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FORCES
Page 1 of 27
Q1.
Forces can be classed as contact or non-contact forces.
Tick one box for each type of force to say whether it is a contact force or a non-contact force.
Non-contact
Type of force Contact force
force
Electrostatic
Friction
Gravity
(3)
Mass
Time
Velocity
Speed
Displacement
(2)
(c) A student does a practical to investigate the relationship between force and extension for
a spring.
Figure 1
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What could the student do to improve the accuracy of his investigation?
(1)
(d) The weight on the spring is the force applied to the spring.
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(e) The student plotted a graph of force applied and extension of the spring.
Page 3 of 27
Figure 2 shows his graph.
Figure 2
(1)
(f) Use Figure 2 to determine the force needed to give an extension of 4.5 cm.
Calculate the elastic potential energy stored in the spring when its extension is 12 cm.
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Elastic potential energy = _________________ J
(2)
(Total 13 marks)
Q2.
(a) Figure 1 shows the distance–time graph for a person walking to a bus stop.
Figure 1
Time in seconds
(i) Which one of the following statements describes the motion of the person between points
R and S on the graph?
Not moving
(1)
(ii) Another person, walking at constant speed, travels the same distance to the bus stop in
200 seconds.
Figure 2
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Time in seconds
(1)
(b) A bus accelerates away from the bus stop at 2.5 m/s2.
Calculate the resultant force needed to accelerate the bus and passengers.
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Q3.
A student investigates rolling a marble down a track.
He records:
• the height from which he drops the marble (the drop height)
• the height the marble rolls up the other side (the roll height).
(a) What force causes the marble to fall down the track?
Page 6 of 27
Tick one box.
Air resistance
Friction
Gravity
Magnetism
(1)
(b) What is one variable the student should control in the investigation?
Length of ruler
Length of track
Mass of marble
Roll height
(1)
20 15 14 14 14
40 29 33 32
60 47 19 46 46
80 65 61 63 63
Drop height
Length of track
Page 7 of 27
Mass of marble
Roll height
(1)
(d) Calculate the mean roll height of the marble when it is dropped from 40 cm.
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(e) The student calculated the mean roll height for a drop height of 60 cm.
Why did the student leave out the result for Test 2?
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(1)
(f) Describe how the drop height of the marble affects the roll height.
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(1)
(g) Why does the marble never roll up to the same height the student drops it from?
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(1)
(Total 7 marks)
Q4.
(a) Figure 1 shows the horizontal forces acting on a moving bicycle and cyclist.
Figure 1
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(i) What causes force A?
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(1)
(iii) In this question you will be assessed on using good English, organising information
clearly and using specialist terms where appropriate.
Figure 2 shows how the velocity of the cyclist changes during the first part of a journey along a
straight and level road. During this part of the journey the force applied by the cyclist to the
bicycle pedals is constant.
Figure 2
Time
Describe how and explain, in terms of the forces A and B, why the velocity of the cyclist
changes:
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(6)
(b) (i) The cyclist used the brakes to slow down and stop the bicycle.
Calculate the work done by the braking force to stop the bicycle. Give the unit.
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When the brakes are used, the bicycle slows down. The kinetic energy of the
bicycle ______________________________ .
increases.
(2)
Page 10 of 27
(Total 13 marks)
Q5.
The figure below shows an ice skater standing on the ice.
Mass
70 kg
(a) Write down the equation that links acceleration, change in velocity and time.
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(1)
(b) As the skater pushes away across the ice there is a small frictional force.
He slows to 3 m / s in 6 seconds.
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Acceleration = _________________ m / s2
(2)
(c) Write down the equation that links acceleration, force and mass.
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(1)
Calculate the frictional force acting on the skater to slow him down.
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Page 11 of 27
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As he throws his bag forwards, the skater moves backwards across the ice.
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(4)
(Total 10 marks)
Q6.
This question is about speed.
3.3 m / s
3.3 × 102 m / s
3.3 × 103 m / s
3.3 × 106 m / s
(1)
Figure 1
Page 12 of 27
Explain what Figure 1 shows about the motion of the car between point A and point E.
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(4)
(c) The kinetic energy of a moving car depends on the car’s mass and speed.
Write down the equation that links kinetic energy, mass and speed.
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(1)
The table below shows the kinetic energy of the car moving at 11 m / s.
1 650 11 99 825
1 650 30
Page 13 of 27
Give your answer in kilojoules (kJ).
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He sees a fallen tree on the wet road and tries to stop quickly to prevent an accident.
Figure 2
© Paul-Briden/iStock/Thinkstock
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Page 14 of 27
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(6)
(Total 14 marks)
Q7.
The figure below shows a skateboarder jumping forwards off his skateboard.
Explain, using the idea of momentum, why the skateboard moves backwards.
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(3)
(b) The mass of the skateboard is 1.8 kg and the mass of the skateboarder is 42 kg.
Calculate the velocity at which the skateboard moves backwards if the skateboarder jumps
forwards at a velocity of 0.3 m / s.
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Page 15 of 27
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Q8.
The diagram shows the stages of an extreme sport called ‘human catapult’.
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Page 16 of 27
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(3)
(b) In the last few metres of his descent during the parachute stage, the person travels at a
terminal velocity.
Explain why.
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(2)
(c) When stretched in position A, the elastic rope stores 25 000 joules.
The elastic rope behaves like a spring, with a spring constant of 125 N/m
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(d) The vertical velocity of the person at position B in the diagram is 26 m/s
Calculate the distance between position B and position C. Ignore the effect of air resistance.
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Use the Physics Equations Sheet.
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Distance = ____________________ m
(4)
(Total 13 marks)
Q9.
The diagram below shows a person using a device called a jetpack. Water is forced downwards
from the jetpack and produces an upward force on the person.
(a) State the condition necessary for the person to be able to remain stationary in mid-air.
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(1)
(b) The person weighs 700 N and the jetpack weighs 140 N.
(i) Calculate the combined mass of the person and the jetpack.
Page 18 of 27
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(ii) Increasing the upward force to 1850 N causes the person to accelerate upwards.
Calculate the acceleration of the person and the jetpack. Give the unit.
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Page 19 of 27
Mark schemes
Q1.
(a)
contact non-contact
Electrostatic ✔
Friction ✔
Gravity ✔
one mark for each correct tick
3
(b) Velocity
1
Displacement
1
(d) 25 g = 0.025 kg
1
= 0.25 (N)
1
allow 0.25 with no working shown for 3 marks
= 0.097 (J)
allow 0.097 with no working shown for 2 marks
1
[13]
Q2.
(a) (i) not moving
1
Page 20 of 27
(ii) straight line from origin to (200,500)
ignore a horizontal line after (200,500)
1
(b) 35 000
allow 1 mark for correct substitution, ie 14 000 × 2.5 provided no subsequent step
an answer of 87 500 indicates acceleration (2.5) has been squared and so scores
zero
2
[4]
Q3.
(a) Gravity
1
(d) 31 (cm)
1
Q4.
(a) (i) friction
1
(iii) Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response. Examiners
should also refer to the information on page 5, and apply a ‘best-fit’ approach to the
marking.
0 marks
No relevant content.
Page 21 of 27
Level 1 (1–2 marks)
There is an attempt to explain in terms of forces A and B why the velocity of the cyclist
changes between any two points
or
a description of how the velocity changes between any two points.
joule / J
do not accept j
do not accept Nm
1
Page 22 of 27
(ii) decreases
accept an alternative word / description for decrease
do not accept slows down
1
temperature
accept thermal energy
accept heat
1
[13]
Q5.
(a) acceleration = change in velocity / time taken
allow a = Δv / t
1
(b)
1
–0.33 (m / s2)
1
allow 0.33 m / s with no working shown for 2 marks
2
(d) 70 × 0.33
allow ecf from 4.3
1
23.1 (N)
allow 23.1 with no working shown for 2 marks
1
(e) before throwing the bag the momentum of the skater and bag is zero
1
Q6.
(a) 3.3 × 102 m / s
1
Page 23 of 27
(b) Level 2 (3–4 marks):
A detailed and coherent explanation of the shape of the graph and what it says about the motion
of the car between each point is given. Values from the graph are clearly referred
in a logical and consistent way.
0 marks:
No relevant content.
Indicative content
• between A and B car is moving from origin
• the gradient of the line shows it’s moving at a constant speed
• speed between these points is 250 / 20 = 12.5 m / s
• between B and C car is stationary / not moving
• because between these points the graph is flat
• showing that the car’s speed is 0 m / s
• between C and D car is moving further from origin
• at a constant speed
• speed is 250 / 20 = 12.5 m / s
• movement between these points is the same as at A–B
• because the gradient is the same
• between D and E moves towards origin
• at a constant speed
• speed is 500 / 30 = 16.7 m / s
• gradient between D and E shows that car moves faster or at a greater speed than
between any other points
4
= 742.5 (kJ)
answer must be in kJ for mark
1
allow 742.5 with no working shown for 2 marks
Page 24 of 27
to explanations of how they are relevant in the situation given
0 marks:
No relevant content.
Indicative content
• overall stopping distance related to thinking distance and braking distance
• factors affecting thinking distance:
◦ driver could be distracted
◦ driver could be tired
◦ driver could be on medication that affects thinking (eg make drowsy)
◦ driver could have drunk alcohol
◦ mean that reaction time will be longer so will not brake as quickly
• factors that affect braking distance:
◦ condition of car (eg worn brakes means can’t stop as quickly, wear on
tyres reduces friction with road)
◦ speed car is travelling (faster means more kinetic energy)
◦ condition of the road (eg the road is wet so friction between tyres and
road reduced)
6
[14]
Q7.
(a) momentum before (jumping) = momentum after (jumping)
accept momentum (of the skateboard and skateboarder) is conserved
1
after (jumping) skateboarder has momentum (forwards) so skateboard must have (equal)
momentum (backwards)
answers only in terms of equal and opposite forces are insufficient
1
(b) 7
accept –7 for 3 marks
allow 2 marks for momentum of skateboarder equals 12.6
or
0 = 42 × 0.3 + (1.8 × –v)
or
allow 1 mark for stating use of conservation of momentum
3
[6]
Q8.
(a) between A and B (the elastic store decreases and) the kinetic and gravitational stores
increase
Page 25 of 27
1
between B and C the kinetic store decreases and the gravitational store increases
1
(b) the weight and air resistance are equal and opposite
1
e = 20 (m)
an answer of 20 (m) scores 4 marks
1
02 – 262 = 2 × (–9.8) × s
1
s = 34 (m)
allow any correct rounding of 34.489...
an answer of 34 (m) scores 4 marks
1
[13]
Q9.
(a) resultant force = zero
or
Page 26 of 27
upward force = downward force
accept forces are balanced
accept weight for downward force
1
(b) (i) 84
allow 1 mark for correct substitution ie 840 = m × 10
2
(ii) 12
accept 12.02 for both marks
or
1010 ÷ their (b)(i) correctly calculated
a resultant force of 1010 (N) gains 1 mark
an answer 22(.02) gains 1 mark
2
m/s2
accept m/s/s
1
[17]
Page 27 of 27