Q1.

The image below shows two ice hockey players moving towards each other.

They collide and then move off together.

During the collision, the total momentum of the players is conserved.

(a) What is meant by ‘momentum is conserved’?

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(1)

(b) Immediately after the collision the two players move together to the right.

Calculate the velocity of the two players immediately after the collision.

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Velocity = _______________ m/s

(4)

(c) The ice hockey players wear protective pads filled with foam.

Explain how the protective pads help to reduce injury when the players collide.

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(3)
(Total 8 marks)

Q2.
(a) A car driver sees the traffic in front is not moving and brakes to stop his car.

The stopping distance of a car is the thinking distance plus the braking distance.

(i) What is meant by the ‘braking distance’?

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(1)

(ii) The braking distance of a car depends on the speed of the car and the braking
force.

State one other factor that affects braking distance.

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(1)

(iii) How does the braking force needed to stop a car in a particular distance
depend on the speed of the car?

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(1)

(b) Figure 1 shows the distance−time graph for the car in the 10 seconds before the
driver applied the brakes.

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 Use Figure 1 to calculate the maximum speed the car was travelling at.
Show clearly how you work out your answer.

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Maximum speed = ________________ m / s

(2)

(c) The car did not stop in time. It collided with the stationary car in front, joining the two
cars together.

Figure 2 shows both cars, just before and just after the collision.

(i) The momentum of the two cars was conserved.

What is meant by the statement ‘momentum is conserved’?

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(1)

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 (ii) Calculate the velocity of the two joined cars immediately after the collision.

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Velocity = ___________________ m/s

(3)

(d) Since 1965, all cars manufactured for use in the UK must have seat belts.

It is safer for a car driver to be wearing a seat belt, compared with not wearing a
seat belt, if the car is involved in a collision.

Explain why.

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(4)
(Total 13 marks)

Q3.
An investigation was carried out to show how thinking distance, braking distance and
stopping distance are affected by the speed of a car.

The results are shown in the table.

Speed Thinking Braking Stopping

in metres distance distance in distance
per second in metres metres in metres

10 6 6 12

15 9 14 43

20 12 24 36

25 15 38 53

30 18 55 73

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(a) Draw a ring around the correct answer to complete each sentence.

decreases.

As speed increases, thinking distance increases.

stays the same.

decreases.

As speed increases, braking distance increases.

stays the same.

(2)

(b) One of the values of stopping distance is incorrect.

Draw a ring around the incorrect value in the table.

Calculate the correct value of this stopping distance.

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Stopping distance = ________________ m

(2)

(c) (i) Using the results from the table, plot a graph of braking distance against
speed.

Draw a line of best fit through your points.

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 Speed in metres per second
(3)

(ii) Use your graph to determine the braking distance, in metres, at a speed of
22 m / s.

Braking distance = ________________ m

(1)

(d) The speed–time graph for a car is shown below.

While travelling at a speed of 35 m / s, the driver sees an obstacle in the road at

time t = 0. The driver reacts and brakes to a stop.

Time in seconds

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 (i) Determine the braking distance.

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Braking distance = ________________ m

(3)

(ii) If the driver was driving at 35 m / s on an icy road, the speed–time graph
would be different.

Add another line to the speed–time graph above to show the effect of
travelling at 35 m / s on an icy road and reacting to an obstacle in the road at
time t = 0.
(3)

(e) A car of mass 1200 kg is travelling with a velocity of 35 m / s.

(i) Calculate the momentum of the car.

Give the unit.

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Momentum = _____________________
(3)

(ii) The car stops in 4 seconds.

Calculate the average braking force acting on the car during the 4 seconds.

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Force = ________________ N
(2)
(Total 19 marks)

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