P2 1 Higher Questions

Q1. (a) Some students have designed and built an electric-powered go-kart.
After testing, the

students decided to make changes to the design of their go-kart.
The go-kart always had the same mass and used the same motor.
The change in shape from the first design (X) to the final design (Y) will affect the top
speed of the go-kart.
Explain why.
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(3)
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(b) The final design go-kart, Y, is entered into a race.
The graph shows how the velocity of the go-kart changes during the first 40 seconds of the
race.
Time in seconds
(i) Use the graph to calculate the acceleration of the go-kart between points J and K.
Give your answer to two significant figures.
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Acceleration = ........................................ m/s2

(2)
(ii) Use the graph to calculate the distance the go-kart travels between points J and K.
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Distance = ........................................ m
(2)
(iii) What causes most of the resistive forces acting on the go-kart?
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(1)
(Total 8 marks)
Page 2 of 104
Q2. (a) The graphs show how the velocity of two cars, A and B, change from the moment the
car drivers see an obstacle blocking the road.
Time in seconds Time in seconds
One of the car drivers has been drinking alcohol. The other driver is wide awake and alert.
(i) How does a comparison of the two graphs suggest that the driver of car B is the one
who has been drinking alcohol?
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(1)
(ii) How do the graphs show that the two cars have the same deceleration?
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(1)
(iii) Use the graphs to calculate how much further car B travels before stopping
compared to car A.
Show clearly how you work out your answer.
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Additional stopping distance = .................................................. m

(3)
Page 3 of 104
(b) In a crash-test laboratory, scientists use sensors to measure the forces exerted in
collisions. The graphs show how the electrical resistance of 3 experimental types of
sensor, X, Y, and Z, change with the force applied to the sensor.
Which of the sensors, X, Y or Z, would be the best one to use as a force sensor?
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Give a reason for your answer.
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(2)
(Total 7 marks)
Q3. (a) The stopping distance of a vehicle is made up of two parts, the thinking distance and
the braking distance.
(i) What is meant by thinking distance?
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(1)
(ii) State two factors that affect thinking distance.
1 ...............................................................................................................
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2 ...............................................................................................................
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(2)
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(b) A car is travelling at a speed of 20 m/s when the driver applies the brakes. The car
decelerates at a constant rate and stops.
(i) The mass of the car and driver is 1600 kg.
Calculate the kinetic energy of the car and driver before the brakes are applied.
Use the correct equation from the Physics Equations Sheet.
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Kinetic energy = .................................................. J

(2)
(ii) How much work is done by the braking force to stop the car and driver?
Work done = .................................................. J

(1)
(iii) The braking force used to stop the car and driver was 8000 N.
Calculate the braking distance of the car.
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Braking distance = .................................................. m

(2)
(iv) The braking distance of a car depends on the speed of the car and the braking force
applied.
State one other factor that affects braking distance.
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(1)
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(v) Applying the brakes of the car causes the temperature of the brakes to increase.
Explain why.
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(2)
(c) Hybrid cars have an electric engine and a petrol engine. This type of car is often fitted with
a regenerative braking system. A regenerative braking system not only slows a car down
but at the same time causes a generator to charge the cars battery.
State and explain the benefit of a hybrid car being fitted with a regenerative braking system.
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(3)
(Total 14 marks)
Page 6 of 104
Q4. The miners working in a salt mine use smooth wooden slides to move quickly from one level
to another.
(a) A miner of mass 90 kg travels down the slide.
Calculate the change in gravitational potential energy of the miner when he moves 15 m
vertically downwards.
gravitational field strength = 10 N/kg
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Change in gravitational potential energy = .................................................. J

(2)
(b) Calculate the maximum possible speed that the miner could reach at the bottom of the
slide.
Give your answer to an appropriate number of significant figures.
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Maximum possible speed = .................................................. m/s

(3)
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(c) The speed of the miner at the bottom of the slide is much less than the calculated
maximum possible speed.
Explain why.
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(3)
(Total 8 marks)
Page 8 of 104
Q5. The diagram shows the velocity-time graph for an object over a 10 second period.
(a) Use the graph to calculate the distance travelled by the object in 10 seconds.
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Distance = ............................................................ m
(2)
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(b) Complete the distance-time graph for the object over the same 10 seconds.
(2)
(Total 4 marks)
Page 10 of 104
Q6. The diagram shows a strain gauge, which is an electrical device used to monitor a changing
force.
Applying a force to the gauge causes it to stretch.

This makes the electrical resistance of the wire change.
(a) (i) Using the correct symbols, add to the diagram to show how a battery, an ammeter
and a voltmeter can be used to find the resistance of the strain gauge drawn above.
(2)
(ii) When in use, the strain gauge is always connected to a d.c. power supply, such as a
battery.
How is a d.c. (direct current) power supply different from an a.c. (alternating current)
power supply?
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(1)
(b) Before any force is applied, the unstretched gauge, correctly connected to a 3.0 V battery,
has a current of 0.040 A flowing through it.
(i) Use the equation in the box to calculate the resistance of the unstretched gauge.
potential difference = current resistance
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Resistance = ............................................................
(2)
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(ii) Stretching the gauge causes the current flowing through the gauge to decrease.
What happens to the resistance of the gauge when it is stretched?
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(1)
(iii) What form of energy is stored in the gauge when a force is applied and the gauge
stretches?
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(1)
(Total 7 marks)
Q7. The arrows in the diagram represent the horizontal forces acting on a motorbike at one
moment in time.
(a) The mass of the motorbike and rider is 275 kg.
Use the equation in the box to calculate the acceleration of the motorbike at this moment in
time.
resultant force = mass acceleration
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Acceleration = ............................................................ m/s2

(3)
Page 12 of 104
(b) A road safety organisation has investigated the causes of motorbike accidents.
The main aim of the investigation was to find out whether there was any evidence that
young, inexperienced riders were more likely to be involved in an accident than older,
experienced riders.
Data obtained by the organisation from a sample of 1800 police files involving motorbike
accidents, is summarised in the table.
Size of motorbike Percentage of all Total number in

engine motorbikes sold the sample of 1800
accident files
up to 125 cc 36 774
126 to 350 cc 7 126
351 to 500 cc 7 162
over 500 cc 50 738
Most of the motorbikes with engines up to 125 cc were ridden by young people.
The motorbikes with engines over 500 cc were ridden by older, more experienced riders.
(i) In terms of the main aim of the investigation, is this data valid?
Draw a ring around your answer. NO YES
Explain the reason for your answer.
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(2)
(ii) The organisation concluded that:
Young, inexperienced riders are more likely to be involved in a motorbike accident

than older, experienced riders.
Explain how the data supports this conclusion.
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(2)
Page 13 of 104
(c) Of particular concern to motorbike riders is the design of steel crash barriers. Riders
falling off and sliding at high speed into a steel support post are often seriously injured.
One way to reduce the risk of serious injury is to cover the post in a thick layer of high
impact polyurethane foam.
(i) Use the ideas of momentum to explain how the layer of foam reduces the risk of
serious injury to a motorbike rider sliding at high speed into the support post.
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(3)
(ii) Crash barrier tests use dummies that collide at 17 m/s with the barrier. Each test
costs about 12 000. New safety devices for crash barriers are tested many times to
make sure that they will improve safety.
Do you think that the cost of developing the new safety devices is justified?
Draw a ring around your answer. NO YES
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(1)
(Total 11 marks)
Page 14 of 104
Q8. (a) The graphs show how the velocity of two cars, A and B, change from the moment the
car drivers see an obstacle blocking the road.
Car A Car B
One of the car drivers has been drinking alcohol. The other driver is wide awake and alert.
(i) How does a comparison of the two graphs suggest that the driver of car B is the one
who has been drinking alcohol?
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(1)
(ii) How do the graphs show that the two cars have the same deceleration?
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(1)
(iii) Use the graphs to calculate how much further car B travels before stopping
compared to car A.
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Additional stopping distance = ............................................... m

(3)
Page 15 of 104
(b) In a crash test laboratory, scientists use sensors to measure the forces exerted in
collisions. The graphs show how the electrical resistance of 3 experimental types of
sensor, X, Y and Z, change with the force applied to the sensor.
Which of the sensors, X, Y or Z, would be the best one to use as a force sensor?
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(2)
(Total 7 marks)
Q9. The diagram shows the horizontal forces acting on a car of mass 1200 kg.
Page 16 of 104
(a) Calculate the acceleration of the car at the instant shown in the diagram.
Write down the equation you use, and then show clearly how you work out your
answer and give the unit.
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Acceleration = .............................
(4)
(b) Explain why the car reaches a top speed even though the thrust force remains
constant at 3500 N.
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(3)
Page 17 of 104
(c) The diagram shows a car and a van.
The two vehicles have the same mass and identical engines.
Explain why the top speed of the car is higher than the top speed of the van.
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(4)
(Total 11 marks)
Q10. A car is driven along a straight, snow covered, road. The graph shows how the velocity of
the car changes from the moment the driver sees a very slow moving queue of traffic ahead.
Page 18 of 104
(a) Use the graph to calculate the distance the car travels while it is slowing down.
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Distance = ....................................... m
(3)
(b) The car has a mass of 1200 kg.
Calculate the kinetic of the car when it travels at a speed of 12 m/s.
Write down the equation you use, and then show clearly how you work out your answer.
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Kinetic energy = ....................................... J

(2)
(Total 5 marks)
Q11. (a) The diagram shows an aircraft and the horizontal forces acting on it as it moves
along a runway. The resultant force on the aircraft is zero.
(i) What is meant by the term resultant force?
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(1)
Page 19 of 104
(ii) Describe the movement of the aircraft when the resultant force is zero.
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(1)
(b) The aircraft has a take-off mass of 320 000 kg. Each of the 4 engines can produce a
maximum force of 240 kN.
Use the equation in the box to calculate the maximum acceleration of the aircraft.
resultant force = mass acceleration
Show clearly how you work out your answer and give the unit.
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Acceleration = ...............................................
(3)
(c) As the aircraft moves along the runway to take off, its acceleration decreases even though
the force from the engines is constant.
Explain why.
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(2)
(Total 7 marks)
Page 20 of 104
Q12. In an experiment at an accident research laboratory, a car driven by remote control was
crashed into the back of an identical stationary car. On impact the two cars joined together and
moved in a straight line.
(a) The graph shows how the velocity of the remote-controlled car changed during the
experiment.
(i) How is the velocity of a car different from the speed of a car?
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(1)
(ii) Use the graph to calculate the distance travelled by the remote-controlled car before
the collision.
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Distance = ............................................... m
(2)
Page 21 of 104
(iii) Draw, on the grid below, a graph to show how the velocity of the second car
changed during the experiment.
(2)
(iv) The total momentum of the two cars was not conserved.
What does this statement mean?
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(1)
Page 22 of 104
(b) The graph line shows how the force from a seat belt on a car driver changes during a
collision.
Scientists at the accident research laboratory want to develop a seat belt that produces a
constant force throughout a collision.
Use the idea of momentum to explain why this type of seat belt would be better for a car
driver.
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(2)
(Total 8 marks)
Page 23 of 104
Q13. A car is driven along a straight road. The graph shows how the velocity of the car changes
during part of the journey.
(a) Use the graph to calculate the deceleration of the car between 6 and 9 seconds.
Show clearly how you work out your answer and give the unit.
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Deceleration = .................................................
(3)
(b) At what time did the car change direction?
.................................. seconds
(1)
(Total 4 marks)
Page 24 of 104
Q14. The diagram shows a small, radio-controlled, flying toy. A fan inside the toy pushes air
downwards creating the lift force on the toy.
When the toy is hovering in mid-air, the fan is pushing 1.5 kg of air downwards every
10 seconds. Before the toy is switched on, the air is stationary.
(a) Use the equations in the box to calculate the velocity of the air when the toy is hovering.
momentum = mass velocity
force =
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Velocity = ................................................. m/s

(3)
(b) Explain why the toy accelerates upwards when the fan rotates faster.
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(2)
Page 25 of 104
(c) The toy is not easy to control so it often falls to the ground.
Explain how the flexible polystyrene base helps to protect the toy from being damaged
when it crashes into the ground.
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(3)
(Total 8 marks)
Q15. A car travelling along a straight road has to stop and wait at red traffic lights. The graph
shows how the velocity of the car changes after the traffic lights turn green.
(a) Between the traffic lights changing to green and the car starting to move there is a time
delay. This is called the reaction time. Write down one factor that could affect the drivers
reaction time.
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(1)
(b) Calculate the distance the car travels while accelerating. Show clearly how you work out
your answer.
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Distance = ...............................................metres
(3)
Page 26 of 104
(c) Calculate the acceleration of the car. Show clearly how you work out your final answer and
give the units.
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Acceleration = ...................................................................
(4)
(d) The mass of the car is 900 kg.
(i) Write down the equation that links acceleration, force and mass.
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(1)
(ii) Calculate the force used to accelerate the car. Show clearly how you work out your
final answer.
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Force = ..................................................... newtons

(2)
(Total 11 marks)
Page 27 of 104
Q16. The distance-time graph represents the motion of a car during a race.
(a) Describe the motion of the car between point A and point D. You should not carry out any
calculations.
To gain full marks in this question you should write your ideas in good English. Put them
into a sensible order and use the correct scientific words.
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(3)
Page 28 of 104
(b) Calculate the gradient of the graph between point B and point C. Show clearly how you get
your answer.
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gradient = ........................................................................
(3)
(Total 6 marks)
Q17. The diagram shows an orbiter, the reusable part of a space shuttle. The data refers to a
typical flight.
(a) (i) What name is given to the force which keeps the orbiter in orbit around the Earth?
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(1)
(ii) Use the following equation to calculate the kinetic energy, in joules, of the orbiter
while it is in orbit.
kinetic energy = mv2
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Kinetic energy = ............................. joules

(2)
(iii) What happens to most of this kinetic energy as the orbiter re-enters the Earths
atmosphere?
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(1)
Page 29 of 104
(b) After touchdown the orbiter decelerates uniformly coming to a halt in 50 s.
(i) Give the equation that links acceleration, time and velocity.
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(1)
(ii) Calculate the deceleration of the orbiter. Show clearly how you work out your answer
and give the unit.
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Deceleration = ...............................
(2)
(c) (i) Give the equation that links acceleration, force and mass.
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(1)
(ii) Calculate, in newtons, the force needed to bring the orbiter to a halt. Show clearly
how you work out your answer.
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Force = ............................ newtons

(1)
(Total 9 marks)
Q18. The graph shows how the distance travelled by a car changes with time during a short
journey.
Page 30 of 104
(i) Describe fully the motion of the car during the first two minutes of the journey.
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(3)
(ii) During the last minute of the journey the velocity of the car changes although the speed
remains constant. How is this possible?
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(1)
(Total 4 marks)
##
The table shows the braking distances for a car at different speeds and kinetic energy. The
braking distance is how far the car travels once the brakes have been applied.
Braking distance Speed of car in Kinetic energy of

in m m/s car in kJ
5 10 40
12 15 90
20 20 160
33 25 250
45 30 360
Page 31 of 104
(a) A student suggests, the braking distance is directly proportional to the kinetic energy.
(i) Draw a line graph to test this suggestion.
(3)
(ii) Does the graph show that the students suggestion was correct or incorrect? Give a
reason for your answer.
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(1)
(iii) Use your graph and the following equation to predict a braking distance for a speed
of 35 metres per second (m/s). The mass of the car is 800 kilograms (kg). Show
clearly how you obtain your answer.
kinetic energy = mv2
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Braking distance = ........................................ m

(2)
(iv) State one factor, apart from speed, which would increase the cars braking distance.
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(1)
Page 32 of 104
(b) The diagram shows a car before and during a crash test. The car hits the wall at
14 metres per second (m/s) and takes 0.25 seconds (s) to stop.
(i) Write down the equation which links acceleration, change in velocity and time taken.
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(1)
(ii) Calculate the deceleration of the car.
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Deceleration = ........................................ m/s2

(1)
(iii) In an accident the crumple zone at the front of a car collapses progressively. This
increases the time it takes the car to stop. In a front end collision the injury to the car
passengers should be reduced. Explain why. The answer has been started for you.
By increasing the time it takes for the car to stop, the ...................................
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(2)
(Total 11 marks)
Q20. The table contains typical data for an oil tanker.
(i) Write down the equation which links acceleration, force and mass.
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(1)
Page 33 of 104
(ii) Calculate the deceleration of the oil tanker. Show clearly how you work out your answer.
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Deceleration = ............................ m/s2

(2)
(Total 3 marks)
Q21. The diagram below shows water falling from a dam. Each minute 12 000 kg of water falls
vertically into the pool at the bottom.
The time taken for the water to fall is 2 s and the acceleration of the water is 10 m/s.
(a) Assume the speed of the water at the bottom of the dam is zero. Calculate the speed of
the water just before it hits the pool at the bottom.
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(2)
(b) Use your answer to part (a) to calculate the average speed of the falling water.
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(1)
Page 34 of 104
(c) Calculate the height that the water falls.
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(2)
(d) What weight of water falls into the pool each minute?
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(2)
(e) How much work is done by gravity each minute as the water falls?
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(2)
(f) A small electrical generator has been built at the foot of the waterfall. It uses the falling
water to produce electrical power.
(i) How much energy is available from the falling water each minute?
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(ii) How much power is available from the falling water?
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(iii) If the generator is 20% efficient, calculate the electrical power output of
the generator.
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(4)
(Total 13 marks)
Page 35 of 104
Q22. A driver is driving along a road at 30 m/s. The driver suddenly sees a large truck parked
across the road and reacts to the situation by applying the brakes so that a constant braking
force stops the car. The reaction time of the driver is 0.67 seconds, it then takes another 5
seconds for the brakes to bring the car to rest.
(a) Using the data above, draw a speed-time graph to show the speed of the car from the
instant the truck was seen by the driver until the car stopped.
(5)
(b) Calculate the acceleration of the car whilst the brakes are applied.
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Answer = .................................... m/s2

(3)
Page 36 of 104
(c) The mass of the car is 1500 kg. Calculate the braking force applied to the car.
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Answer = .................................... N
(3)
(d) The diagrams below show what would happen to a driver in a car crash.
(i) Explain why the driver tends to be thrown towards the windscreen.
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(ii) During the collision the front end of the car becomes crumpled and buckled. Use this
information to explain why such a collision is described as inelastic.
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(iii) The car was travelling at 30 m/s immediately before the crash. Calculate the energy
which has to be dissipated as the front of the car crumples.
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(8)
(Total 19 marks)
Page 37 of 104
Q23. A racing driver is driving his car along a straight and level road as shown in the diagram
below.
(a) The driver pushes the accelerator pedal as far down as possible. The car does not
accelerate above a certain maximum speed. Explain the reasons for this in terms of the
forces acting on the car.
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(4)
(b) The racing car has a mass of 1250 kg. When the brake pedal is pushed down a constant
braking force of 10 000 N is exerted on the car.
(i) Calculate the acceleration of the car.
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(ii) Calculate the kinetic energy of the car when it is travelling at a speed of 48 m/s.
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Page 38 of 104
(iii) When the brakes are applied with a constant force of 10 000 N the car travels a
distance of 144 m before it stops. Calculate the work done in stopping the car.
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(12)
(Total 16 marks)
Q24. A car driver sees a dog on the road ahead and has to make an emergency stop.
The graph shows how the speed of the car changes with time after the driver first sees the dog.
(a) Which part of the graph represents the reaction time or thinking time of the driver?
.....................................................................................................................................
(1)
(b) (i) What is the thinking time of the driver? Time ........................ seconds
(1)
Page 39 of 104
(ii) Calculate the distance travelled by the car in this thinking time.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
Distance ..................................... m
(3)
(c) Calculate the acceleration of the car after the brakes are applied.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
Acceleration ............................................
(4)
(d) Calculate the distance travelled by the car during braking.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
Distance ................................................ m
(3)
(e) The mass of the car is 800 kg. Calculate the braking force.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
Braking force ........................................ N

(3)
(Total 15 marks)
Page 40 of 104
Q25. The Highway Code gives tables of the shortest stopping distances for cars travelling at
various speeds. An extract from the Highway Code is given below.
thinking distance + braking distance = total stopping distance
(a) A drivers reaction time is 0.7 s.
(i) Write down two factors which could increase a drivers reaction time.
1 .........................................................................................................................
2 .........................................................................................................................
(2)
(ii) What effect does an increase in reaction time have on:
A thinking distance; ..........................................................................................
B braking distance; ...........................................................................................
C total stopping distance? .................................................................................

(3)
(b) Explain why the braking distance would change on a wet road.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
(2)
Page 41 of 104
(c) A car was travelling at 30 m/s. The driver braked. The graph below is a velocity-time graph
showing the velocity of the car during braking.
Calculate:
(i) the rate at which the velocity decreases (deceleration);
...........................................................................................................................
...........................................................................................................................
Rate .......................... m/s

(2)
(ii) the braking force, if the mass of the car is 900 kg;
...........................................................................................................................
...........................................................................................................................
Braking force ............................... N

(2)
(iii) the braking distance.
...........................................................................................................................
...........................................................................................................................
Braking distance .............................. m

(2)
(Total 13 marks)
Page 42 of 104
Q26. In bungee jumping, a fixed rubber cord is fastened to the jumpers ankles.
The graph shows how the bungee jumpers velocity changes during part of the jump.
(a) Calculate the acceleration of the bungee jumper between 2 and 4 seconds. Show your
working.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
Acceleration = ................................ m/s2

(3)
Page 43 of 104
(b) Describe, in as much detail as you can, what happens to the bungee jumper after
4 seconds.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
(3)
(Total 6 marks)
Q27. A rollercoaster car stops above a vertical drop. Suddenly it falls under gravity.
The drop is 60 metres high and at the bottom of the drop the car travels at 125 km/h.
The acceleration experienced by the people in the car is 10 m/s2. The mass of the car and its
passengers is 1210 kg.
Calculate the force exerted on the car and its passengers. Show your working.
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
Force = ........................... N
(Total 3 marks)
Page 44 of 104
Q28. A bouncy ball is dropped vertically from a height of 2.00 m onto the floor. The graph shows
the height of the ball above the floor at different times during its fall until it hits the floor after 0.64
s.
(a) What is the average speed of the ball over the first 0.64 s? Show clearly how you work out
your answer.
....................................................................................................................................
....................................................................................................................................
Average speed = ....................................... m/s

(1)
(b) After it hits the floor the ball bounces back to a height of 1.25 m. It reaches this height 1. 16
s after it was dropped. Plot this point on the grid above and sketch a graph to show the
height of the ball above the floor between 0. 64 s and 1.16 s.
(3)
(c) (i) The ball bounces on the floor 0.64 s after being dropped. How long after being
dropped will it be before it bounces a second time?
...........................................................................................................................
...........................................................................................................................
(1)
(ii) What distance will the ball travel between its first and second bounce?
...........................................................................................................................
...........................................................................................................................
(1)
Page 45 of 104
(d) The ball was held stationary before being dropped. On the graph and your sketch mark
two other points X1 and X2, where the ball is stationary, and in each case explain why the
ball is not moving.
X1 ...............................................................................................................................
...................................................................................................................................
X2 ..............................................................................................................................
...................................................................................................................................
(2)
(Total 8 marks)
Q29. A 1 N weight is tied to a 30 cm long piece of elastic. The other end is fixed to the edge of a
laboratory bench. The weight is pushed off the bench and bounces up and down on the elastic.
Page 46 of 104
The graph shows the height of the weight above the floor plotted against time, as it bounces up
and down and quickly comes to rest.
(a) Mark on the graph a point labelled F, where the weight stops falling freely.
(1)
(b) Mark on the graph a point labelled S, where the weight finally comes to rest.
(1)
(c) Mark two points on the graph each labelled M, where the weight is momentarily stationary.
(1)
(Total 3 marks)
Page 47 of 104
Q30. Mira and Susan are rock climbing. They are using a nylon climbing rope. Mira has fastened
herself to the rock face and to one end of the rope. The other end of the rope is fastened to
Susan. This means that, if Susan falls, the rope will hold her. Susan weighs 540 N.
(a) (i) Use the words distance, force and work to write an equation which shows the
relationship between them
..........................................................................................................................
(1)
(ii) What vertical distance up the rock face does Susan climb when she does 2000 J of
work against gravity? Show your working and give your answer to the nearest 0.1 m.
..........................................................................................................................
..........................................................................................................................
Distance = ......................................... metres

(2)
(iii) How much gravitational energy will Susan gain when she does 2000 J of work
against gravity?
..........................................................................................................................
(1)
Page 48 of 104
(b) The climbers dislodge a 3 kg stone which falls down the rock face.
What is the speed of the stone when its kinetic energy is 600 J?
kinetic energy = mass speed2
Show clearly how you get to your answer and give the unit.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
Speed = ............................................................
(3)
(c) The climbing rope is made of nylon. Nylon is very strong. Another advantage is that it
stretches. This means that, if Susan falls, it transfers some of her kinetic energy to elastic
(or strain) energy at the end of the fall.
Explain, in terms of force and deceleration, what would happen if Susan fell and the
climbing rope did not transfer any of her kinetic energy to elastic energy.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
(3)
(Total 10 marks)
Q31. When a gun is fired, a very large force acts on the bullet for a very short time.
The change in momentum of the bullet is given by the following relationship:
force (N) time(s) = change in momentum (kg m/s)
(a) An average force of 4000 newton acts for 0.01 seconds on a bullet of mass 50g.
Calculate the speed of the bullet. (Show your working.)
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
Answer ............................................... m/s

(4)
Page 49 of 104
(b) The bullet is fired horizontally. In the short time it takes for the bullet to reach its target, its
horizontal speed has fallen to 80% of its initial speed.
(i) Explain why the speed of the bullet decreases so quickly.
...........................................................................................................................
...........................................................................................................................
(2)
(ii) Calculate the percentage of its original kinetic energy the bullet still has when it
reaches its target.
(Show your working.)
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(4)
(Total 10 marks)
Q32. The graph shows the speed of a runner during an indoor 60 metres race.
(a) Calculate the acceleration of the runner during the first four seconds.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
(3)
Page 50 of 104
(b) How far does the runner travel during the first four seconds?
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
(3)
(c) At the finish, a thick wall of rubber foam slows the runner down at a rate of 25 m/s2.
The runner has a mass of 75kg.
Calculate the average force of the rubber foam on the runner.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
Answer ......................... newtons (N)

(2)
(Total 8 marks)
Q33. The brick shown in the diagram is being pushed but it is not moving.
(a) The pushing force does not make the brick move. Explain why.
......................................................................................................................................
(1)
(b) The weight of the brick does not make it move downwards. Explain why.
.....................................................................................................................................
(1)
Page 51 of 104
(c) A bigger pushing force does make the brick slide across the table.
Write down one thing that the sliding brick will do to the surface of the table.
....................................................................................................................................
(1)
(Total 3 marks)
Q34. The body position of a cyclist affects his velocity.
(a) Figure 1 shows the forces acting on a cyclist at a constant velocity.
Figure 1
Forward force
(i) What is the main cause of the backward force?
...............................................................................................................
...............................................................................................................
(1)
(ii) Complete the sentence.
At a constant velocity the resultant force on the cyclist is .................................. .

(1)
Page 52 of 104
(b) The cyclist changes to the body position shown in Figure 2. He pedals with the same
force as in Figure 1.
Figure 2
Describe and explain how the motion of the cyclist changes as his body position changes.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(3)
(c) The cyclist accelerates at a constant rate of 2.0 m / s2 from 3.0 m / s to 18.0 m / s.
Calculate the time taken for the acceleration.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
Time = ........................................ seconds

(2)
(d) Suggest two factors, other than body position, that would affect the velocity of the cyclist.
........................................................................................................................
........................................................................................................................
(2)
(Total 9 marks)
Page 53 of 104
Q35. The worlds tallest building is in Dubai.
By Nicolas Lannuzel [CC BY-SA 2.0], via Flickr
(a) (i) There is a lift inside the building. The lift travels at a mean velocity of 10 m/s.
When the lift is carrying a full load of passengers, the mass of the lift and
passengers is 1600 kg.
Calculate the mean kinetic energy of the lift. Give the unit.
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
Kinetic energy = .......................................................

(3)
(ii) Give one reason why your answer to part (a)(i) is the mean kinetic energy.
...............................................................................................................
...............................................................................................................
(1)
Page 54 of 104
(b) The graph below shows how the velocity of another lift in the building varies with time
between the ground floor and an observation deck.
Use the graph to calculate the total distance travelled by the lift.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
Total distance travelled = ....................................................... m

(2)
(Total 6 marks)
Page 55 of 104
Q36. The International Space Station (ISS) is a scientific research laboratory in space.
The photograph shows a rocket carrying supplies for the ISS ready for take-off.
By User Audin on en.wikipedia (Great Images in NASA)

[Public domain], via Wikimedia Commons
(a) Complete the sentences.
The resultant force on the rocket before take-off is ..................................... .
After take-off the resultant force on the rocket causes the rocket to move
and .................................................. in the direction of the resultant force.

(2)
(b) At take-off the resultant force on the rocket is 6 000 kN and the initial acceleration of the
rocket is 12 m/s2.
Calculate the mass of the rocket at take-off.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
Mass = .................................................. kg
(3)
Page 56 of 104
(c) As the rocket moves through the atmosphere it burns fuel.
Explain the effect this will have on the acceleration of the rocket.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(2)
(d) As the rocket approaches the ISS its velocity decreases.
When the rocket is 50 m away from the ISS its velocity is 0.05 m/s.
When the rocket is 25 m away from the ISS its velocity is 0.02 m/s.
The mean mass of the rocket during the approach is 15 000 kg.
Calculate the change in momentum of the rocket as it moves from 50 m away to 25 m

away from the ISS.
Give the unit.
........................................................................................................................
........................................................................................................................
........................................................................................................................
Change in momentum = ..................................................

(3)
(Total 10 marks)
Q37. The diagram shows the horizontal forces acting on a car of mass 1200 kg.
Page 57 of 104
(a) Calculate the acceleration of the car at the instant shown in the diagram.
Write down the equation you use, and then show clearly how you work out your
answer and give the unit.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
Acceleration = .............................
(4)
(b) Explain why the car reaches a top speed even though the thrust force remains
constant at 3500 N.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(3)
Page 58 of 104
(c) The diagram shows a car and a van.
The two vehicles have the same mass and identical engines.
Explain why the top speed of the car is higher than the top speed of the van.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
(4)
(Total 11 marks)
Q38. A car is driven along a straight, snow covered, road. The graph shows how the velocity of
the car changes from the moment the driver sees a very slow moving queue of traffic ahead.
Page 59 of 104
(a) Use the graph to calculate the distance the car travels while it is slowing down.
........................................................................................................................
........................................................................................................................
........................................................................................................................
Distance = ....................................... m
(3)
(b) The car has a mass of 1200 kg.
Calculate the kinetic of the car when it travels at a speed of 12 m/s.
Write down the equation you use, and then show clearly how you work out your answer.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
Kinetic energy = ....................................... J

(2)
(Total 5 marks)
Page 60 of 104
M1. (a) more streamlined
accept decrease surface area
1
air resistance is smaller (for same speed)

accept drag for air resistance
friction is insufficient
1
so reaches a higher speed (before resultant force is 0)

ignore reference to mass
1
(b) (i) 1.7

allow 1 mark for correct method, ie
or allow 1 mark for an answer with more than 2 sig figs that rounds
to 1.7
or allow 1 mark for an answer of 17
2
(ii) 7.5
allow 1 mark for correct use of graph, eg 53
2
(iii) air (resistance)

accept wind (resistance)
drag is insufficient
friction is insufficient
1
[8]
M2. (a) (i) longer reaction time

accept slower reactions
do not accept slower reaction time unless qualified
or
greater thinking distance
accept greater thinking time
or
greater stopping distance
accept greater stopping time
greater braking distance negates answer
1
Page 61 of 104
(ii) lines / slopes have the same gradient
accept slopes are the same
or
velocity decreases to zero in same time / in 2.6 seconds
accept any time between 2.4 and 2.8
accept braking distances are the same
1
(iii) 12
accept extracting both reaction times correctly for 1 mark
(0.6 and 1.4)
or
time = 0.8 (s) for 1 mark
accept 0.8 15 for 2 marks
accept calculating the distance travelled by car A as 28.5 m
or
the distance travelled by car B as 40.5 m for 2 marks
3
(b) Z
1
different force values give a unique / different resistance

only scores if Z chosen
do not accept force and resistance are (directly) proportional
accept answers in terms of why either X or Y would not be best eg
X same resistance value is obtained for 2 different force values
Y all force values give the same resistance
1
[7]
M3. (a) (i) distance vehicle travels during drivers reaction time
accept distance vehicle travels while driver reacts
1
(ii) any two from:
tiredness
(drinking) alcohol
(taking) drugs
speed
age
accept as an alternative factor distractions, eg using a mobile
phone
2
Page 62 of 104
(b) (i) 320 000
allow 1 mark for correct substitution, ie 1600 202 provided no
subsequent step shown
2
(ii) 320000 or their (b)(i)

1
(iii) 40
or
correctly calculated
allow 1 mark for statement work done = KE lost

or
allow 1 mark for correct substitution, ie
8000 distance = 320 000 or their (b)(ii)
2
(iv) any one from:
icy / wet roads

accept weather conditions
(worn) tyres
road surface
mass (of car and passengers)

accept number of passengers
(efficiency / condition of the) brakes

1
(v) (work done by) friction

(between brakes and wheel)
do not accept friction between road and tyres / wheels
1
(causes) decrease in KE and increase in thermal energy

accept heat for thermal energy accept
KE transferred to thermal energy
1
(c) the battery needs recharging less often

accept car for battery
1
or
increases the range of the car
accept less demand for other fuels or lower emissions or lower fuel
costs
environmentally friendly is insufficient
Page 63 of 104
as the efficiency of the car is increased
accept it is energy efficient
1
the decrease in (kinetic) energy / work done charges the battery (up)
accept because not all work done / (kinetic) energy is wasted
1
[14]
M4. (a) 13 500 (J)

allow 1 mark for correct substitution, ie 90 x 10 x 15 provided no
subsequent step shown
2
(b) 17
or
correctly calculated and answer given to 2 or 3 significant figures

accept 17.3
allow 2 marks for an answer with 4 or more significant figures, ie
17.32
or
allow 2 marks for correct substitution, ie 13 500/ their (a) = x 90
x v2
or
allow 1 mark for a statement or figures showing KE = GPE
3
(c) work is done

1
(against) friction (between the miner and slide)

accept air resistance or drag for friction
1
(due to the) slide not (being perfectly) smooth

accept miners clothing is rough
or
causing (kinetic) energy to be transferred as heat/internal energy of surroundings

accept lost/transformed for transferred
accept air for internal energy of surroundings
1
[8]
Page 64 of 104
M5. (a) 48
allow for 1 mark correct method shown, ie 6 8
or correct area indicated on the graph
2
(b) diagonal line from (0,0) to (6,48) / (6, their (a))

if answer to (a) is greater than 50, scale must be changed to gain
this mark
1
horizontal line at 48m between 6 and 10 seconds

accept horizontal line drawn at their (a) between 6 and 10 seconds
1
[4]
M6. (a) (i) ammeter and battery in series with the gauge
symbols must be correct
ignore a voltmeter drawn in series
or cells reversed to cancel out

1
voltmeter in parallel with the gauge

symbol must be correct
accept a freestanding circuit
diagram provided strain gauge is labelled or a resistor symbol used
for the strain gauge
1
(ii) d.c. flows only in one direction

a.c. changes direction is insufficient
1
Page 65 of 104
(b) (i) 75
this answer only
allow 1 mark for correct substitution and transformation,
ie resistance =
(ii) increases
1
(iii) elastic / strain potential

do not accept potential
1
[7]
M7. (a) 4.2

2 marks for correct substitution and transformation, ie 1155/275
allow 1 mark for correct resultant force with a subsequent incorrect
method, ie 1155
allow 1 mark for an incorrect resultant force with a subsequent
correct method,
eg answers of 7.27 or 10.34 gain 1 mark
3
(b) (i) YES

marks are for the explanation
any two from:
data (from police files) can be trusted
data answers the question asked

allow a conclusion can be made from the data
large sample used
NO
any two from:
the sample is not representative
the sample size is too small
accident files do not indicate age / experience of riders

an answer YES and NO can score 1 mark from each set of mark
points
2
(ii) more accidents with motorbikes up to 125 cc

accept for 2 marks an answer in terms of number of under 125 cc
to accidents ratio compared correctly with number of over 500 cc
to accidents ratio
1
Page 66 of 104
even though there are fewer of these bikes than bikes over 500 cc
1
(c) (i) increases the time taken to stop

accept increases collision time
1
decreases rate of change in momentum

accept reduces acceleration / deceleration
accept
reduces momentum is insufficient

1
reduces the force (on the rider)

1
(ii) YES
any sensible reason, eg:

the mark is for the reason
cannot put a price on life / injury

accept may save lives
fewer (serious) injuries

accept reduces risk of injury
reduces cost of health care / compensation
NO
any sensible suggestion, eg:
money better spent on

needs to be specific
total number of riders involved is small

1
[11]
M8. (a) (i) longer reaction time

accept slower reactions
do not accept slower reaction time unless qualified
or
greater thinking distance
accept greater thinking time
or
greater stopping distance
accept greater stopping time
greater braking distance negates answer
1
Page 67 of 104
(ii) lines / slopes have the same gradient
accept slopes are the same
or
velocity decreases to zero in same time / in 2.6 seconds
accept any time between 2.3 and 2.8
accept braking distances are the same
1
(iii) 12
accept extracting both reaction times correctly for 1 mark
(0.6 and 1.4 ) or time = 0.8(s) for 1 mark
accept 0.8 15 for 2 marks
accept calculating the distance
travelled by car A as 28.5 m or the distance travelled by car B as
40.5 m for 2 marks
3
(b) Z
1
different force values give a unique / different resistance

only scores if Z chosen
do not accept force andresistance are (directly) proportional
accept answers in terms of why
either X or Y would not be the best eg
X same resistance value is obtained for 2 different force values
Y all force values give the same resistance
1
[7]
M9. (a) 1.25

allow 1 mark for correct resultant force ie 1500N
allow 2 marks for correct transformation and substitution
ie
allow 1 mark for a correct transformation but clearly substituting an

incorrect value for force
eg =
3
m/s 2
1
Page 68 of 104
(b) as speed increases so does the size of the drag force
accept frictional force / resistive force / air resistance for drag
1
eventually the drag force becomes equal to the thrust

1
the resultant force is now equal to zero and therefore

there is no further acceleration
1
(c) the car and van will reach top speed when the forward
force equals the drag force
accept air resistance / frictional / resistive force for drag force
1
the drag force at any speed is smaller for the car than
for the van
1
as the car is more streamlined

1
therefore the cars drag force will equal the forward force
at a higher speed
1
allow converse throughout
[11]
M10. (a) 35 (m)

allow 1 mark for indicating the correct area
allow 1 mark for obtaining correct figures from the graph
allow 1 mark for calculating area of triangle (25) but
omitting the rectangle underneath (2 x 5)
3
(b) 86 400
allow 1 mark for correct substitution into the correct equation
ie 1/2 1200 122
2
[5]
M11. (a) (i) a single force that has the same effect as all the forces combined
accept all the forces added / the sum of the forces / overall force
1
(ii) constant speed (in a straight line)

do not accept stationary
or constant velocity
1
Page 69 of 104
(b) 3
allow 1 mark for correct substitution into transformed equation
accept answer 0.003 gains 1 mark
answer = 0.75 gains 1 mark
2
m/s2
1
(c) as speed increases air resistance increases

accept drag / friction for air resistance
1
reducing the resultant force

1
[7]
M12. (a) (i) velocity includes direction

accept velocity is a vector
1
(ii) 64
allow 1 mark for obtaining values of 16 and 4 from the graph
or marking correct area or correct attempt to calculate an area
2
(iii) any two from:
velocity zero from 0 to 4 seconds
increasing in 0.2 s (or very rapidly) to 8 m/s
decreasing to zero over the next 8 seconds

2
(iv) momentum before does not equal momentum after

ignore reference to energy
or total momentum changes
or an external force was applied

1
(b) to reduce the momentum of the driver

1
a smaller (constant) force would be needed

do not accept reduces the impact / impulse on the driver
1
[8]
Page 70 of 104
M13. (a) 4
allow 1 mark for extracting correct information 12
2
m/s2
ignore negative sign
1
(b) 9 (s)
1
[4]
M14. (a) 4 (m/s)

1 mark for correct transformation of either equation
1 mark for correct substitution with or without transformation
1 mark for correct use of 0.6N
max score of 2 if answer is incorrect
3
Page 71 of 104
(b) greater change in momentum
or greater mass of air (each second)
or increase in velocity of air

accept speed for velocity
force upwards increased

lift force is increased
do not accept upthrust
1
or force up greater than force down

accept weight for force down
1
(c) increase the time to stop

1
decrease rate of change in momentum or same momentum change

accept reduced deceleration/ acceleration
1
reducing the force on the toy

do not accept answers in terms of the impact/ force being
absorbed
do not accept answers in terms of energy transfer
do not credit impact is reduced
1
[8]
M15. (a) concentration / tiredness / drugs / alcohol

accept any reasonable factor that could affect a drivers reactions
do not accept speed or any physical condition unrelated to the
driver
1
(b) 31.25
credit for 1 mark correct attempt to calculate the area under the
slope or for using the equation
distance = average velocity (speed) time
credit for 1 mark use of correct velocity change (12.5) and correct
time (5) or answer of 62.5
3
Page 72 of 104
(c) 2.5
credit for 1 mark triangle drawn on slope or correct equation or two
correct pairs of coordinates
credit for 1 mark use of correct velocity change (12.5) and correct
time (5)
accept time = between 4.8 and 5.2 if used in (b)
do not accept an attempt using one pair of coordinates taken from
the slope
3
metres / second / second or metres / second / squared or m/s2 or ms 2

1
(d) (i) force = mass acceleration

accept correct transformation
accept F = m a
accept provided subsequent use of is correct
do not accept an equation in units

1
(ii) 2250
credit their (c) 900 for 2 marks
credit 1 mark for correct substitution
2
[11]
M16. (a) Quality of written communication

for correct use of term speed in all correct examples
Q Q
1
describes all 3 sections correctly for 2 marks
describes 2 or 1 section correctly for 1 mark
max 2
A B constant speed
do not accept pace for speed
B C (has accelerated) to a higher (constant) speed
C D goes back to original / lower (constant) speed

allow for 1 mark, initial and final (constant) speeds are the same
accept velocity for speed
ignore reference to direction
Page 73 of 104
(b) 62.5
allow answer to 2 s.f.
allow 1 mark for drawing a correct triangle or for using two correct
pairs of coordinates
allow 1 mark for correct use of y/x
ignore units
3
[6]
M17. (a) (i) gravity/weight

1
(ii) 2193750000000 or 2.19 1012

not 2.1912
allow 1 mark for the correct conversion to 7500 (m/s)
allow one mark for answer 2193750(J)
2
transferred to heat
ignore extras of sound and light
accept changed to heat
accept lost due to friction
1
(b) (i) acceleration =
accept word speed instead of velocity
accept a =
or correct rearrangement
do not accept
even if subsequent calculation correct
can gain credit if subsequent calculation correct

1
Page 74 of 104
(ii) 2
ignore + or signs
m/s2 1
accept m/s/s or ms2
2
(c) (i) force = mass acceleration

accept correct rearrangement
accept F = m a
do not accept
unless subsequent calculation correct

1
(ii) 156 000

accept 78 000 their (b)(ii)(only if (b)(i) correct)
1
[9]
M18. (i) first statement must be accelerated

if it just accelerated then decelerates award 2 marks
1
final statement must be stationary

1
interim statement decelerates

1
(ii) direction is changing

1
[4]
M19. (a) (i) linear scales used

do not credit if less than half paper used
1
points plotted correctly

all of paper used
1
(straight) line of best fit drawn

allow a tolerance of half square
1
Page 75 of 104
(ii) correct and straight line through origin
all needed
e.c.f. if their (a)(i) is straight but not through the origin - incorrect
because line does not go through origin
credit a calculation that shows proportionality
1
(iii) 62 0.5 (m)

credit 1 mark for KE = 490000 or 490kJ
credit 1 mark for correct use of graph clearly shown
2
(iv) any one from: wet or icy or worn or smooth road

accept slippery slope
brakes worn
accept faulty brakes
car heavily loaded

worn tyres
downhill slope
do not accept anything to do with thinking distance e.g. driver tired
or drunk
1
(b) (i) acceleration =
accept correct transformation
accept
2
accept m/s =
do not accept acceleration =

1
(ii) 56
accept 56
1
Page 76 of 104
(iii) deceleration is reduced
accept deceleration is slower
accept acceleration
1
force on car and or passengers is reduced

accept an answer in terms of change in momentum for full credit
1
[11]
M20. (i) force = mass acceleration

accept F = m a
accept upper or lower case letters
accept equation using correct units
accept
if subsequent method correct

1
(ii) 0.007
allow 1 mark for correct transformation or substitution
2
[3]
M21. (a) 20 m/s

gets 2 marks
Else working
gets 1 mark
2
(b) 10 m/s
1
(c) 20 m
gets 2 marks
Else working
gets 1 mark
2
Page 77 of 104
(d) 12 000 N
gets 2 marks
Else working
gets 1 mark
2
(e) 2 400 000 J

gets 2 marks
Else working
gets 1 mark
2
(f) (i) Ans to (e)

1
(ii) Ans to (e)/60

Else working
2
(iii) Ans to (ii)/5

1
[13]
M22. (a) Each scale optimum

Else both half size
Straight line joining 30,0 to 30,0.67 to 0, 5.67
any 5 for 1 mark each
5
(b) 6
Else a = 30/5
gets 2 marks
Else a = v/t
gets 1 mark
3
(c) 9000
Else F = 6 1500
gets 2 marks
Else F = ma
gets 1 mark
3
Page 78 of 104
(d) (i) Driver has forward momentum
Which is conserved
Giving drive relative forward speed to car
for one mark each
3
(ii) If inelastic ke lost

Here ke does work crumpling car
for 1 mark each
2
(iii) Car stops in 75m

gets 1 mark
W = F.d or 9000 75
gets 1 mark
W = 675 000 J
OR ke = 1/2 mv2
gets 1 mark
ke = 1/2.1500.302
ke = 675 000 J
3
[19]
M23. (a) there is a (maximum) forward force

drag/friction/resistance (opposes motion) (not pressure)
increases with speed
till forward and backward forces equal
so no net force/acceleration
any 4 for 1 mark each
4
(b) (i) F = ma
10 000 = 1250a
a=8
m/s2
for 1 mark each
4
(ii) ke = 1/2 mv2

ke = 1/2 1250.482
ke = 1 440 000
J
for 1 mark each
4
Page 79 of 104
(iii) W = Fd
W = 10 000.144
W = 1 440 000
J
for 1 mark each
4
[16]
M24. (a) AB
for 1 mark
1
(b) (i) 0.7

for 1 mark each
1
(ii) 16.8
gains 2 marks
2
but correct working

(d = v.t, d = 24 0.7, or in terms of area under graph)
gains 1 mark
1
(c) a = (v-u)/t
= 24/4
=6
m/s2
(see marking of calculations)
(can work in terms of graph gradient)

4
(d) d = v.t
= 24/2 4
= 48
(can work in terms of area under graph)

3
(e) F = ma
= 800 6
= 4800
3
[15]
Page 80 of 104
M25. (a) (i) tiredness / boredom
drugs
alcohol
distraction
any two for 1 mark each
2
(ii) A greater / longer

B no effect
C greater / longer
each for 1 mark
3
(b) on a wet road: there is less friction / grip

for 1 mark
braking distance is greater / takes longer to stop

or car skids / slides forward
for 1 mark
2
(c) (i) deceleration = gradient or 30 / 4.8

each for 1 mark
2
(ii) force = mass acceleration or 900 6.25

each for 1 mark
2
(iii) distance = area under graph or 0.5 4.8 30 or average

speed time or 15 4.8
Accept answer in terms of change in k.e. = work done
if incorrect unit given (eg 72km) then no mark
each for 1 mark
2
[13]
M26. (a) 7.5

correct answer with no working = 3 if incorrect allow 1 mark for
(change in velocity from graph =) 15
1 mark for
2 marks for
N.B. correct answer from the incorrectly recalled relationship
= 2 marks
3
Page 81 of 104
(b) (4 5 seconds) the bungee jumper slows down (decelerates)
1
(the rubber cord) stops the fall

1
(5 6 seconds) the bungee jumper starts moving (accelerating) upwards

(in the opposite direction)
max 2 marks if no correct indication of time
1
[6]
M27. 12 100
correct answer with no working = 3
if answer incorrect, allow 1 mark for force = mass acceleration
1210 10 = 2 force / weight = mass gravity is neutral
N.B. no marks for correct answers with incorrectly recalled
relationship
[3]
M28. (a) 3.125

accept 3.1 or 3.12
1
(b) plotted at 1. 15 1.17, 1.24 1.28

across on the second from 1.2, up between first and second line
1
sketch curve steeper near 0.64 s fairly smooth curve bending

1
to become pretty well horizontal at 1.16, 1.25

1
(c) (i) 1.68 or 1.7

working is 2(l.16 0.64) + 0.64 =
(ii) 2.5 m unit required

consequential marking applies here
1
Page 82 of 104
(d) X1 at 0.64 s, 0 m
it is in contact with the floor or the

ball changes direction or the
downward force is balanced by the
reaction of the floor
accept the ball is hitting the floor
do not credit it has hit the floor
1
X2 at 1.16 s, 1.25m it is at the top of its bounce

accept the ball changes direction or has run out of KE
2
[8]
M29. (a) F 50 cm on first part of graph

tolerance + or 3cm
1
(b) S at the far right

credit anywhere to right of last trough
1
(c) M on any two tops of peaks or bottoms of troughs

both are required for the mark M needs to be central to the trough
or peak, except if F is in the way in one case
1
[3]
M30. (a) (i) work = force distance

or any correctly transposed version e.g.
force =
or in correct units throughout e.g.
J=Nm
or in acceptable abbreviations e.g.
W=fd
do not credit W = Nm or any other
ambiguous or unclear response
do not credit
unless subsequent calculation shows understanding

1
Page 83 of 104
(ii) EITHER
3.7 (m)
2
OR
(distance =)
1
(iii) 2000 J
unit required
1
(b) EITHER
20
3
OR
2
speed = 600 1.5
2
or speed = 600
2
or speed = 400
2
or speed = KE mass
1
metres per second

or m/s
1
(c) any three from
deceleration (would be) (very) great

or rate of change of speed / velocity would be (very) great
(because) F = ma
or (because) force is proportional to deceleration / (negative)
acceleration
(so the) force (on Susan / the rope) would be (very) great
do not credit she would be hurt
do not credit just the rope could snap
the rope may exceed its elastic limit

3
[10]
Page 84 of 104
M31. (a) any evidence of: momentum = mass velocity (words, symbols or numbers)
appropriate re-arrangement mass as 0.05kg
each gains 1 mark
but 800
gains 4 marks
4
(b) (i) any reference to friction with air/air resistance

gains 1 mark
but idea that friction with air/air resistance is high (at high speed)
gains 2 marks
2
(ii) any evidence of: k.e. v2 or k.e. = mv2

final k.e.
initial k.e.
either initial or final k.e. correctly calculated (i.e. 16000; 10240)
each gains 1 mark
but (0.8)2
gains 3 marks
but 64%(credit 0.64)

gains 4 marks (also credit e.c.f)
4
[10]
M32. (a) acceleration =
or
gains 1 mark
do not penalise if both of these present
but change in omitted from formula
but
2.5
gains 2 marks
unit m/s2 or metres per second squared
or metres per second per second
or ms *
for 1 mark
3
Page 85 of 104
(b) evidence of using area under graph or distance average speed time
or
10 4
gains 1 mark
but
20
gains 2 marks
units metres / m2*

for 1 mark
3
(c) force = mass acceleration or 75 25

gains 1 mark
but
1875
gains 2 marks
*NB Correct unit to be credited even if numerical answer wrong or absent.

2
[8]
M33. (a) idea that balanced by friction force* / pushing force equals
friction force (*note balanced by unspecified force)
or
specification of relevant force but no reference to balancing
in both 1(a) and 1(b) gains 1 mark overall
for 1 mark
1
(b) balanced by upwards force of table*

for 1 mark
1
(c) makes it (slightly) warm / hot

or
wears it away (slightly) / damages surface
for 1 mark
1
[3]
M34. (a) (i) air resistance or drag or friction (with the air)
ignore wind
1
Page 86 of 104
(ii) zero
allow 0 / nothing
ignore constant
ignore units
1
(b) (the cyclist) accelerates or increases speed or increases velocity

allow drag or friction or air resistance for backward forces
throughout
allow goes faster
1
(as) the amount of backward force is lower

allow (as) the (frontal) surface area is lower or (more) streamlined
or (more) aerodynamic
1
(causing a) resultant force

allow (which means) the forward force / thrust / pedal force is
greater than backward force
1
(c) 7.5
allow 1 mark for correct substitution, i.e. 2 = or 2 =

2
(d) any two from:
force applied to pedals

allow pedal faster / slower
allow strength of the cyclist
mass of cyclist / bike
allow weight
aerodynamics of the helmet / wheels / clothing
allow shape
gradient of the ground
wind
allow weather if qualified
altitude
road surface
tyre pressure / type
2
[9]
M35. (a) (i) 80 000

correct answer with or without working gains 2 marks
2
Page 87 of 104
allow 1 mark for 0.5 1600 102(providing no subsequent working)
J
accept joule / Joule
accept kJ if answer is 80
do not accept j
1
(ii) mean velocity is used

accept velocity / speed varies
allow average for mean
1
(b) 456
correct answer with or without working gains 2 marks
allow 1 mark for
(0.5 20 12) +(25 12) + (0.5 6 12) or equivalent
or 1 mark for recognition that area under the line is the total
distance travelled
2
[6]
M36. (a) zero (newtons)

allow equivalent terms to zero (newtons)
allow 0
1
accelerate
allow increases speed / velocity
1
(b) 500 000

award 3 marks for correct answer irrespective of working
allow 2 marks for correct substitution, ie
12 = or 6 000 000 = 12 m
allow 2 marks for an answer of 500 irrespective of working
allow 1 mark for correct substitution, ie
12 = or 6 000 = 12 m
if no other marks awarded allow 1 mark for evidence of 6 000 000
3
(c) (acceleration will) increase

ignore reference to air resistance
1
(as the) mass / weight decreases

allow lighter
or
(as the) resultant force increases

1
Page 88 of 104
(d) 450
award 2 marks for correct answer irrespective of working
allow 1 mark for 15 000 x (0.05 0.02)
or
15 000 x 0.03
or
(15 000 x 0.05) (15 000 x 0.02)
or
750 300 provided no subsequent working
2
kg m / s
allow N s
1
[10]
M37. (a) 1.25

allow 1 mark for correct resultant force ie 1500N
allow 2 marks for correct transformation and substitution
ie
allow 1 mark for a correct transformation but clearly substituting an

incorrect value for force
eg =
m/s 2
1
(b) as speed increases so does the size of the drag force

accept frictional force / resistive force / air resistance for drag
1
eventually the drag force becomes equal to the thrust

1
the resultant force is now equal to zero and therefore

there is no further acceleration
1
Page 89 of 104
(c) the car and van will reach top speed when the forward
force equals the drag force
accept air resistance / frictional / resistive force for drag force
1
the drag force at any speed is smaller for the car than
for the van
1
as the car is more streamlined

1
therefore the cars drag force will equal the forward force
at a higher speed
1
allow converse throughout
[11]
M38. (a) 35 (m)

allow 1 mark for indicating the correct area
allow 1 mark for obtaining correct figures from the graph
allow 1 mark for calculating area of triangle (25) but
omitting the rectangle underneath (2 x 5)
3
(b) 86 400
allow 1 mark for correct substitution into the correct equation
ie 1/2 1200 122
2
[5]
Page 90 of 104
E1. (a) Most students scored at least one mark, for referring to the more streamlined profile of
design Y, and many went on to talk about the effect of air resistance. Nearly half of the
students then referred their answer back to the effect on the top speed to gain full marks.
(b) (i) The majority of students were able to make the calculation accurately but many lost
a mark by failing to give their answer to 2 significant figures. Many students
incorrectly rounded down or put 1.6 recurring, denoted by a dot, not appreciating that
this was not 2 significant figures.
(ii) This was poorly answered with the majority of the students scoring zero.
(iii) Less than half of the students answered this correctly.
E2. (a) (i) Two thirds of the students scored the mark for this question. A common mistake
was to refer to slower reaction time or to braking distance. Some students failed to
describe the increased thinking time adequately writing about it taking, for example
longest to brake.
(ii) This was answered correctly by just over half of the students, the most common
correct response being cited as the same slope / gradient.
(iii) A third of the students gained all 3 marks with only a very low number gaining 2
marks for showing clear working with an incorrect numerical answer. A small
number of the students gained one mark, usually for identifying the additional
reaction time as being 0.8 seconds. There were many incorrect calculations, often
based on using the equation for the area of a triangle to calculate the entire area
beneath the graph.
(b) A minority of the students gained both marks; a majority were able to identify Z as the
correct sensor but most cited the resistance and the force being directly proportional as
the reason.
Page 91 of 104
E3. (a) (i) Only one quarter of students gained this mark, the majority of students starting
their answer with The time it takes for the driver
(ii) A majority of students gained both marks, with most mentioning use of a mobile
phone causing distractions as one of their answers. A number of students confused
thinking and braking distance, giving weather or road conditions as an effect on
thinking distance.
(b) (i) This was well answered with the vast majority of students scoring both marks. A
common error was failing to square the speed. This was surprising as the students
had usually quoted the correct equation.
(ii) Many students completed another operation despite the question being worth only
one mark, as a consequence only half of students scored this mark.
(iii) Some students were let down by the inability to rearrange a simple equation or to
divide correctly by 8000. However over half of students were able to score both
marks.
(iv) The vast majority of students scored this mark. Those who did not usually gave
speed, despite the stem of the question asking for one other factor. There were also
a number of students who responded with factors affecting the reaction time and
thinking distance.
(v) The majority of students scored one mark on this item for either of the two marking
points. Unfortunately a number of students did not read the question carefully and
gave answers including friction is caused between the road and the car, scoring
zero. There was little appreciation of work being done to stop the car even though
this had been introduced in part (b)(ii).
(c) Very few of students scored all three marks. A number of students did not really read the
question carefully enough and wrote an answer describing the effects on braking distance
and thinking distance. Many students seemed to think the car would go slower so as not to
need to brake so much, and related this to increased road safety. There were many
confused answers and students should be encouraged to plan answers to focus on one
aspect at a time.
E4. (a) This question was well done with nearly all of the students scoring both marks.
(b) This question was not well answered for a variety of reasons. Some students simply did
not know where to start, whilst others tried using momentum. Also, many realised the
need to use the equation for kinetic energy, but were then unable to transform it or failed to
square root; 300 was a common incorrect answer. Few students stated that GPE = KE
although they used their answer from part (a) in the calculation. Only a tenth of students
were able to complete the calculation and give an answer with an appropriate number of
significant figures.
(c) Most students scored one mark for mentioning friction, but very few students were able to
give a complete explanation to score all three marks. The idea that work would be done
against friction was hardly ever mentioned. A significant number of students thought that
the reduced maximum speed was due to the change in angle of the slide and the slide
becoming horizontal.
Page 92 of 104
E5. (a) Nearly three quarters of candidates calculated the correct answer and scored both
marks. The most common incorrect answers were where candidates had used distance =
speed time with incorrect figures, usually 8 10, or had arrived at an answer by dividing
numbers, eg 8/6 or 10/8, showing failure to understand graphical representation of motion,
including the idea of distance travelled being area under graph.
(b) Even those candidates who scored two marks in part (a) often lost marks here, with only
two fifths of candidates gaining both marks. There were many incorrect permutations of
graphs - some repeated the graph from part (a) either at the same or different values,
some had a diagonal line up and then down, many had a correct shape but at incorrect
values of time and distance (45 was a common wrong value) or just a diagonal line to
t = 10 s. Just over a further tenth of candidates scored one mark, usually for the first half of
the graph. Very few candidates failed to attempt this part question.
E6. (a) (i) Only about a fifth of candidates scored full marks, with a further two fifths of
candidates scoring one mark, usually losing the mark for the misplacing of the
voltmeter. Scripts with higher marks usually had candidates drawing the circuits with
the use of a ruler. Perhaps using a ruler indicated they would be careful when
drawing the components. The most common error was joining both the ammeter
and voltmeter in series suggesting a lack of practical experience. Others placed the
voltmeter across the wrong component or even across a lead, and some lost marks
for careless diagrams, notably lines drawn through meters and gaps in the circuit.
(ii) Just over half the candidates scored this mark. Many candidates believe that it is the
value of d.c. which does not change, and many responses appeared based on the
appearance of a.c. and d.c. on an oscilloscope. Another common incorrect response
referred to d.c. going straight to the component.
(b) (i) Approximately three quarters of candidates completed the calculation correctly.
Weaker candidates struggled to transform the equation.
(ii) The relationship between current and resistance is, generally, well understood and
four fifths of candidates scored this mark. Weaker candidates often used
inappropriate language; the use of stronger resistance was one such example.
Candidates would benefit by using the stem to help their wording; if the word
decrease is used in the stem it makes sense to respond with the word increase and
not seek synonyms which are less appropriate.
(iii) Many candidates realised that elastic energy is stored but under half of candidates
gained the mark since many failed to include the word potential in their answer. The
wrong answers often referred to kinetic energy.
Page 93 of 104
E7. (a) Many candidates obtained the correct answer having correctly calculated the resultant
force as 1155 N. Correct calculation of the force 1155 N then multiplying by the mass of
275 kg was a common error gaining just one mark. The use of an incorrect force with the
correct method, gained many candidates one compensatory mark.
(b) (i) Many candidates failed to understand that the question was referring to the validity of
the data with many answers given in the form of a conclusion rather than answering
the question about valid data. Those candidates who realised the question was about
the data, answered mainly in terms of the reliability of police files (YES) or on the lack
of information about ages (NO). Many candidates quoted the number of files in the
source, but as they failed to express whether this was a large or a small sample,
failed to score a mark for this. There was also evidence of much rewriting of
answers, mostly to little or no advantage.
(ii) Just over half of candidates gained one mark for describing how the smaller
motorbikes had more accidents and a small minority of candidates went on to note
how there were fewer smaller bikes than larger bikes, or calculated ratios.
(c) (i) Very few candidates gained full marks on this question, in spite of it being a well
examined aspect of the course. A change in context does disguise what is needed to
all but the highest scoring candidates, in spite of the stem referring to momentum.
Over half of candidates scored zero. The quality of the explanation was often poor.
There are still a large number of answers referring to cushioning the impact rather
than reducing the force. Thedecreases rate of change of momentum is the most
frequently missed mark. A number of candidates confused their response with
references to kinetic energy and stopping distances.
(ii) Most candidates gave the answer that the new safety barriers would save lives, or
reduce injuries, which gained the mark. Those who thought that 17m/s was too slow
to crash or cause serious injury had confused the unit with mph.Money could be
better spent was rarely a complete answer and so did not score a mark very often.
Page 94 of 104
E8. (a) (i) While many candidates answered this well, many let themselves down by a poor
choice of language or ambiguous statements such as the driver took longer to
brake which could mean that the braking action occurred over a longer time or that
the driver took longer to apply the brakes. Incorrect use of technical terms negated
some otherwise correct answers. A minority of candidates also confused the time to
see the incident with the time to react to the incident.
(ii) About three quarters of candidates gained this mark. Again a lack of precision in
responses led to ambiguity which lost the mark: mentioning deceleration without
specifying that velocity reached zero, stating that they both started from 15 m/s
without saying they stopped, and vague statements that the lines were the same
without quoting gradient, slope or angle. Some candidates demonstrated an inability
to take times from the graph with wildly inaccurate values quoted from 1.2 s to
nearly 30 s.
(iii) Few candidates recognised that they only needed to calculate the distance car B
travelled in the extra thinking time part of the graph [(1.4-0.6)15]. The majority of
candidates knew that the area under the graph represents the distance travelled and
gained marks accordingly. However, calculating these for both cars proved difficult
due to the number of calculations involved and errors in obtaining the correct times
from the graph. Many candidates did obtain two marks for completing only one of
these calculations correctly. About two fifths of candidates failed to gain any marks.
(b) Some very good answers scored two marks but these were from less than a tenth of the
candidates and were usually gained for explaining why X and/or Y were not suitable, rather
than why Z is suitable. Most candidates scored one mark for correctly choosing Z but failed
to give an acceptable reason. Many candidates clearly did not understand what a sensor
was, describing it as a safety device that helped protect people in collisions by
counteracting the forces they experienced rather than a device for measuring forces.
Some candidates believed the resistance was some sort of resistance to collision, rather
than electrical resistance, and made comments such as Z would be better as impact time
would be increased or the increased resistance would reduce the effect of the collision.
E11. (a) (i) There were very few correct answers. Many candidates said it was the
accelerating force, but ignored that it may equal zero.
(ii) A very common error here was to suggest that a zero resultant force meant that the
plane was stationary (despite the question stating that the plane was moving).
(b) To gain full marks here, candidates had to rearrange the equation and substitute the
correct values remembering to convert kN into newtons, and to include the effect of all 4
engines. They also had to quote the correct units. Each of these tasks provided a
substantial number of errors and only the better candidates did everything correctly.
(c) This question was poorly answered with the majority of candidates scoring no marks.
Candidates stating that the resultant force was increased as the plane gained speed.
While the idea of forces acting against motion was appreciated, few tried to explain that
these increased with an increase in speed. Many candidates thought the plane was lifting
into the air and answered in terms of because it is lifting off the ground, it doesnt need to
accelerate.
Page 95 of 104
E12. (a) (i) Most candidates stated that velocity is speed in a given direction. Few
candidates stated that velocity is either speed in a straight line or velocity = speed
time.
(ii) A good proportion of candidates obtained 64 metres but many candidates correctly
obtained 16 and 4 from the graph and then divided the two numbers. Some
candidates did a longer calculation and obtained the complete area under the graph.
(iii) This question was well done with the majority of candidates scoring both marks.
However some candidates either misread the question and redrew graph 1 or were
at least one small square out in their accuracy.
(iv) Many candidates were able to score a mark however the majority simply quoted the
law of conservation of momentum.
(b) Many candidates did not score any marks here and wrote about whiplash and trying to
avoid serious injuries. Some realised that if the force was to be constant over the same
time period then it must be smaller. Some candidates were familiar with the equation
linking force and rate of change of momentum but were unable to link this with any logical
explanation.
E13. This was well done by candidates, a significant number gaining full marks. However, many
candidates were not confident of the unit. If the calculation was incorrect the unit mark was
rarely scored.
The majority of candidates scored this mark. The most common incorrect answer being 6
seconds.
E14. (a) This calculation was not often correct. Many candidates were unable to use the
correct pieces of data appropriately. There was widespread confusion between mass and
force, and even time and velocity were interchanged in many equations. However, some
candidates did complete the calculation well.
(b) Many candidates recognised that there was more air pushed down per unit time or that the
air was moving faster. Some candidates confused the air moving faster with the toy
moving faster. Although many candidates scored one mark, few candidates were able to
link the increased air movement to the subsequent acceleration in order to score both
marks.
(c) This was poorly done with most candidates not considering momentum but trying to use
their knowledge of polystyrene to answer the question. Many responses centred on the air
content of the polystyrene or the air resistance slowing it down on its descent.
Page 96 of 104
E15. (a) Most candidates were able to gain the mark with alcohol/drugs or distractions. Those
who failed to do so usually referred to weather/road conditions.
(b) Candidates who read the graph correctly, and knew how to use the information obtained,
were able to score maximum marks. Errors included misreading the time (5.2 or 6) or the
final velocity (15). Of those candidates who used the equation, few gave distance =
average velocity (speed) time.
(c) Most candidates scored maximum marks using 12.5/5 = 2.5, but not always showing
clearly increase in velocity/time taken. The majority of candidates gained the unit mark.
(d) Most candidates were able to gain full marks provided that they had an answer in part (c).
E16. (a) The poor use of English seemed to hinder many candidates. A significant number
had difficulty expressing that speed had changed at a point rather than between points.
However, the vast majority of candidates did seem to realise that the speed was constant
between each pair of points. There were a few who thought the car was accelerating
throughout.
(b) The calculation of gradient was correctly completed by a good range of candidates.
However, it was common to see 5/4 rather than the actual coordinates.
E17. This question was well answered. However, it was disappointing that a substantial minority
of candidates could not recall the equations correctly or complete a calculation without error
even when they had written the equation. A common error in part (a)(ii) was to leave the speed in
km/s rather than converting to mis. Most candidates had the right idea in part (a)(iii), but not all
were specific enough to gain credit. In part (b)(ii) many candidates were able to work out the
deceleration For those that did not, a common error was to use the orbital speed in the
calculation. A number of candidates either omitted, or did not know, the correct unit for
acceleration. In part (c)(ii) most candidates who had previously calculated the correct
deceleration went on to calculate the correct force. A number of candidates failed to make the
link between parts (b) and (c) and in the absence of any stated value for acceleration chose to
use 10 m/s2.
E18. Part (i) was generally well done, the deceleration being the step most frequently missed
out. A few candidates seemed to confuse the graph with a speed-time graph and stated that the
horizontal line indicated a constant speed.
Page 97 of 104
E19. The graph in part (a)(i) was well approached. Most candidates chose sensible scales, and
there were only occasional errors in plotting. There were still a significant number of dot-to-dot
lines drawn. Answers to part (a)(ii) were often imprecise, a common reason being strong
correlation and other statements sounding pertinent. Reference to the line being straight and
through the origin were less frequent. In part (a)(iii) many candidates calculated 490 Id correctly,
and many went on to use this information to obtain the braking distance. Some candidates failed
to show how they had obtained their answer and so were unable to score credit if the answer
was outside tolerance. Part (a)(iv) was generally correct but there were two types of answer
which did not score. Firstly there were many answers like mass or friction which did not
speci1_ whether it was greater or smaller to increase the braking distance. Secondly there were
answers relating to the driver, commonly with reference to alcohol or drugs. Parts (b)(i) and (b)
(ii) were generally correct. In part (b)(iii) the better candidates often made a comment about
smaller deceleration but then failed to relate this to a reduced force on the car or passengers.
Some candidates tried to explain how the crumple zone absorbs the energy but rarely in a credit
worthy manner.
E20. This question was well answered with candidates often scoring full marks. However in part
(ii) some candidates thought that to calculate deceleration they needed to invert the equation for
acceleration.
E23. In part (a) there were few completely correct answers. The idea of resistive forces
increasing with speed was often missed. Many did manage to arrive at a point where forward
and backward forces were equal and opposite leading to zero net force, zero acceleration and
so steady speed. The concept of friction opposing motion was acceptable for one mark, but
where mentioned it was sometimes linked to the tyres/wheels, which is the driving force, and so
did not gain the mark. The calculations in part (b) were pleasingly well done by the candidates.
Some candidates lost the unit work in part (i) with units such as m/s2. Surprisingly very few
candidates applied the principle of conservation of energy to answer part (iii) after part (ii).
E24. The question was very well answered. Almost all the candidates read the reaction time
correctly from the graph and the vast majority then successfully calculated the distance travelled
in this time. In part (c) a pleasingly high number of candidates completed the calculation for four
marks, the unit for acceleration being somewhat better known than in previous years. In (d) the
calculation proved to be more difficult although a large number of candidates did manage to
produce a correct solution. An appreciable number of candidates used the area under the graph
to correctly solve the problem, although a number complicated the situation by attempting to find
the area using trapeziums and hence introduced inaccuracies. Although this technique is not on
the syllabus it is correct and was given full credit. Of those candidates who failed to produce a
correct answer the problem lay in not recognising that the average speed of the car during
braking was 24/2 i.e. 12m/s. Part (e) was successfully completed by almost all of the
candidates.
Page 98 of 104
E26. Foundation Tier
(a) Many candidates found this difficult. The numbers 30, 15 and 2 appeared often but few
candidates could work out what to do with them.
(b) Candidates usually gained at least one mark for correctly stating that the bungee jumper
goes up. Few candidates appreciated the significance of the gradient between 4 and 5
seconds and between 5 and 6 seconds, or what had happened when the velocity was
zero. Many candidates were unclear about the difference between velocity and
acceleration.
Higher Tier
(a) Many candidates produced the correct answer, although the means of achieving the
answer was not always clear. it should be remembered that because candidates were
asked to show their working, then an incorrectly stated relationship resulted in no marks
being awarded, even if the figures were manipulated successfully and produced the
correct answer.
(b) Candidates usually gained at least one mark for correctly stating that the bungee jumper
goes up. Few candidates appreciated the significance of the gradient between 4 and 5
seconds, the negative velocity values between 5 and 6 seconds, or what happened when
the velocity was zero. Many candidates seemed unable to relate the changes seen in the
graph to the sequence of events in the bungee jump.
E27. Many candidates used the values for mass and acceleration to correctly calculate the force.
The choice of several quantities meant that the candidate needed to be able to recall the correct
formula to derive force and as in all calculations, a stated incorrect relationship resulted in zero
marks despite a correct answer.
E28. The calculation of average speed was well done, but the sketches of the graph were poor
for a number of reasons. Too many lines were haphazardly drawn and almost none showed any
bend at the top of the bounce, yet the point was usually marked as X2 and it was explained that
this was were the ball was stationary. Only about half of the candidates were able to plot the top
of the bounce correctly. Many joined the top of the bounce to the point of the bounce by a straight
line. The shape of the graph of the falling ball did not appear to have helped candidates.
Although most candidates labelled X1 and X2 correctly, poor English hampered many from
gaining marks for points they were unable to write about clearly.
Only the most able candidates were able to calculate the time and distance between bounces.
Page 99 of 104
E29. The understanding of the graph was poor. Few candidates knew the point at which the
weight stops falling freely.
E30. Parts (a)(i) and (ii) yielded many correct answers, however in part (iii), only a few
candidates were sufficiently confident in their understanding of work and energy to give the
answer 2000J.
Many students gave the correct numerical answer with the incorrect unit in part (b). Others
arrived at 400 metres per second.
In part (c), very few answers suggested that candidates lacked understanding of the
implications of the equation force = mass acceleration (or deceleration in this case). Some
students handicapped themselves by asserting that there would be no deceleration when Susan
ran out of rope with others giving an irrelevant account of the first part of Susans fall.
E31. In section (a) many candidates were content simply to calculate the change in momentum
from the formula provided, for which simple calculation no credit was available at this level. Only
a minority stated that momentum was mass x velocity and/or calculated velocity by dividing
change in momentum by mass. Of this minority, fewer still correctly used the mass as 0.05kg.
In (b)(i) most candidates correctly referred to friction with the air, air resistance or drag, though
seldom added that this was very great at high speeds. Some candidates simply wrote down all
the possibilities they could think of, usually including gravity (which would marginally change the
direction of the bullet and increase its speed), presumably in the hope that something they wrote
would be correct. The pre-Newtonian notion that things slow down because a force is no longer
acting on them was also fairly common.
In (b)(ii) many candidates correctly used the formula mv2 though fewer correctly calculated a
value for the initial kinetic energy consistent with their answer to part (a). Very few correctly
worked the question through, however, and fewer still realised they could proceed directly to the
answer via (0.8)2 100.
Page 100 of 104

E34. (a) (i) The majority of students correctly answered with air resistance. Drag and
friction were also used well. However a few did suggest friction between the wheels
and the road surface which is not the main part of the backward force.
(ii) Just under half of students answered this correctly. Balance or equal were popular
incorrect answers
(b) A high number of students were awarded the first two marking points. However, a few
incorrectly described the acceleration as increasing. The second marking point was
usually answered with either less air resistance or the idea that the cyclist is more
streamlined. The third marking point was more elusive with only a few answering in terms
of resultant force. Those that did explain by comparing backwards and forward forces
were usually good, but some expressed this incorrectly by saying the backward force is
lower meaning the forward force is greater.
(c) This calculation proved to be a problem for many students. There was a high number of
re-arrangement errors and a teaching point here is to get students to substitute into the
equation as it is written on the equation sheet, to avoid re-arranging incorrectly before
substituting and losing all marks for an incorrect answer. There were also a few who
incorrectly used their calculator by doing 18-3 / 2 instead of (18-3) / 2.
(d) Many answers involved comments regarding wind or mass. Generic answers of friction
between tyre and road were not worthy of credit and more was required in terms of
specific bike factors.
Page 101 of 104

E35. (a) Most students used the correct equation from the Physics Equations Sheet. Most also
got as far as substituting the correct mass into the equation, however, the most common
error, by far, was to forget to square the velocity, calculating mv, rather than mv2. Thus
many arrived at an answer of 8000, rather than 80000. This cost both marks for the
numerical value; whereas those who substituted correctly, but could not do the
mathematics lost just one of the marks. This was the same for a small number of
students who correctly calculated 80000 but then wrote 8000 on the answer line. Another
numerical error that appeared a few times was the conversion of kg to g again costing a
potential 2 marks. Of those students who remembered to add a unit, the majority were
aware that this should be joules; however many of those who gave the symbol J
appeared unclear whether this should be upper or lower case. Those who chose the
wrong option along with those who appeared to hedge their bets with hybrid versions were
not credited for this mark. A few students did change their answers into kJ and gave the
correct unit. However the unnecessary change did lose a small fraction of those students
a mark by not converting correctly.
The most common reason given for this value being the mean kinetic energy was that
different numbers of passengers would have different masses, thus affecting the outcome
of the calculation. Unfortunately these students had clearly missed, ignored or forgotten
that the calculation involved a full load of passengers, thus excluding these ideas as
possible answers; ie the calculated value is the mean for a lift with a full load, not the mean
value over several trips. Better students recognised that mean velocity had been used or
mentioned that the velocity of the lift would have varied during the trip.
(b) The correct answer automatically gained 2 marks. If their calculation was incorrect
students were credited 1 mark for indicating that they were attempting to calculate the area
under the graph, which some did with simply total distance travelled is the area under the
line. However, there was a wide variety of other ways that examiners could deduce this.
Most students attempted their calculations by splitting the area into three parts and
calculating the area of each, before adding them. Errors were most commonly made in
forgetting that the area of a triangle is half the base or correctly calculating the area for
one triangle, but not the other. Some students also halved the base figure in the area of the
rectangle. A further error was often made by reading the deceleration phase as lasting five
seconds, rather than six seconds. Weaker students who had some idea of what to do
often added only the areas of the two triangular portions, ignoring the part at constant
velocity.
Page 102 of 104

E36. (a) This question was answered quite well. Many attained the first mark, but then did not
use the correct terminology for the idea of acceleration.
(b) The majority of students scored 2 marks for their answer of 500 as they had not taken
into account the fact that the force was given to them in kilonewtons and they had to
convert to newtons. There were a few students who used the correct numbers in the
correct places in the equation, but then failed to evaluate correctly, therefore gaining 1 or 2
marks for their substitution dependent on whether they had converted to newtons. Many
who did this wrote down too few or too many zeros. A few re-arranged the equation
incorrectly before any substitution and therefore scored zero. It is worth noting that it is
good practice for students to substitute directly into an equation given on the Physics
Equations Sheet rather than re-arranging the equation first.
(c) This was answered quite well; students were good at recognising that burning fuel will
result in an increase in acceleration, but less convincing as to the reason why. For those
who did not gain marks here, the main reason was that they thought the rocket would slow
down as it would have no more fuel left to propel it. While this may be correct for a rocket
that does not go into space, the question is about a rocket that is taking supplies to the
International Space Station.
(d) A high number of students managed to attain the correct value of 450 and gain 2 marks;
however, many failed to gain the third mark for the unit, with more popular incorrect
answers of m/s, kgm/s2, N/kg and p. There were a variety of ways to obtain the value of
450, but where students lost marks was in the final evaluation, either due to calculator
error or a simple mistake. A few wrote 750 - 300 but then failed to subtract correctly.
Page 103 of 104

Page 104 of 104

P2 1 Higher Questions

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P2 1 Higher Questions

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Q1. (a) Some students have designed and built an electric-powered go-kart.

After testing, the

Give your answer to two significant figures.

Acceleration = ........................................ m/s2

Time in seconds Time in seconds

Show clearly how you work out your answer.

Additional stopping distance = .................................................. m

Give a reason for your answer.

(i) What is meant by thinking distance?

(ii) State two factors that affect thinking distance.

(i) The mass of the car and driver is 1600 kg.

Use the correct equation from the Physics Equations Sheet.

Kinetic energy = .................................................. J

Work done = .................................................. J

Calculate the braking distance of the car.

Use the correct equation from the Physics Equations Sheet.

Braking distance = .................................................. m

State one other factor that affects braking distance.

(a) A miner of mass 90 kg travels down the slide.

gravitational field strength = 10 N/kg

Use the correct equation from the Physics Equations Sheet.

Show clearly how you work out your answer.

Change in gravitational potential energy = .................................................. J

Use the correct equation from the Physics Equations Sheet.

Show clearly how you work out your answer.

Give your answer to an appropriate number of significant figures.

Maximum possible speed = .................................................. m/s

Show clearly how you work out your answer.

Applying a force to the gauge causes it to stretch.

potential difference = current resistance

Show clearly how you work out your answer.

What happens to the resistance of the gauge when it is stretched?

(a) The mass of the motorbike and rider is 275 kg.

resultant force = mass acceleration

Show clearly how you work out your answer.

Acceleration = ............................................................ m/s2

Size of motorbike Percentage of all Total number in

126 to 350 cc 7 126

351 to 500 cc 7 162

over 500 cc 50 738

Draw a ring around your answer. NO YES

Explain the reason for your answer.

(ii) The organisation concluded that:

Young, inexperienced riders are more likely to be involved in a motorbike accident

Explain how the data supports this conclusion.

Draw a ring around your answer. NO YES

Give a reason for your answer.

Show clearly how you work out your answer.

Additional stopping distance = ............................................... m

Give a reason for your answer.

Show clearly how you work out your answer.

(b) The car has a mass of 1200 kg.

Calculate the kinetic of the car when it travels at a speed of 12 m/s.

Kinetic energy = ....................................... J

(i) What is meant by the term resultant force?

resultant force = mass acceleration

Show clearly how you work out your answer.

What does this statement mean?

(b) At what time did the car change direction?

momentum = mass velocity

Show clearly how you work out your answer.

Velocity = ................................................. m/s

(d) The mass of the car is 900 kg.

Force = ..................................................... newtons