

force = mass × acceleration

answer: .......................................... m/s2

[1]

iii. Suggest reasons why the recorded value was less than your calculated value.

[2]

(b). The student carries out the experiment for 5 forces

Acceleration (m/s2)
Force (N)
Attempt 1 Attempt 2 Attempt 3 Mean
1.0 3.8 3.9 3.7 3.8
2.0 7.8 7.7 7.7 7.7
3.0 11.2 11.4 11.6 11.4
4.0 12.0 14.9 15.1 13.8
5.0 19.0 18.9 19.1 19.0

There is an anomaly in the results.

Identify the anomaly and explain how the student could have dealt with it.

[2]

(c). Explain what is meant by a reproducible experiment.

[1]
2.2 Newton's Law (H) [Link]

17 (a). Two ice skaters A and B, at rest, start together on the ice.

The ice skaters push apart and they move off in opposite directions.

State the law of conservation of momentum.

[1]

(b). Use the data and your knowledge of momentum to calculate the velocity of skater A after
pushing.

[2]

18. A student researches potential and kinetic energy. She looks at some data from
experiments with motion trolleys and energy.

The trolleys are stationary at the top of the ramp and have a gravitational potential
energy of 8 J.

Each trolley has a mass of 1 kg.

Look at the research data on the trolleys.

Trolley Velocity at the bottom of the ramp (m/s)

W 3
X 4
Y 5
Z 6
2.2 Newton's Law (H) [Link]

The student thinks the data is wrong.

Use the data and your understanding of energy transfer to justify why trolley W has the most likely
velocity and why X, Y and Z do not.

[4]

19(a). A student investigates collisions of trolleys on a horizontal airtrack.

Write down the two quantities involved with motion which are conserved during an elastic collision.

[2]

(b). Trolley A has a mass of 2 kg. Trolley B has a mass of 2.5 kg.

i. Calculate the momentum of each trolley.

Trolley A = .................................................... kg m/s

Trolley B = .................................................... kg m/s
[3]
2.2 Newton's Law (H) [Link]

ii. The two trolleys collide and stick together after the collision. Use your answers to (i) to
calculate the speed of the combined trolleys after the collision.

Record your answer to 2 significant figures.

Answer = ................................................... m/s [3]

20. A student wants to find out the depth of a well.

She thinks that she can calculate this by dropping a stone into the well and timing how long it takes
to hear the stone splash at the bottom.

Describe the motion of the stone as it falls.

Assume it does not reach terminal velocity.

Use a free body diagram to help you.

[4]

21. A student puts a small load on a spring. It is in equilibrium.

Draw and label a free body force diagram for the load at the end of the spring.

[3]
2.2 Newton's Law (H) [Link]

22. A student investigates the acceleration of a trolley.

The trolley is released from a fixed position and accelerates.

i. Describe the energy transfer as the trolley accelerates on the desk.

[1]

ii. The trolley moves a distance of 86 cm along the desk.

Calculate the work done when a force of 3.0 N is applied.

Use the equation: work done = force × distance

Give your answer to 2 significant figures.

Work done = ...................................................... J [4]

END OF QUESTION PAPER

2.2 Newton's Law (H) [Link]

Mark scheme – Newton’s Law (H)

Question Answer/Indicative content Marks Guidance

Examiner’s Comments

Only about a third of candidates gave the

1
1 B✓ correct answer ‘B’. A common incorrect
(AO1.1)
response was ‘A’ although the other
distractors were also seen on occasions.

Total 1

Examiner’s Comments

This question about F = ma was answered

1
2 B✓ well with about 80% of candidates getting it
(AO1.1)
correct with the answer B. All other
responses were seen with A being the most
common incorrect answer given.

Total 1

Examiner’s Comments

This was a straightforward question to begin

section A. Almost all the candidates correctly
substituted the numbers into the given
equation.
3 D✓ 1 (AO2.1)
Some candidates wrote their working in the
space around the question. The advantages
of this method are that there is a smaller
chance of making a mistake by using the
wrong numbers and it is easier to check the
answer later.

Total 1

Examiner’s Comments

4 B✓ 1 (AO1.1) This question was generally well answered.

Candidates should be encouraged to use the
space around the question for their working.

Total 1

Examiner’s Comments

This question was well answered.

5 C✓ 1 (AO2.1)
Candidates should be encouraged to
consider each letter of the diagram, adding a
small cross to the ones that are eliminated.

Total 1
2.2 Newton's Law (H) [Link]

1
6 D
(AO1.1)

Total 1

1
7 B
(AO2.1)

Total 1

1
8 C
(AO2.1)

Total 1

1
9 D
(AO2.1)

Total 1

Re-arrange and substitute into WD = F × D:

10 217 000 / 6 500 (1) 2

33.4 (m) (1)

Total 2

Velocity is speed in a given / known ALLOW higher level answers e.g. changing
direction / straight line (1) velocity denotes acceleration (1)
11 i 2

Direction continuously changing (1) Always accelerating to the centre (1)

Higher orbit (1)

ii 2
Less (force of) gravity / acceleration (1)

Total 4

Lorry has more KE than a car at the same

velocity (1)

More absorption of energy by larger brake

discs (1)
12 4

Higher rate of dissipation of energy to

surrounding air (1)

Brakes less likely to overheat (1)

Total 4

13 A 1

Total 1

14 C 1

Total 1

15 B 1
2.2 Newton's Law (H) [Link]

Total 1

Change mass / Force applied (1)

Release glider and idea of measuring

acceleration with appropriate apparatus to
16 a i do this stated (e.g. Light gates / datalogger) 3
(1)

Check results / plot graph to see if it

matches F = ma formula (1) e.g. Fprop a or m prop 1/a

ii 4 m/s2 (1) 1

Any 2 from:

The track is not perfectly frictionless / AW

(1)
iii 2

Friction of the pulley (1)

(Idea of) light gates incorrectly set up (1)

Attempt 1 at 4 newtons / 12.0 (1)

Don't include it in the mean / repeat
b 2
readings / repeat this reading during the
experiment (1)

Another person / group gets similar results /

c 1
AW (1)

Total 9

The momentum at the start and at the end

17 a will be equal as long as no external forces 1
act / AW (1)

(90 × 2) + (60 × velocity) = 0 (1)

b 2
Velocity = (−)3 (m/s) (1)

Total 3

Idea that the KE at bottom must be equal to

or less than GPE at the top (1)

W: KE = 4.5J and so is possible as it is

likely that some energy will be lost / AW (1)

18 4
X: KE = 8J and so is possible but it will not
be 100% efficient/X is unlikely as it implies
no energy is lost / AW (1)

Y: KE = 12.5J and Z: KE = 18J and so not

possible (1)

Total 4
2.2 Newton's Law (H) [Link]

IGNORE mass conserved

If more than two answers mark the first two

answers (unless one of them is mass).
Eg ‘KE, mass, momentum ✓✓
Eg. PE, KE, momentum ✓

momentum ✓ 2
Examiner’s Comments
19 a (AO 2 ×
kinetic energy or KE ✓ 1.1)
Kinetic energy and momentum were the
answers here. Full marks (in 10% of cases)
were attained by more able candidates only.
Just less than a half gained 1 mark only.
‘Energy’ or ‘potential energy’ (rather than
kinetic energy) was often seen along with
mass, velocity.

FIRST CHECK THE ANSWER ON 3

ANSWER LINES
If answers = 8.4 (kgm/s) and 6.75 / 6.8
(kgm/s) award 3 marks

b i 2 × 4.2 (AO 1.2)

2.5 × 2.7 ✓

8.4 and 6.7 scores ✓✓ (incorrect rounding of

A: 8.4 (kgm/s) ✓ (AO 2.2)
one of the values)

B: 6.75/6.8 (kgm/s) ✓ (AO 2.2)

Examiner’s Comments

The great majority calculated both values of

momentum correctly and gained 3 marks.

FIRST CHECK THE ANSWER ON 3 ECF for momentum values eg. (A + B) ÷ 4.5
ANSWER LINE
If answer = 3.4 (m/s) award 3 marks
Wrong answer but evidence of correct
ii (8.4 + 6.75) × 4.5 ✓ (AO 2.2) rounding ✓
Eg. 6.75 to 6.8 ✓
3.37 / 3.366666667 (m) ✓ (AO 2.2)
Examiner’s Comments
3.4 (rounding to 2 sf) ✓ (AO 1.2)
Just under a half of candidates calculated
this correctly to two significant figures. About
a third did gain any credit at all and gave
attempts of calculations that were incorrect
or difficult to follow.

Total 8
2.2 Newton's Law (H) [Link]

Award marks for answer points given in

diagrams or prose.

ALLOW force of gravity or mg or

gravitational pull for weight
BUT DO NOT ALLOW merely ‘gravity’
IGNORE upthrust for this marking point only
4
only 2 arrows drawn or directions of the two (AO 2.1)
forces described – one upwards and one Drag / air resistance
downwards ✓

Correctly names weight and air resistance /

drag ✓ (AO 1.1) (3 marks)
20

downward arrow longer than upward arrow /

forces are unbalanced / resultant / net / (AO 2.1) Weight or force of gravity
overall force downwards ✓

so object accelerates / gets faster / (AO 1.1) Examiner’s Comments

increases velocity or speed ✓
There were some good answers here. A
common error was to state ‘gravity’ rather
than weight or force of gravity. The relative
sizes of the arrows were often correct.
Upthrust was often unsuccessfully
substituted for air resistance. The question
discriminated well with about a third gaining
full marks.

Total 4

DO NOT ALLOW labels pointing to

apparatus

ALLOW gravity/gravitational force

DO NOT ALLOW mass

ALLOW force from spring

NOTE this mark may not be scored if more

than two arrows are drawn
A downwards arrow labelled weight/load ✓ 3 (AO3x
21
2.2) Examiner’s Comments
An upwards arrow labelled tension ✓
A small majority of candidates gained at
Two equal length arrows (by eye), one least two marks for this question. Most of
vertically up and one vertically down ✓ these candidates drew two arrows of equal
length and labelled correctly the weight or
gravitational force. Few candidates labelled
the upwards arrow “tension” or “force from
spring”. A common misconception was the
use of the term “upthrust”. When
representing vectors by straight lines,
2.2 Newton's Law (H) [Link]

candidates should be encouraged to use a

ruler with a millimetre scale.

Ideally candidates should refer to the

gravitational force as “weight” or “force due
to gravity” rather than “gravity”.

A few candidates did not understand a “free

body force diagram” and drew the apparatus
and labelled the apparatus. Other errors
were the drawing of many arrows on the
diagram in varying directions.

Exemplar 3

This candidate has drawn a “free body force

diagram” with two arrows of the same length
– the candidate confirms that the arrows are
the same length. Force of load was allowed
for one of the label marks.

Total 3

ALLOW kinetic (energy store) to thermal

(energy store) / gravitational (potential
energy) to thermal (energy)
Gravitational (potential energy store) to 1
22 i ALLOW KE for kinetic energy / GPE for
kinetic (energy store) ✓ (AO2.1)
gravitational (potential) energy / heat for
thermal
IGNORE just potential energy / PE

FIRST CHECK THE ANSWER ON 4

ANSWER LINE
If answer = 2.6 (J) award 4 marks
ALLOW ecf for missing or incorrect unit
ii conversion e.g. 260 (J) for 3 marks, 258 (J)
86cm = 0.86 m ✓ (AO1.2)
for 2 marks
(Work done =) 3(.0) x 0.86 ✓ (AO2.1)
(Work done =) 2.58 (J) ✓ (AO2.1)
(Work done =) 2.6 (J) ✓ (AO1.2)

Total 5
2.3 Forces in Action (H) [Link]

Forces in Action (H)

1. A diver stands on a diving board. He weighs 400 N.

What is the moment of the force provided by the diver around the pivot?

A 320 Nm anti-clockwise
B 320 Nm clockwise
C 500 Nm anti-clockwise
D 500 Nm clockwise

Your answer [1]

2. A man lifts a load using a wheelbarrow.

What is the effort needed to lift the load using the wheelbarrow?

A 100 N
B 120 N
C 250 N
D 144 N

Your answer [1]

2.3 Forces in Action (H) [Link]

3. Which one of the following uses of forces causes a rotation?

A Lowering a book vertically from a shelf

B Opening a door
C Lifting a book vertically onto a shelf
D Sitting in the centre of a see-saw

Your answer [1]

4. On the Moon, a 10 kg mass has a weight of 16 N.

What is the gravitational field strength on the Moon?

A 1.6 N / kg
B 6.0 N / kg
C 26 N / kg
D 160 N / kg

Your answer [1]

5. Which object has the most gravitational potential energy?

A 1 kg bag on a shelf 1 m above the ground

B 2 kg bag on a shelf 1 m above the ground
C 2 kg bag on a shelf 2 m above the ground
D 1 kg bag on a shelf 2 m above the ground

Your answer [1]

2.3 Forces in Action (H) [Link]

6. A student investigates cogs and gears.

Cogs A and C have 10 teeth. Cog B has 20 teeth.

Cog A is turned 5 times.

How many times does cog C turn?

A 5 times
B 10 times
C 20 times
D 50 times

Your answer [1]

7. A spring stretches by 2.0 cm when a force is added.

The spring constant is 60 N / m.

Calculate the energy transferred to the spring when it is stretched.

A 0.012 J
B 0.024 J
C 120 J
D 240 J

Your answer [1]

2.3 Forces in Action (H) [Link]

8. An elephant has a weight of 60 kN. Its four feet have a total area of 0.75 m2 in contact with the ground.

Calculate the total pressure the elephant exerts on the ground.

Use the equation: pressure = force normal to a surface / area of that surface

A 45 Pa
B 80 Pa
C 45 000 Pa
D 80 000 Pa

Your answer [1]

9. A student plots a force-extension graph for a material.

Which row in the table correctly identifies part P and part Q of the graph?

Part P Part Q
A Elastic Elastic
B Elastic Plastic
C Plastic Elastic
D Plastic Plastic

Your answer [1]

2.3 Forces in Action (H) [Link]

10. An astronaut on the Moon lifts a 5.5 kg object a vertical distance of 50 cm.

Calculate the potential energy gained by the object.

Gravitational field strength on the Moon = 1.6 N / kg.

A 4.4 J
B 8.8 J
C 17.6 J
D 440 J

Your answer [1]

11. A boy kicks a football.

The football has a mass of 400 g.

What is the potential energy of the football when it is 0.8 m above the ground?

Use the constant: gravitational field strength (g) = 10 N/kg.

A. 0.032 J
B. 3.2 J
C. 320 J
D. 3 200 J

Your answer
[1]
2.3 Forces in Action (H) [Link]

12. A uniform 1.0 m rod is pivoted at its centre.

The rod is in equilibrium.

What is the value of the anti-clockwise moment about the pivot?

A. 10 Nm
B. 15 Nm
C. 40 Nm
D. 100 Nm

Your answer
[1]

13. The diagram shows 3 gears.

Gear X is rotated clockwise at 1.0 rotations per second.

Which row is the correct description of the movement of gear Z?

direction of rotation rotations per second

A anticlockwise 0.5
B anticlockwise 2.0
C clockwise 0.5
D clockwise 2.0

Your answer
[1]
2.3 Forces in Action (H) [Link]

14. How much work is done on a spring, of spring constant 16 N/m, when it is stretched 50 cm?

A. 2.0 J
B. 8.0 J
C. 12.5 J
D. 25.0 J

Your answer
[1]

15. This question is about electrostatic charges.

A charged rod is brought towards a gentle stream of water from a tap.

Explain how the charged rod affects the stream of water.

[3]
2.3 Forces in Action (H) [Link]

16 (a). A student hangs a length of copper wire from the ceiling.

She adds weights to the bottom of the wire and measures the extension of the wire.

Look at a table of some of her results.

Weight (N) Extension (m)

0 0
2 0.01
4 0.02
6 0.03
8 0.04
10 0.08
12 0.16

i. Plot the values on the graph. Some have been done for you.

[2]

ii. Draw a line of best-fit on the graph.

[1]
2.3 Forces in Action (H) [Link]

iii. Describe and explain the shape of the graph.

[3]

(b). Calculate the spring constant for the 0 – 6 N part of the graph.

Use the equation: Force = Spring constant × Extension

Answer = .................................................. N/m [3]

(c). Calculate the work done in stretching the wire to 0.04 m.

Answer = ....................................................... J [2]

2.3 Forces in Action (H) [Link]

17 (a). A student investigates how a spring stretches when a force is added.

Look at a graph of his results.

Calculate the spring constant of the spring.

Spring constant = ................................................ N / m [3]

(b). A student investigates how a spring stretches when a force is added.

The student continues to load the spring until it passes its elastic limit.

Complete the force-extension graph and label the elastic limit.

[2]

(c). The student puts a small load on the spring. It is in equilibrium.

Draw and label a free body force diagram for the load at the end of the spring.

[3]
2.3 Forces in Action (H) [Link]

18. A boy of mass 70 kg stands on the end of a diving board at a distance of 1.8 m from the wall.

Calculate the moment of the boy standing on the diving board.

Gravitational field strength on Earth = 10 N / kg.

Moment = .................................................. N m [4]

END OF QUESTION PAPER

2.3 Forces in Action (H) [Link]

Mark scheme – Forces in Action (H)

Question Answer/Indicative content Marks Guidance

Examiner’s Comments

This was the first calculation on the paper

1
1 B and about 80% gave the correct answer B. A
(AO2.1)
common incorrect response was ‘A’,
presumably due to confusion over clockwise
and anticlockwise.

Total 1

Examiner’s Comments

1
2 A✓ In this calculation about a third of candidates
(AO2.1)
gave the correct answer A. The other
distractors were randomly selected.

Total 1

Examiner’s Comments

3 B✓ 1 (AO1.1)
Most candidates understood that a moment
is required to cause a rotation.

Total 1

Examiner’s Comments

This question was generally answered well.

4 A✓ 1 (AO2.1) Candidates should be encouraged to

consider the units. In the units in each
answer is given as N / kg, then 16 N should
be divided by 10 kg giving an answer of 1.6
N / kg.

Total 1

Examiner’s Comments

The majority of candidates realised that the

mass (× g) × distance above the ground was
5 C✓ 1 (AO2.1) needed.

For this type of question, it is good to

calculate the potential energy for each
option.

Total 1

Examiner’s Comments

6 A✓ 1 (AO1.1)
This question was generally answered well.
For the cogs shown since the reverse must
2.3 Forces in Action (H) [Link]

also be true, response A was

straightforward.

Candidates who did not gain this mark often

chose response B.

Total 1

Examiner’s Comments

This was well answered by higher ability

candidates. Often the half or the change of
unit (cm to m) was missing.
7 A✓ 1 (AO2.1)

Higher ability candidates wrote the equation

from the data sheet, then substituted the
numbers into the equation and then carried
out the calculation.

Total 1

1
8 D
(AO2.1)

Total 1

1
9 B
(AO1.2)

Total 1

1
10 A
(AO2.1)

Total 1

11 B 1

Total 1

12 C 1

Total 1

13 D 1

Total 1

14 A 1

Total 1

IGNORE positive electrons / movement of

protons / ions for this answer.
ALLOW Water bends or moves towards rod
Rod attracts water ✓ 3
15 (AO3 ×
OR for candidates that have misinterpreted
1.2)
the diagram as repulsion of water then
• Opposite charges attract ✓
ALLOW
water has both + and − charges / idea
•
of polarisation / AW ✓
2.3 Forces in Action (H) [Link]

Rod repels water / water bends or moves

away from rod ✓

• Like charges repel ✓

water has both + and − charges / idea
•
of polarisation / AW ✓

Examiner’s Comments

The diagram was interpreted differently by

candidates. Some thought it attracted (ideal
scenario) and others thought it repelled.
However marks were made available for
both lines of thought as both interpretations
were valid from the diagram. It gave a full
range of marks and discriminated well with
about 10% gaining full marks by including
the idea of polarisation. The ideas of
repulsion of water and opposite charges
repelling were credited 2 marks.

Total 3

Points should be + / − ½ square or less (by

All three points correctly plotted ✓✓
eye)
2
16 a i OR (AO 2 ×
Examiner’s Comments
2.2)
two points correctly plotted ✓
All the points were usually plotted correctly.

ALLOW ecf from part ai for misplotted

points

ALLOW straight part of graph drawn without

ruler.

DO NOT ALLOW dot-to-dot for curve

Single line should be thin (less than ½

square thick) and continuous to gain the
straight line up to 0.04, 8 1
ii mark.
(AO 3.1a)
and
Examiner’s Comments

curved line consistent with points plotted

Just over half of answers gained the one
past this point ✓
mark here. Common mistakes were double
lines, lines too thick (larger than half a
square) and straight line of best fit with no
curve.

Exemplar 1
2.3 Forces in Action (H) [Link]

This gets full marks for both parts as the

answer shows accurate plotting for part i of
the question and produces a straight line
graph in part ii that becomes curved after
8N. Although the line does slightly miss the
point at 8N, the line and curve are
reasonable.

Exemplar 2

This was a common error with points plotted

accurately but a straight line drawn so this
was credited 0 marks.

Exemplar 3
2.3 Forces in Action (H) [Link]

This shows two lines, one curved and one

straight. The marker cannot give credit as
they are unsure which one to mark. In any
case the curved line would have been too
thick to award the mark as it is thicker than
half a square.

ALLOW gradient is steady up to 8N

ALLOW initially obeys Hooke’s law

IGNORE limit of proportionality (as this is an

Initially the extension increases steadily /
AO3 answer for an AO1 question)
linearly / uniformly / (directly) proportionally
3 ALLOW Hooke’s law not obeyed after 8N
/ elastically / AW ✓
(AO 3.1a)
Examiner’s Comments
iii (then the) wire reaches its elastic limit ✓
(AO 1.2)
This gave a good range of marks with most
the extension increases plastically / by
(AO 3.1a) describing the first stage as extension is
more for each (2N) weight added (past this
linear or proportional. Some clearly referred
point) / AW ✓
to elastic limit [1 mark] although vague
answers such as ‘limit of proportionality’ was
frequently seen [0 mark]. Some were
successful in describing the extension after
the limit is reached.

FIRST CHECK THE ANSWER ON 3

ANSWER LINE
If answer = 200 (N/m) award 3 marks
IGNORE F=kx
k=F÷x✓ (AO 1.2)
b
Substitution into correctly rearranged formula
k = 6 ÷ 0.03 ✓ (or equivalent correct (AO 2.1) ✓✓
expression from 0 to 6N)
Examiner’s Comments
k = 200 (N/m) ✓ (AO 2.1)
This calculation, like many on the paper was
answered well. Here about third quarters of
2.3 Forces in Action (H) [Link]

answers gained all three marks. For

unsuccessful calculations however, 1 mark
was given for the correct rearrangement of
the formula k = F ÷ x.

ALLOW ecf from part b

ALLOW area under graph method: 0.5 × 8 ×

FIRST CHECK THE ANSWER ON 2
0.04 ✓
ANSWER LINE
BUT area under graph method used to
If answer = 0.16 (J) award 2 marks
calculate 0.16 scores ✓✓
c
E = 0.5 × 200 × 0.042 ✓ (AO 1.2)
Examiner’s Comments

E = 0.16 (J) ✓ (AO 2.1)

Most candidates incorrectly used ‘work done
= force × distance’ giving the answer 0.32
(J). Better answers used E = 0.5 × 200 ×
0.42 to successfully get 0.16 (J) and gained
full marks.

Total 11

ALLOW any other correct pair of points from

FIRST CHECK THE ANSWER ON 3
the graph – points to be read to ±½ a small
ANSWER LINE
square
If answer = 25 (N/m) award 3 marks

Final answer between 24 and 26 (N/m)

Recall and rearrange: (AO1.2)
scores three marks
spring constant = force exerted by a spring
17 a ÷ extension ✓
Examiner’s Comments

= 5 ÷ 0.2 ✓ (AO2.1)
The majority of candidates scored highly on
this question.

Higher ability candidates stated either the

= 25 (N/m) ✓ (AO2.1)
equation for spring constant or stated that
the spring constant was the gradient of the
graph. It was then expected that candidates
would substitute into their equation
appropriate values from the graph.

A small but significant minority of candidates

tried to use the same equation from the data
sheet which had been used to determine the
energy transferred and substituted in a force
2.3 Forces in Action (H) [Link]

for the energy. This approach was not

creditworthy.

AfL

Candidates should be able to read

information from graphs and determine a
gradient.

IGNORE poorly drawn curves/thick lines

DO NOT ALLOW curve with negative
gradient at any point

Examiner’s Comments

This question required candidates to

demonstrate that they understood how a
spring stretched with an increasing force and
the term “elastic limit”. For marks to be given
the straight line section (if any) should be
drawn with a ruler and the curve should be
smooth.

Sometimes the labelling of the elastic limit

was vague. Higher ability candidates added
a small cross at the elastic limit and then
labelled the cross.

Line curves and gradient decreases ✓

Exemplar 2
2 (AO2x
b
1.2)
Point at the end of the linear section of the
line labelled ‘elastic limit’ ✓

This candidate has clearly extended a

straight line and then drawn a curve with
decreasing gradient which gains the first
mark.

The labelling of the elastic limit is vague and

incorrect. It would have been helpful if this
candidate had indicated precisely on the line
with a dot or cross where the elastic limit is
located and then added a label.

DO NOT ALLOW labels pointing to

3 (AO3x
c apparatus
2.2)
2.3 Forces in Action (H) [Link]

ALLOW gravity/gravitational force

A downwards arrow labelled weight/load ✓ DO NOT ALLOW mass

An upwards arrow labelled tension ✓ ALLOW force from spring

Two equal length arrows (by eye), one NOTE this mark may not be scored if more
vertically up and one vertically down ✓ than two arrows are drawn

Examiner’s Comments
A small majority of candidates gained at
least two marks for this question. Most of
these candidates drew two arrows of equal
length and labelled correctly the weight or
gravitational force. Few candidates labelled
the upwards arrow “tension” or “force from
spring”. A common misconception was the
use of the term “upthrust”. When
representing vectors by straight lines,
candidates should be encouraged to use a
ruler with a millimetre scale.
Ideally candidates should refer to the
gravitational force as “weight” or “force due
to gravity” rather than “gravity”.
A few candidates did not understand a “free
body force diagram” and drew the apparatus
and labelled the apparatus. Other errors
were the drawing of many arrows on the
diagram in varying directions.
Exemplar 3

This candidate has drawn a “free body force

diagram” with two arrows of the same length
– the candidate confirms that the arrows are
the same length. Force of load was allowed
for one of the label marks.

Total 8

FIRST CHECK THE ANSWER ON 4

ANSWER LINE
If answer = 1260 or 1300 (Nm) award 4
ALLOW ecf for using mass not weight e.g. 3
marks
marks for an answer of 126 (Nm), 2 marks
for 70 x 1.8
18
ALLOW ecf for incorrect calculation of force
ALLOW ecf for converting 1.8m to 180cm
(Force = 70 x 10 =) 700 (N) ✓ (AO2.1)
e.g. 3 marks for 126 000 (Nm)
(Moment =) force x distance ✓ (AO1.2)
(Moment =) 700 x 1.8 ✓ (AO2.1)
(Moment =) 1260 (Nm) ✓ (AO2.1)

Total 4