Which of the following is a vector quantity?
Density
Force
Mass
Speed
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Which of the following is a vector quantity?
Density
Force
Mass
Speed
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Which of the following is a scalar quantity?
Acceleration
Energy
Momentum
Velocity
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The diagram shows the driving force on a sports car as it moves along a race track.
Name two forces that oppose the driving force.
The car has a mass of 1400 kg.
The acceleration of the car is 5.5 m/s2.
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The diagram shows a skydiver falling at constant velocity.
The name for this constant velocity is
average velocity
instantaneous velocity
terminal velocity
non-uniform velocity
The following passage is about falling at a constant velocity.
Use the words and phrases in the box to complete the sentences about why the skydiver falls at a constant velocity. Some words may be used more than once, or not at all.
stays the same increases decreases downwards upwards greater than less than equal to balanced unbalanced |
As the skydiver fall, the weight ......................... but the air resistance ......................... .
The weight of the skydiver acts ......................... and air resistance acts ......................... .
Initially, the resultant force acts ......................... because the weight is ......................... the air resistance, however, the air resistance gradually ........................ until they are ........................ .
At this point, the resultant force is ......................... zero which means the skydiver is moving at constant velocity.
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A student investigates the motion of different falling masses by measuring the time taken for empty cupcake cases to fall from a window.
The student drops one case from the window.
He repeats the experiment with two cases stuck together, then with three cases and then with four.
Name two measuring instruments that he would need for his investigation.
State the dependent and independent variables in this investigation.
State one factor that the student should keep constant in order to make this investigation valid (a fair test).
The student draws this table to record his results.
Add suitable headings to his table.
State one way that the student can improve his investigation.
The student notices that the cases accelerate and then fall at constant speed.
(3)
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When an object falls at terminal velocity
it accelerates at 10 m/s2
it has no weight
the resultant vertical force is downwards
the vertical forces on it are balanced
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The student puts a pile of 400 sheets of paper on a table.
He uses a ruler to measure the height of the pile.
The student records the thickness of the pile as 4.1 cm.
This means that the thickness of one piece of paper is about
1 cm
1 mm
0.1 mm
0.01 mm
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The diagram shows a man pulling a child on a sledge.
The acceleration of the sledge is 1.5 m/s2. The mass of the child and sledge is 38 kg.
(1)
(2)
force = ............................................... N
(1)
The sledge starts from rest and accelerates at 1.5 m/s2 until its velocity is 2.8 m/s.
This velocity-time graph shows the motion of the sledge as it travels down a hill.
(3)
distance travelled = ............................................... m
average speed = ...............................................m/s
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A car pulls a caravan along a horizontal road.
The caravan is removed and the car makes the return journey without it.
Without the van, the car has a greater acceleration and uses less fuel.
Explain these changes.
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A student investigates the extension of a rubber band when masses are added.
Tick the boxes to select the correct items of apparatus that the student would need in order to complete this investigation.
Two items have already been selected.
The table below shows the student's results.
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A rabbit runs across the road in front of a car.
The driver applies the brakes.
State four factors that affect the chance of the rabbit escaping without being hit.
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Parachutes are used to slow down a spacecraft as it falls through the atmosphere.
Photograph G shows an Apollo spacecraft with three parachutes attached.
This spacecraft falls at a constant velocity.
Explain how the constant velocity reached by this spacecraft compares with the constant velocity of the spacecraft shown in photograph G.
Explain what would happen to the stopping distance of the shuttle if this parachute did not open.
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A student investigates the extension of an elastic band for different forces.
The student obtains this data as he first adds weights to the elastic band (loading) and as he then removes weights from the band (unloading).
He plots the loading data on a graph as shown.
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A skydiver jumps from an aircraft.
The mass of the skydiver is 70 kg.
weight = ....................................... unit .......................................
The graph shows the vertical velocity of the skydiver during the first 40 s of the fall.
His parachute is not open during this time.
Explain the shape of the graph.
The diagram shows the skydiver falling at a constant velocity.
Add two labelled arrows to the diagram to represent the forces acting on the skydiver.
The skydiver opens his parachute after 40 s.
Continue the line on the graph to show how the skydiver’s vertical velocity changes and reaches terminal velocity.
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The graph shows the minimum stopping distances, in metres, for a car travelling at different speeds on a dry road.
Complete the equation to show the link between stopping distance, thinking distance and braking distance.
Stopping distance = ..........................................................................................................
Describe the patterns shown in the graph.
Use the graph to estimate the stopping distance for a car travelling at 35 miles per hour.
To find the minimum stopping distance, several different cars were tested.
Suggest how the data from the different cars should be used to give the values in the graph.
The tests were carried out on a dry road.
If the road is icy, describe and explain what change there would be, if any, to
(2)
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A student investigates how the extension of a spring varies when he hangs different loads from it.
Write a plan for the student’s investigation.
Your plan should include details of how the student can make accurate measurements.
You may add to the diagram to help your answer.
The student finds that the spring obeys Hooke’s law.
Draw a graph on the axes to show Hooke’s law relationship. Label the axes.
The student concludes that the spring shows elastic behaviour.
Explain what is meant by the term elastic behaviour.
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A student investigates friction between a block of wood and different types of surface.
The student uses the equipment shown in photograph A to measure the force needed to move the block of wood.
(1)
The student investigates five different types of surface.
The table shows his results.
(1)
(1)
The student compares his results with others in the class.
He finds that they have different values for the forces.
Suggest why.
The student repeats the investigation using another block of wood as shown in photograph B.
This block of wood has the same mass but a different area of contact.
Explain how this change affects the pressure on the surface.
Suggest two ways in which the student could reduce friction between the two surfaces.
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She uses the apparatus shown in the photograph.
Which additional measuring instrument does the student need for the investigation?
Explain how the student can investigate whether the spring obeys Hooke’s law.
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A hot-air balloon is tied to the ground by two ropes.
The diagram shows the forces acting on the balloon.
The tension T in each rope is 200 N.
The ropes are untied and the balloon starts to move upwards.
The balloon has a total mass of 910 kg.
The initial unbalanced force on the balloon is 400 N upwards.
Calculate the initial acceleration.
(2)
initial acceleration = ............................................... m/s2
Explain how the upward acceleration of the balloon changes during the first few seconds of its flight.
While the balloon is still accelerating, the pilot controls the balloon by pouring some sand from the bags.
Explain how this affects the upward acceleration of the balloon.
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A flying squirrel is an animal that can glide through the air. It spreads out its limbs to stretch out a membrane that helps it to glide.
© Robert Savannah
The flying squirrel glides from P to Q with a constant velocity.
The velocity of the squirrel decreases to zero when it reaches the second tree because
an unbalanced force acts on the squirrel
no force acts on the squirrel
the GPE of the squirrel increases
the KE of the squirrel increases
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A student investigates terminal velocity.
She uses a tall glass tube filled with oil.
She drops a metal ball into the tube.
The ball falls through the oil.
Use ideas about forces to explain how a falling object can reach a terminal velocity.
Describe how the student could find out if the ball reaches terminal velocity as it falls through the oil.
In your answer, you should include
You may include a labelled diagram in your answer.
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A golfer practises hitting balls on a golf course.
Ball X rolls along level ground, as shown in the diagram.
(2)
(3)
The golfer hits ball Y at an angle into the air.
He gives it the same initial kinetic energy as ball X.
Suggest why ball Y travels much further than ball X before it stops.
The mass of ball Y is 45 g.
The golfer gives the ball 36 J of kinetic energy when he hits it.
(4)
initial speed = .............................................................. m/s
(1)
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The Apollo 15 mission landed on the Moon in 1971.
The astronaut David Scott dropped a hammer and a feather.
They were released from rest at the same time and from the same height.
The hammer and the feather landed at the same time.
The graph shows how the velocity of the hammer changed with time.
acceleration = .......................... unit .................
(2)
height = ................................... m
The gravitational field strength is smaller on the Moon than on the Earth.
Suggest why.
If the same experiment is carried out on Earth, air resistance affects both objects.
The feather reaches the ground after the hammer, even though the force of air resistance is smaller on the feather than on the hammer.
Explain why the feather reaches the ground after the hammer.
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A student plans to measure the thickness of a sheet of paper with a ruler.
Explain why it is difficult to measure the thickness of a single piece of paper with a ruler.
The student puts a pile of 400 sheets of paper on a table.
He uses a ruler to measure the height of the pile.
The student records the thickness of the pile as 4.1 cm.
Suggest two reasons why the student's value for the thickness of the pile may be inaccurate.
The student folds the sheet of paper to make a paper aeroplane.
He throws the paper aeroplane into the air and it flies at a constant velocity.
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A student investigates the stretching of rubber bands.
She stretches four rubber bands as shown in the photograph.
She applies a force of 5.0 N and measures the length of the rubber bands.
She repeats the experiment with different numbers of rubber bands, using a force of 5.0 N each time.
The table shows her results.
Suggest how the student made this investigation a fair test.
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A student makes chains of elastic bands by joining them together with paperclips.
He uses a newtonmeter to stretch each chain along a metre rule, as shown in photograph A.
For each chain, he records
Then he calculates the difference in length for each chain.
Photograph B shows a paperclip in one of the chains against the same metre rule.
Use photograph B to estimate the length of this paperclip.
length = ....................................cm
Look again at photograph A.
Suggest two ways that the student could improve his measuring technique.
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A student uses this apparatus to investigate forces stretching a spring.
She uses a ruler to measure the vertical distance h between the bottom of the mass hanger and the base of the stand.
Suggest two ways that the student can measure distance h more accurately.
The student continues her investigation by loading the spring with different masses.
The table shows her results.
force = ......................N
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