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.
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A student investigates motion graphs.
Look at a distance-time graph for the movement of a dog in a park.
i) How far did the dog move in the park?
Distance = ................................... m [1]
ii) How long was the dog in the park?
Time = ..................................... s [1]
iii) Name a piece of apparatus the student could use to accurately measure the distance the dog moved.
[1]
The distance-time graph has four sections: A, B, C and D.
i) Which section of the graph shows the greatest speed?
Tick (√ ) one box.
Explain your answer.
[2]
ii) Which section of the graph shows zero speed?
Tick (√ ) one box.
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.
i) Calculate the force needed to accelerate the toy car.
Use the equation: force = mass × acceleration
Force = ..................................................... N [2]
ii) Suggest why the actual force needed would be more than in part (b)(i).
[1]
i) Another toy car requires a constant force of 30 N to move it along a surface.
Calculate the work done on the car when it moves a distance of 50 m.
Use the equation: work done = force × distance
Work done = ...................................................... J [2]
ii) Calculate the power output of this toy car if the work is done over 75 seconds. Use your answer from (c)(i).
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
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]
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.
i) Explain how the ruler can be used to estimate reaction time.
[1]
ii) State one precaution they can use to get accurate results.
[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.
i) Explain how braking stops the car.
Include ideas about energy stores in your answer.
[1]
ii) High speed cars have ventilated brakes with air holes in the disc, as shown in Fig. 21.3.
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.
i) Explain how she could use this measurement to find the depth of the well.
[4]
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]
Higher Tier Only
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.
i) Distance:..................................................
[1]
ii) Time:.........................................................
[1]
The train travels for 45 seconds with a speed of 2 m/s.
Calculate the distance travelled by the train.
Show your working.
Answer: ......................... m
The maximum speed of the train is 5 m/s. Its maximum velocity is also 5 m/s.
i) What is the same about the maximum speed and velocity?
[1]
ii) What may be different about the maximum speed and velocity?
[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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