Four students run in different races.
| Student | Race distance (m) | Time (s) |
| A | 50 | 6 |
| B | 100 | 15 |
| C | 100 | 14 |
| D | 200 | 31 |
Use the information in the table to describe and compare the motion of the four students.
Use the data in your answer.
[6]
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A student investigates motion graphs.
Look at a distance-time graph for the movement of a dog in a park.
Distance = ................................... m [1]
Time = ..................................... s [1]
The distance-time graph has four sections: A, B, C and D.
Explain your answer.
[2]
Explain your answer.
[2]
The student draws a velocity-time graph for a boat accelerating.
Acceleration is the gradient of a velocity-time graph.
Calculate the acceleration of the boat.
Use the equation: acceleration = change in velocity ÷ time
Acceleration = ............................................... m/s2
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A toy car travels around a race track. After one lap it is back at the start position.
Explain why the velocity of the toy car is different from its speed as it travels around the track.
The mass of the toy car is 5 kg and it has an acceleration of 4 m/s2.
Force = ..................................................... N [2]
[1]
Work done = ...................................................... J [2]
Power = .....................................................W [3]
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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.
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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
Explain how the graph in Fig. 21.1 shows this.
[1]
• 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]
Driver P measures the reaction time of driver Q using a 30 cm ruler.
Driver P drops a 30 cm ruler vertically and driver Q catches it.
[1]
[1]
In the brakes of a car there are brake pads and a brake disc, as shown in Fig. 21.2.
Fig. 21.2
When a car stops, energy transfers between stores.
The brake pads squeeze the brake disc and cause a friction force.
Include ideas about energy stores in your answer.
[2]
Fig. 21.3
The air holes allow more air to circulate around the disc.
Suggest how these brakes can reduce braking distances.
[1]
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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.
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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 greater than the speed of sound.
He decides to do an experiment to measure the speed of sound waves in air.
Describe which measurements he needs to measure this speed.
Which equation is used to calculate speed?
Describe one way he could get valid results for this experiment.
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Two students study the motion of a model train on a track.
They need distance and time measurements to calculate speed.
Write down an instrument they could use to measure the following.
The train travels for 45 seconds with a speed of 2 m/s.
Calculate the distance travelled by the train.
Show your working.
The maximum speed of the train is 5 m/s. Its maximum velocity is also 5 m/s.
[1]
[1]
The train accelerates and its journey is shown in the graph below.
Use data from the graph to calculate the acceleration.
Show your working.
Answer = ......................... m/s2
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