Name: ________________________

Year 10 Assignment Forces Class: ________________________

Date: ________________________

Time: 288 minutes

Marks: 288 marks

Comments:

Heathfield+International+School Page 1 of 89
 A cyclist travelling along a straight level road accelerates at 1.2 m/s2 for 5 seconds.
1
The mass of the cyclist and the bicycle is 80 kg.

(a) Use the equation in the box to calculate the resultant force needed to produce this
acceleration.

resultant force = mass × acceleration

Show clearly how you work out your answer and give the unit.

___________________________________________________________________

___________________________________________________________________

Resultant force = _____________________

(3)

(b) The graph shows how the velocity of the cyclist changes with time.

(i) Complete the following sentence.

The velocity includes both the speed and the ____________of the cyclist.
(1)

Heathfield+International+School Page 2 of 89
(ii) Why has the data for the cyclist been shown as a line graph instead of a bar chart?

______________________________________________________________

______________________________________________________________
(1)

(iii) The diagrams show the horizontal forces acting on the cyclist at three different
speeds. The length of an arrow represents the size of the force.

A B C

Which one of the diagrams, A, B or C, represents the forces acting when the cyclist
is travelling at a constant 9 m/s?

______________________________________________________________

Explain the reason for your choice.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 8 marks)

Heathfield+International+School Page 3 of 89
 A driver is driving along a road at 30 m/s. The driver suddenly sees a large truck parked across
2 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.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Answer = __________________ m/s2

(3)

Heathfield+International+School Page 4 of 89
(c) The mass of the car is 1500 kg. Calculate the braking force applied to the car.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(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”.

______________________________________________________________

______________________________________________________________

(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.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(8)
(Total 19 marks)

Heathfield+International+School Page 5 of 89
 (a) When a car is driven efficiently the engine gives a constant forward pull on the car as the
3 car accelerates to its maximum speed. During this time frictional forces and air resistance
oppose the forward motion of the car. The sketch graphs below show how the car’s speed
increases when only the driver is in the car, and when the driver has a passenger in the
car.

(i) How does the acceleration of the car change with time?

______________________________________________________________

______________________________________________________________
(1)

(ii) What conclusion can be made about the resultant (net) forward force on the car as its
speed increases?

______________________________________________________________

______________________________________________________________
(1)

(ii) On the graph, draw a line to show how you would expect the car’s speed to vary if it
carried three passengers.
(1)

(b) The manufacturer of a family car gave the following information.

Mass of car 950g

The car will accelerate from 0 to 33 m/s in 11 seconds.

Heathfield+International+School Page 6 of 89
 (i) Calculate the acceleration of the car during the 11 seconds.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Answer __________________________
(2)

(ii) Calculate the force needed to produce this acceleration.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Answer _________________ N
(2)

(iii) The manufacturer of the car claims a top speed of 110 miles per hour. Explain why
there must be a top speed for any car.

______________________________________________________________

______________________________________________________________
(2)
(Total 9 marks)

(a) The diagram shows the horizontal forces that act on a moving motorbike.
4

(i) Describe the movement of the motorbike when force A equals force B.

______________________________________________________________

______________________________________________________________
(2)

Heathfield+International+School Page 7 of 89
 (ii) What happens to the speed of the motorbike if force B becomes smaller
than force A?

______________________________________________________________
(1)

(b) The graph shows how the velocity of a motorbike changes when it is travelling along a
straight road.

(i) What was the change in velocity of the motorbike in the first 5 seconds?

______________________________________________________________
(1)

(ii) Write down the equation which links acceleration, change in velocity and time taken.

______________________________________________________________
(1)

(iii) Calculate the acceleration of the motorbike during the first 5 seconds.
Show clearly how you work out your answer and give the unit.

______________________________________________________________

______________________________________________________________

Acceleration = ______________________
(3)

Heathfield+International+School Page 8 of 89
 (c) A car is travelling on an icy road.

Describe and explain what might happen to the car when the brakes are applied.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) Name three factors, other than weather conditions, which would increase the overall
stopping distance of a vehicle.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________

3. _________________________________________________________________

___________________________________________________________________
(3)
(Total 13 marks)

When a car driver has to react and apply the brakes quickly, the car travels some distance before
5 stopping. Part of this distance is called the “thinking distance”. This is how far the car travels
while the driver reacts to a dangerous situation.

The table below shows the thinking distance (m) for various speeds (km/h).

Thinking distance (m) 0 9 12 15

Speed (km/h) 0 48 64 80

Heathfield+International+School Page 9 of 89
(a) On the graph paper below, draw a graph of the thinking distance against speed.

(2)

(b) Describe how thinking distance changes with speed.

___________________________________________________________________

___________________________________________________________________
(1)

(c) The time the driver spends thinking before applying the brakes is called the “thinking time”.

A driver drank two pints of lager. Some time later the thinking time of the driver was
measured as 1.0 seconds.

(i) Calculate the thinking distance for this driver when driving at 9 m/s.

______________________________________________________________

______________________________________________________________

Answer ______________________ m
(1)

Heathfield+International+School Page 10 of 89
 (ii) A speed of 9 m/s is the same as 32 km/h. Use your graph to find the thinking distance
at 32 km/h for a driver who has not had a drink.

_____________________________________________________________

Answer ______________________ m
(1)

(iii) What has been the effect of the drink on the thinking distance of the driver?

______________________________________________________________

______________________________________________________________
(1)
(Total 6 marks)

A cyclist goes on a long ride. The graph shows how the distance travelled changes with time
6 during the ride.

(i) Between which two points on the graph was the cyclist moving at the fastest speed?

___________________________________________________________________
(1)

(ii) State one way cyclists can reduce the air resistance acting on them.

___________________________________________________________________

___________________________________________________________________
(1)

(iii) How long did the cyclist stop and rest?

___________________________________________________________________
(1)

Heathfield+International+School Page 11 of 89
 (iv) Write down the equation which links distance, speed and time.

___________________________________________________________________
(1)

(v) Calculate, in km/hr, the average speed of the cyclist while moving.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Average speed = _______________ km/hr

(3)
(Total 7 marks)

The graph shows how the distance travelled by a car changes with time during a short journey.
7

(i) Describe fully the motion of the car during the first two minutes of the journey.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Heathfield+International+School Page 12 of 89
 (ii) During the last minute of the journey the velocity of the car changes although the speed
remains constant. How is this possible?

___________________________________________________________________

___________________________________________________________________
(1)
(Total 4 marks)

The distance-time graph represents the motion of a car during a race.

8

Heathfield+International+School Page 13 of 89
 (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.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) Calculate the gradient of the graph between point B and point C. Show clearly how you get
your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

gradient = ____________________________________
(3)
(Total 6 marks)

A horse and rider take part in a long distance race. The graph shows how far the horse and rider
9 travel during the race.

Heathfield+International+School Page 14 of 89
 (a) What was the distance of the race?

distance = _________________________________ km
(1)

(b) How long did it take the horse and rider to complete the race?

___________________________________________________________________
(1)

(c) What distance did the horse and rider travel in the first 2 hours of the race?

distance = _________________________________ km
(1)

(d) How long did the horse and rider stop and rest during the race?

___________________________________________________________________
(1)

(e) Not counting the time it was resting, between which two points was the horse moving the
slowest?

________________ and _________________

Give a reason for your answer.

___________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

A car travelling along a straight road has to stop and wait at red traffic lights. The graph shows
10 how the velocity of the car changes after the traffic lights turn green.

Heathfield+International+School Page 15 of 89
(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 driver’s
reaction time.

___________________________________________________________________
(1)

(b) Calculate the distance the car travels while accelerating. Show clearly how you work out
your answer.

___________________________________________________________________

___________________________________________________________________

Distance = _______________________metres
(3)

(c) Calculate the acceleration of the car. Show clearly how you work out your final answer and
give the units.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Acceleration = _________________________________
(4)

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

(i) Write down the equation that links acceleration, force and mass.

______________________________________________________________
(1)

(ii) Calculate the force used to accelerate the car. Show clearly how you work out your
final answer.

______________________________________________________________

______________________________________________________________

Force = __________________________ newtons

(2)
(Total 11 marks)

Heathfield+International+School Page 16 of 89
 A car and a bicycle are travelling along a straight road. They have stopped at road works.
11

The graph shows how the velocity of the car changes after the sign is changed to GO.

(a) Between which two points on the graph is the car moving at constant velocity?

___________________________________________________________________
(1)

(b) Between which two points on the graph is the car accelerating?

___________________________________________________________________
(1)

(c) Between the sign changing to GO and the car starting to move, there is a time delay. This
is called the reaction time.

(i) What is the reaction time of the car driver?

Reaction time = ________________ seconds

(1)

Heathfield+International+School Page 17 of 89
 (ii) Which one of the following could increase the reaction time of a car driver? Tick the
box next to your choice.

Drinking alcohol

Wet roads

Worn car brakes

(1)

(d) The cyclist starts to move at the same time as the car. For the first 2 seconds the cyclist’s
acceleration is constant and is greater than that of the car.

Draw a line on the graph to show how the velocity of the cyclist might change during the
first 2 seconds of its motion.
(2)
(Total 6 marks)

A car is driven along a straight road. The graph shows how the velocity of the car changes during
12 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.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Deceleration = ________________________
(3)

Heathfield+International+School Page 18 of 89
 (b) At what time did the car change direction?

_________________ seconds
(1)
(Total 4 marks)

Part of a bus route is along a high street.

13 The distance – time graph shows how far the bus travelled along the high street and how long it
took.

(a) The bus travels the slowest between points D and E.

How can you tell this from the graph?

___________________________________________________________________

___________________________________________________________________
(1)

Heathfield+International+School Page 19 of 89
(b) Between which two points was the bus travelling the fastest?

Put a tick ( ) in the box next to your answer.

Points

A–B

B–C

C–D

(1)

(c) There is a bus stop in the high street.

This is marked as point B on the graph.

(i) What is the distance between point A on the graph and the bus stop?

Distance _______________ metres

(1)

(ii) How long did the bus stop at the bus stop?
Show clearly how you work out your answer.

______________________________________________________________

Time = _______________ seconds

(2)

(d) A cyclist made the same journey along the high street.
The cyclist started at the same time as the bus and completed the journey in 200 seconds.
The cyclist travelled the whole distance at a constant speed.

(i) Draw a line on the graph to show the cyclist’s journey.

(2)

(ii) After how many seconds did the cyclist overtake the bus?

The cyclist overtook the bus after _______________ seconds.

(1)
(Total 8 marks)

Heathfield+International+School Page 20 of 89
 (a) The diagram shows an athlete at the start of a race. The race is along a straight track.
14

In the first 2 seconds, the athlete accelerates constantly and reaches a speed of 9 m/s.

(i) Use the equation in the box to calculate the acceleration of the athlete.

Show clearly how you work out your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Acceleration = _______________
(2)

(ii) Which one of the following is the unit for acceleration?

Draw a ring around your answer.

J/s m/s m/s2 Nm

(1)

(iii) Complete the following sentence.

The velocity of the athlete is the __________________________________ of the

athlete in a given direction.
(1)

Heathfield+International+School Page 21 of 89
 (iv) Complete the graph to show how the velocity of the athlete changes during the first 2
seconds of the race.

(2)

(b) Many running shoes have a cushioning system. This reduces the impact force on the
athlete as the heel of the running shoe hits the ground.

Heathfield+International+School Page 22 of 89
The bar chart shows the maximum impact force for three different makes of running shoe
used on three different types of surface.

(i) Which one of the three makes of running shoe, A, B or C, has the best cushioning
system?

______________________________________________________________

Explain the reason for your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(ii) The data needed to draw the bar chart was obtained using a robotic athlete fitted with
electronic sensors.

Why is this data likely to be more reliable than data obtained using human athletes?

______________________________________________________________

______________________________________________________________
(1)
(Total 10 marks)

Heathfield+International+School Page 23 of 89
 (a) A person takes their dog for a walk.
15
The graph shows how the distance from their home changes with time.

Which part of the graph, A, B, C or D, shows them walking the fastest?

Write your answer in the box.

Give the reason for your answer.

___________________________________________________________________

___________________________________________________________________
(2)

(b) During the walk, both the speed and the velocity of the person and the dog change.

How is velocity different from speed?

___________________________________________________________________

___________________________________________________________________
(1)
(Total 3 marks)

Heathfield+International+School Page 24 of 89
 (a) The diagrams, A, B and C, show the horizontal forces acting on a moving car.
16
Draw a line to link each diagram to the description of the car's motion at the moment when
the forces act.

Draw only three lines.

stationary

constant speed

slowing down

accelerating forwards

(3)

(b) The front crumple zone of a car is tested at a road traffic laboratory. This is done by using a
remote control device to drive the car into a strong barrier. Electronic sensors are attached
to a dummy inside the car.

(i) Draw an arrow in Box 1 to show the direction of the force that the car exerts on the
barrier.
(1)

(ii) Draw an arrow in Box 2 to show the direction of the force that the barrier exerts on
the car.
(1)

Heathfield+International+School Page 25 of 89
(iii) Complete the following by drawing a ring around the correct line in the box.

The car exerts a force of 5000 N on the barrier. The barrier does not move.

more than

The force exerted by the barrier on the car will be equal to 5000 N.

less than

(1)

(iv) Which one of the following gives the most likely reason for attaching electronic
sensors to the dummy?

Put a tick ( ) in the box next to your answer.

To measure the speed of the car just before the impact.

To measure the forces exerted on the dummy during the impact.

To measure the distance the car travels during the impact.

(1)
(Total 7 marks)

Heathfield+International+School Page 26 of 89
 (a) The graphs show how the velocity of two cars, A and B, change from the moment the car
17 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?

______________________________________________________________

______________________________________________________________
(1)

(ii) How do the graphs show that the two cars have the same deceleration?

______________________________________________________________

______________________________________________________________
(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.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Additional stopping distance = _________________________ m

(3)

Heathfield+International+School Page 27 of 89
(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?

_________________________

Give a reason for your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 7 marks)

Heathfield+International+School Page 28 of 89
 Part of a bus route is along a high street.
18 The distance-time graph shows how far the bus travelled along the high street and how long it
took.

Time in seconds

(a) Between which two points was the bus travelling the slowest?

Put a tick ( ) in the box next to your answer.

Points Tick ( )

A–B

C–D

D–E

Give a reason for your answer.

___________________________________________________________________

___________________________________________________________________
(2)

Heathfield+International+School Page 29 of 89
 (b) The bus travels at 5 m/s between points A and B.
The bus and passengers have a total mass of 16 000 kg.

Use the equation in the box to calculate the momentum of the bus and passengers
between points A and B.

momentum = mass x velocity

Show clearly how you work out your answer.

___________________________________________________________________

___________________________________________________________________

Momentum = _________________________ kg m/s

(2)

(c) A cyclist made the same journey along the high street.
The cyclist started at the same time as the bus and completed the journey in 220 seconds.
The cyclist travelled the whole distance at a constant speed.

(i) Draw a line on the graph to show the cyclist’s journey.

(2)

(ii) After how many seconds did the cyclist overtake the bus?

The cyclist overtook the bus after ______________________ seconds.

(1)
(Total 7 marks)

(a) A car driver makes an emergency stop.

19
The chart shows the ‘thinking distance’ and the ‘braking distance’ needed to stop the car.

Calculate the total stopping distance of the car.

___________________________________________________________________

Stopping distance = _________________________ m

(1)

Heathfield+International+School Page 30 of 89
(b) The graph shows how the braking distance of a car driven on a dry road changes with the
car’s speed.

Speed in m/s

The braking distance of the car on an icy road is longer than the braking distance of the car
on a dry road.

(i) Draw a new line on the graph to show how the braking distance of the car on an icy
road changes with speed.
(2)

(ii) Which one of the following would also increase the braking distance of the car?

Put a tick ( ) in the box next to your answer.

Rain on the road

The driver having drunk alcohol

The driver having taken drugs

(1)

Heathfield+International+School Page 31 of 89
(c) The thinking distance depends on the driver’s reaction time.

The table shows the reaction times of three people driving under different conditions.

Reaction time
Car driver Condition
in second

A Wide awake with no distractions 0.7

B Using a hands-free mobile phone 0.9

C Very tired and listening to music 1.2

The graph lines show how the thinking distance for the three drivers, A, B, and C, depends
on how fast they are driving the car.

Speed in m/s

(i) Match each graph line to the correct driver by writing A, B, or C in the box next to the
correct line.
(2)

(ii) The information in the table cannot be used to tell if driver C’s reaction time is
increased by being tired or by listening to music.
Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 8 marks)

Heathfield+International+School Page 32 of 89
 A car has an oil leak. Every 5 seconds an oil drop falls from the bottom of the car onto the road.
20
(a) What force causes the oil drop to fall towards the road?

___________________________________________________________________
(1)

(b) The diagram shows the spacing of the oil drops left on the road during part of a journey

Describe the motion of the car as it moves from A to B.

___________________________________________________________________

Explain the reason for your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) When the brakes are applied, a braking force slows down and stops the car.

(i) The size of the braking force affects the braking distance of the car.

State one other factor that affects the braking distance of the car.

______________________________________________________________
(1)

(ii) A braking force of 3 kN is used to slow down and stop the car in a distance of 25 m.

Calculate the work done by the brakes to stop the car and give the unit.

Use the correct equation from the Physics Equations Sheet.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Work done =_________________________

(3)
(Total 8 marks)

Heathfield+International+School Page 33 of 89
 (a) The diagram shows two forces acting on an object.
21

What is the resultant force acting on the object?

Tick ( ) one box.

8 N to the right

8 N to the left

4 N to the right

4 N to the left

(1)

Heathfield+International+School Page 34 of 89
(b) BASE jumpers jump from very high buildings and mountains for sport.

The diagram shows the forces acting on a BASE jumper in flight.

The BASE jumper is wearing a wingsuit.

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

smaller than

The BASE jumper accelerates forwards when force A is equal to force B.

bigger than

smaller than

The BASE jumper falls with a constant speed when force C is equal to force D.

bigger than

(2)

Heathfield+International+School Page 35 of 89
 (ii) To land safely the BASE jumper opens a parachute.

What effect does opening the parachute have on the speed of the falling BASE
jumper?

______________________________________________________________

Give a reason for your answer.

______________________________________________________________

______________________________________________________________
(2)
(Total 5 marks)

(a) The stopping distance of a vehicle is made up of two parts, the thinking distance and the
22 braking distance.

(i) What is meant by thinking distance?

______________________________________________________________

______________________________________________________________
(1)

(ii) State two factors that affect thinking distance.

1. ____________________________________________________________

______________________________________________________________

2. ____________________________________________________________

______________________________________________________________
(2)

Heathfield+International+School Page 36 of 89
(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.

______________________________________________________________

______________________________________________________________

______________________________________________________________

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.

Use the correct equation from the Physics Equations Sheet.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

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.

______________________________________________________________

______________________________________________________________
(1)

Heathfield+International+School Page 37 of 89
 (v) Applying the brakes of the car causes the temperature of the brakes to increase.

Explain why.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(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 car’s battery.

State and explain the benefit of a hybrid car being fitted with a regenerative braking
system.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 14 marks)

The diagram shows a boat pulling a water skier.

23

(a) The arrow represents the force on the water produced by the engine propeller.
This force causes the boat to move.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Heathfield+International+School Page 38 of 89
(b) The boat accelerates at a constant rate in a straight line. This causes the velocity of the
water skier to increase from 4.0 m/s to 16.0 m/s in 8.0 seconds.

(i) Calculate the acceleration of the water skier and give the unit.

Use the correct equation from the Physics Equations Sheet.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Acceleration = _________________________
(3)

(ii) The water skier has a mass of 68 kg.

Calculate the resultant force acting on the water skier while accelerating.

Use the correct equation from the Physics Equations Sheet.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Resultant force = _________________________ N

(2)

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

The force from the boat pulling the water skier forwards

less than

will be the same as the answer to part (b)(ii).

greater than

Give the reason for your answer.

______________________________________________________________

______________________________________________________________
(2)
(Total 9 marks)

Heathfield+International+School Page 39 of 89
 The diagram shows how the thinking distance and braking distance of a car add together to give
24 the stopping distance of the car.

(a) Use words from the box to complete the sentence.

distance energy force time

The stopping distance is found by adding the distance the car travels during the

driver’s reaction ____________________ and the distance the car travels under the

braking ____________________ .
(2)

(b) Which one of the following would not increase the thinking distance?

Tick ( ) one box.

The car driver being tired.

The car tyres being badly worn.

The car being driven faster.

(1)

Heathfield+International+School Page 40 of 89
(c) The graph shows how the braking distance of a car changes with the speed of the car.
The force applied to the car brakes does not change.

Speed in metres/second

(i) What conclusion about braking distance can be made from the graph?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) The graph is for a car driven on a dry road.

Draw a line on the graph to show what is likely to happen to the braking distance at
different speeds if the same car was driven on an icy road.
(1)

(d) A local council has reduced the speed limit from 30 miles per hour to 20 miles per hour on
a few roads. The reason for reducing the speed limit was to reduce the number of
accidents.

(i) A local newspaper reported that a councillor said:

“It will be much safer because drivers can react much faster when driving at 20 miles
per hour than when driving at 30 miles per hour.”

This statement is wrong. Why?

______________________________________________________________

______________________________________________________________
(1)

Heathfield+International+School Page 41 of 89
 (ii) The local council must decide whether to introduce the lower speed limit on a lot
more roads.

What evidence should the local council collect to help make this decision?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 9 marks)

(a) The diagram shows a car at position X.

25

The handbrake is released and the car rolls down the slope to Y.
The car continues to roll along a horizontal surface before stopping at Z.
The brakes have not been used during this time.

(i) What type of energy does the car have at X?

________________________________________
(1)

(ii) What type of energy does the car have at Y?

________________________________________
(1)

(b) The graph shows how the velocity of the car changes with time between Y and Z.

Heathfield+International+School Page 42 of 89
 (i) Which feature of the graph represents the negative acceleration between Y and Z?

______________________________________________________________
(1)

(ii) Which feature of the graph represents the distance travelled between Y and Z?

______________________________________________________________
(1)

(iii) The car starts again at position X and rolls down the slope as before.
This time the brakes are applied lightly at Y until the car stops.

Draw on the graph another straight line to show the motion of the car between Y and
Z.
(2)

(c) Three students carry out an investigation. The students put trolley D at position P on a
slope. They release the trolley. The trolley rolls down the slope and along the floor as
shown in the diagram.

The students measure the distance from R at the bottom of the slope to S where the trolley
stops. They also measure the time taken for the trolley to travel the distance RS.
They repeat the investigation with another trolley, E.

Their results are shown in the table.

Average velocity
Distance RS in Time taken in
Trolley in centimetres
centimetres seconds
per second

D 65 2.1

E 80 2.6

Heathfield+International+School Page 43 of 89
(i) Calculate the average velocity, in centimetres per second, between R and S for
trolleys D and E. Write your answers in the table.

Use the correct equation from Section A of the Physics Equations Sheet.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(ii) Before the investigation, each student made a prediction.

• Student 1 predicted that the two trolleys would travel the same distance.

• Student 2 predicted that the average velocity of the two trolleys would be the
same.

• Student 3 predicted that the negative acceleration of the two trolleys would be
the same.

Is each prediction correct?

Justify your answers.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 12 marks)

Heathfield+International+School Page 44 of 89
 Figure 1 shows a golfer using a runway for testing how far a golf ball travels on grass.
26 One end of the runway is placed on the grass surface.
The other end of the runway is lifted up and a golf ball is put at the top.
The golf ball goes down the runway and along the grass surface.

Figure 1

(a) A test was done three times with the same golf ball.

The results are shown in Figure 2.

Figure 2

(i) Make measurements on Figure 2 to complete Table 1.

Table 1

Test Distance measured in centimetres

1 8.5

(2)

Heathfield+International+School Page 45 of 89
(ii) Calculate the mean distance, in centimetres, between the ball and the edge of the
runway in Figure 2.

______________________________________________________________

Mean distance = ____________________ cm

(1)

(iii) Figure 2 is drawn to scale.

Scale: 1 cm = 20 cm on the grass.

Calculate the mean distance, in centimetres, the golf ball travels on the grass
surface.

______________________________________________________________

Mean distance on the grass surface = _______________ cm

(1)

(iv) The distance the ball travels along the grass surface is used to estimate the ‘speed’
of the grass surface.

The words used to describe the ‘speed’ of a grass surface are given in Table 2.

Table 2

Mean distance the golf ball

‘Speed’ of grass surface
travels in centimetres

Fast 250

Medium fast 220

Medium 190

Medium Slow 160

Slow 130

Use Table 2 and your answer in part (iii) to describe the ‘speed’ of the grass surface.

______________________________________________________________
(1)

Heathfield+International+School Page 46 of 89
(b) The shorter the grass, the greater the distance the golf ball will travel.
A student uses the runway on the grass in her local park to measure the distance the golf
ball travels.

(i) Suggest two variables the student should control.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii) She carried out the test five times.

Her measurements, in centimetres, are shown below.

75 95 84 74 79

What can she conclude about the length of the grass in the park?

______________________________________________________________

______________________________________________________________
(1)

(c) Another student suggests that the ‘speed’ of a grass surface depends on factors other than
grass length.

She wants to test the hypothesis that ‘speed’ depends on relative humidity.

Relative humidity is the percentage of water in the air compared to the maximum amount of
water the air can hold. Relative humidity can have values between 1% and 100%.

The student obtains the data in Table 3 from the Internet.

Table 3

Relative humidity expressed Mean distance the golf ball

as a percentage travels in centimetres

71 180

79 162

87 147

(i) Describe the pattern shown in Table 3.

______________________________________________________________

______________________________________________________________
(1)

Heathfield+International+School Page 47 of 89
 (ii) The student writes the following hypothesis:
‘The mean distance the golf ball travels is inversely proportional to relative humidity.’

Use calculations to test this hypothesis and state your conclusion.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(iii) The data in Table 3 does not allow a conclusion to be made with confidence.

Give a reason why.

______________________________________________________________

______________________________________________________________
(1)

(d) In a test, a golf ball hits a flag pole on the golf course and travels back towards the edge of
the runway as shown in Figure 3.

Figure 3

The distance the ball travels and the displacement of the ball are not the same.

What is the difference between distance and displacement?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 15 marks)
Heathfield+International+School Page 48 of 89
 (a) Figure 1 shows the horizontal forces acting on a moving bicycle and cyclist.
27
Figure 1

(i) What causes force A?

Draw a ring around the correct answer.

friction gravity weight

(1)

(ii) What causes force B?

______________________________________________________________
(1)

Heathfield+International+School Page 49 of 89
(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:

• between the points X and Y

• and between the points Y and Z, marked on the graph in Figure 2.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

(Extra space) ___________________________________________________

______________________________________________________________

Heathfield+International+School Page 50 of 89
 ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(6)

(b) (i) The cyclist used the brakes to slow down and stop the bicycle.

A constant braking force of 140 N stopped the bicycle in a distance of 24 m.

Calculate the work done by the braking force to stop the bicycle. Give the unit.

Use the correct equation from the Physics Equations Sheet.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Work done = ______________________________

(3)

(ii) Complete the following sentences.

When the brakes are used, the bicycle slows down. The kinetic energy of the

bicycle ______________________________ .

At the same time, the ______________________________ of the brakes increases.

(2)
(Total 13 marks)

Heathfield+International+School Page 51 of 89
 (a) Figure 1 shows the distance–time graph for a person walking to a bus stop.
28
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?

Tick (✓) one box.

Not moving

Moving at constant speed

Moving with increasing speed

(1)

Heathfield+International+School Page 52 of 89
 (ii) Another person, walking at constant speed, travels the same distance to the bus stop
in 200 seconds.

Complete Figure 2 to show a distance–time graph for this person.

Figure 2

Time in seconds
(1)

(b) A bus accelerates away from the bus stop at 2.5 m/s2.

The total mass of the bus and passengers is 14 000 kg.

Calculate the resultant force needed to accelerate the bus and passengers.

Use the correct equation from the Physics Equations Sheet.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Resultant force = ____________________ N

(2)
(Total 4 marks)

Heathfield+International+School Page 53 of 89
 An investigation was carried out to show how thinking distance, braking distance and stopping
29 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

(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.

___________________________________________________________________

Stopping distance = ________________ m

(2)

Heathfield+International+School Page 54 of 89
(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.

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)

Heathfield+International+School Page 55 of 89
(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

(i) Determine the braking distance.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

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.

Use the correct equation from Section A of the Physics Equations Sheet.

Give the unit.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Momentum = _____________________
(3)

Heathfield+International+School Page 56 of 89
 (ii) The car stops in 4 seconds.

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

Use the correct equation from Section A of the Physics Equations Sheet.

______________________________________________________________

______________________________________________________________

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

A bus is taking some children to school.

30
(a) The bus has to stop a few times. The figure below shows the distance–time graph for part
of the journey.

Time in seconds

(i) How far has the bus travelled in the first 20 seconds?

Distance travelled = _____________________ m

(1)

(ii) Describe the motion of the bus between 20 seconds and 30 seconds.

______________________________________________________________

______________________________________________________________
(1)
Heathfield+International+School Page 57 of 89
 (iii) Describe the motion of the bus between 30 seconds and 60 seconds.

Tick ( ) one box.

Tick ( )

Accelerating

Reversing

Travelling at constant speed

(1)

(iv) What is the speed of the bus at 45 seconds?

Show clearly on the figure above how you obtained your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Speed = _____________________ m / s
(3)

(b) Later in the journey, the bus is moving and has 500 000 J of kinetic energy.

The brakes are applied and the bus stops.

(i) How much work is needed to stop the bus?

______________________________________________________________

Work = _____________________ J
(1)

(ii) The bus stopped in a distance of 25 m.

Calculate the force that was needed to stop the bus.

Use the correct equation from Section A of the Physics Equations Sheet.

______________________________________________________________

______________________________________________________________

Force = _____________________ N
(2)

Heathfield+International+School Page 58 of 89
 (iii) What happens to the kinetic energy of the bus as it is braking?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 11 marks)

A student was investigating drag forces.

31
The student released a ball into a cylinder full of oil.

Figure 1 shows the equipment the student used.

Figure 1

The student used a stopwatch to measure the time taken for the ball to fall between the markers.

(a) The student repeated each measurement of time three times and calculated a mean.

Explain one other way the student could make sure each measurement of time was as
accurate as possible.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Heathfield+International+School Page 59 of 89
The table shows the student's results.

Time in seconds

Markers Test 1 Test 2 Test 3 Test 4

A to B 2.1 2.0 2.2 2.1

B to C 2.0 2.0 2.3

(b) What was the mean time taken for the ball to fall between B and C?

___________________________________________________________________

___________________________________________________________________

Mean time = ____________________ s

(1)

(c) Explain how the results in the table show that the ball was travelling at terminal velocity
before reaching marker A.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) Figure 2 shows how the velocity of the ball changed between being released and reaching
marker A.

Figure 2

Explain the shape of the graph in terms of the forces acting on the ball.
(6)
(Total 12 marks)

Heathfield+International+School Page 60 of 89
 The figure below shows a distance-time graph for a student walking to school.
32

(a) Which of the following describes the motion of the student between 100 seconds and 150
seconds?
Tick one box.

Constant acceleration

Slowing down

Speeding up

Stationary

(1)

(b) What is the total distance travelled by the student?

Total distance = ____________________ m

(1)

(c) Determine the speed of the student during the first 100 seconds.

___________________________________________________________________

___________________________________________________________________

Speed = ____________________ m/s

(2)

Heathfield+International+School Page 61 of 89
(d) The next day the student ran to school at a constant speed.

The journey took half the time than it did on the first day.

Draw another line on the graph to show the student running to school.
(2)

(e) The student ran at a speed of 4.0 m/s.

The student had a mass of 50 kg.

Calculate the momentum of the student.

___________________________________________________________________

___________________________________________________________________

Momentum = ____________________ kg m/s

(2)
(Total 8 marks)

Heathfield+International+School Page 62 of 89
Mark schemes
(a) 96
1
allow 1 mark for correct substitution
ie 80 × 1.2
2

newton or N
allow Newton
do not allow n
1

(b) (i) direction

1

(ii) velocity and time are continuous (variables)

answers must refer to both variables
accept the variables are continuous / not categoric
accept the data / ‘it’ is continuous
accept the data / ‘it’ is not categoric
1

(iii) C
1

velocity is not changing

the 2 marks for reason may be scored even if A or B are chosen
accept speed for velocity
accept speed is constant (9 m/s)
accept not decelerating
accept not accelerating
accept reached terminal velocity
1

forces must be balanced

accept forces are equal
accept arrows are the same length / size
or
resultant force is zero
do not accept the arrows are equal
1
[8]

(a) Each scale optimum

2 Else both half size
Straight line joining 30,0 to 30,0.67 to 0, 5.67
any 5 for 1 mark each
5

Heathfield+International+School Page 63 of 89
 (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

(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]

(a) (i) decreases

3
for 1 mark
1

(ii) decreases
for 1 mark
1

Heathfield+International+School Page 64 of 89
 (iii) lower speed everywhere
for 1 mark
1

(b) (i) 3a= or a =

gains 1 mark
1

ms–2
gains 1 mark
1

(ii) 2850 ecf

gains 2 marks

else working
gains 1 mark
2

(iii) air resistance/frictional forces increase with speed;

till frictional force = max forward engine force;
when acceleration is zero
(incorrect statement – 1 mark)

or (limitation on maximum speed for safety-1 mark)

any two for 1 mark each
2
[9]

(a) (i) constant speed

4
do not accept normal speed
do not accept it is stopped / stationary
1

in a straight line
accept any appropriate reference to a direction
constant velocity gains 2 marks
‘not accelerating’ gains 2 marks
terminal velocity alone gets 1 mark
1

(ii) goes down owtte

accept motorbike (it) slows down
1

Heathfield+International+School Page 65 of 89
(b) (i) 20 (m/s)
ignore incorrect units
1

(ii) acceleration =

do not accept velocity for change in velocity

accept change in speed

accept
or

or a =

do not accept
1

(iii) 4

or their (b)(i) ÷ 5
allow 1 mark for correct substitution
2

2
m/s
m/s/s or ms or metres per
second squared or metres per
second per second
1

(c) vehicle may skid / slide

loss of control / brakes lock / wheels lock
accept greater stopping distance or difficult to stop
1

due to reduced friction (between tyre(s) and road)

accept due to less grip
do not accept no friction
1

Heathfield+International+School Page 66 of 89
 (d) any three from:
do not accept night time / poor vision

• increased speed

• reduced braking force

• slower (driver) reactions

NB specific answers may each gain credit eg tiredness (1), drinking
alcohol (1), using drugs (1), driver distracted (1) etc

• poor vehicle maintenance

specific examples may each gain credit eg worn brakes or worn
tyres etc

• increased mass / weight of vehicle

accept large mass / weight of vehicle

• poor road surface

• more streamlined
if candidates give three answers that affect stopping distance but
not specific to increase award 1 mark only
3
[13]

(a) points correct; line correct

5
for 1 mark each
2

(b) increases
for 1 mark
1

(c) (i) 9
for 1 mark
1

(ii) 6 ecf
for 1 mark
1

(iii) increased ecf

for 1 mark
1
[6]

(i) C and D or D and C

6
accept CD
accept DC
accept answers in terms of time
1

Heathfield+International+School Page 67 of 89
 (ii) any one from:

streamline position streamline clothes

accept crouched position
accept tight clothes
accept design of cycle
accept cycle slower
1

(iii) 0.5 hours or 30 minutes or 1800 seconds

must have unit
1

(iv) speed =

accept any correct rearrangement

accept s = d/t or v s/t
accept velocity for speed

accept

if subsequent use of correct

1

(v) 16
allow for mark for each of time = 3.5 hours
distance = 56km
allow e.c.f. from part (a)(iii) if correctly used
an answer of 14 gains 2 marks
allow 1 mark for correct attempt to average the three sections
3
[7]

(i) first statement must be accelerated

7
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]

Heathfield+International+School Page 68 of 89
 (a) Quality of written communication
8
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

(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]

(a) 60
9 1

(b) 5 hours
must include unit
1

(c) 30
1

(d) 30 minutes or

hour
must include unit
1

Heathfield+International+School Page 69 of 89
 (e) D and E
accept finish for E
accept correct numbers from axes with units
1

least steep part of the graph

accept covers smallest distance in a set time
accept only moves 5 km in 1 ½ hours (accept anything between 5
and 6)
ignore horse is tired
1
[6]

(a) concentration / tiredness / drugs / alcohol

10
accept any reasonable factor that could affect a driver’s 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

(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 Δ is correct

do not accept an equation in units

1

Heathfield+International+School Page 70 of 89
 (ii) 2250
credit their (c) × 900 for 2 marks
credit 1 mark for correct substitution
2
[11]

(a) MN
11
accept 5.8, 8 seconds must include unit
1

(b) LM
accept 0.8, 5.8 seconds must include unit
1

(c) (i) 0.8

1

(ii) drinking alcohol

1

(d) straight (by eye) line starting at 0.8 seconds

1

line drawn steeper than LM starting before L

ignore lines going beyond 2 seconds but line must exceed 2.5
metres per second before terminating
1
[6]

(a) 4
12
allow 1 mark for extracting correct information 12
2

m/s2
ignore negative sign
1

(b) 9 (s)
1
[4]

(a) shallowest slope/ gradient

13
accept smallest distance in biggest time
accept longest time to travel the same distance
accept the line is not as steep
accept it is a less steep line
do not accept the line is not steep
1

(b) A–B
If 2 or 3 boxes are ticked no mark
1

Heathfield+International+School Page 71 of 89
 (c) (i) 200 m
1

(ii) 20 s
allow 1 mark for correctly identifying 60 s or 40 s from the graph
2

(d) (i) straight line starting at origin

accept within one small square of the origin
1

passing through t = 200 and d = 500

1

(ii) 166
accept any value between 162 and 168
accept where their line intersects
given graph line correctly read ± 3 s
1
[8]

(a) (i) 4.5

14
allow 1 mark for correct substitution i.e. 9 ÷ 2
2

(ii) m/s2
accept answer given in (a)(i) if not contradicted here
1

(iii) speed
1

(iv) straight line from the origin passing through (2s, 9m/s)
allow 1 mark for straight line from the origin passing through to t = 2
seconds
allow 1 mark for an attempt to draw a straight line from the origin
passing through (2,9)
allow 1 mark for a minimum of 3 points plotted with no line provided
if joined up would give correct answer. Points must
include(0,0) and (2,9)
2

(b) (i) B
if A or C given scores 0 marks in total
1

smallest (impact) force

1

on all/ every/ any surfaces

these marks are awarded for comparative answers
1

Heathfield+International+School Page 72 of 89
 (ii) (conditions) can be repeated

or

difficult to measure forces with human athletes

accept answers in terms of variations in human athletes e.g.
athletes may have different weights area / size of feet may be
different difficult to measure forces athletes run at different speeds
accept any answer that states or implies that with humans the
conditions needed to repeat tests may not be constant
e.g.
athletes unable to maintain constant speed during tests (or during
repeat tests)
do not accept the robots are more accurate
removes human error is insufficient
fair test is insufficient
1
[10]

(a) B
15
reason only scores if B is chosen
1

gradient / slope is the steepest / steeper

answers must be comparative
accept steepest line
ignore greatest speed
1

(b) (velocity includes) direction

‘it’ refers to velocity
1
[3]

Heathfield+International+School Page 73 of 89
 (a) 3 lines drawn
16 all correct
allow 1 mark for each correct line
if two or more lines are drawn from any diagram then all these lines are incorrect

(b) (i) horizontal arrow to the right

judge by eye
accept an arrow drawn outside the box if it is labelled correctly
1

(ii) horizontal arrow to the left

judge by eye
accept an arrow drawn outside the box if it is labelled correctly
1

(iii) equal to
1

(iv) to measure the forces exerted on the dummy during the impact
1
[7]

Heathfield+International+School Page 74 of 89
 (a) (i) longer reaction time
17
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

(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]

(a) D–E
18
reason only scores if D – E chosen
1

Heathfield+International+School Page 75 of 89
 shallowest slope / gradient
accept smallest distance in biggest time
accept longest time to travel the same distance
accept the line is not as steep
accept it is a less steep line
do not accept the line is not steep
1

(b) 80 000
allow 1 mark for correct substitution, ie 16 000 × 5 provided no
subsequent step shown
2

(c) (i) straight line starting at origin

accept within one small square of the origin
1

passing through t = 220 and d = 500

1

(i) 186
accept any value between 180 and 188
accept where their line intersects given graph line correctly read
±4 s
1
[7]

(a) 96 (m)
19 1

(b) (i) similar shape curve drawn above existing line going through (0,0)
allow 1 mark for any upward smooth curve or straight upward line
above existing line going through (0,0)
2

(ii) Rain on the road

1

(c) (i) all three lines correctly labelled

allow 1 mark for one correctly labelled

top line – C
accept 1.2

middle line – B
accept 0.9

bottom line – A
accept 0.7
2

Heathfield+International+School Page 76 of 89
 (ii) any two from:

• (table has) both variables are together

accept tired and music as named variables

• both (variables) could / would affect the reaction time

accept cannot tell which variable is affecting the drive (the most)

• cannot tell original contribution

• need to measure one (variable) on its own

accept need to test each separately

• need to control one of the variables

fair test is insufficient
2
[8]

(a) gravitational / gravity / weight

20
do not accept gravitational potential
1

(b) accelerating
accept speed / velocity increases
1

the distance between the drops increases

1

but the time between the drops is the same

accept the time between drops is (always) 5 seconds
accept the drops fall at the same rate
1

(c) (i) any one from:

• speed / velocity

• (condition of) brakes / road surface / tyres

• weather (conditions)
accept specific examples, eg wet / icy roads
accept mass / weight of car friction is insufficient
reference to any factor affecting thinking distance negates this
answer
1

Heathfield+International+School Page 77 of 89
 (ii) 75 000
allow 1 mark for correct substitution, ie 3000 × 25 provided no
subsequent step shown
or allow 1 mark for an answer 75
or allow 2 marks for
75 k(+ incorrect unit), eg 75 kN
2

joules / J
do not accept j
an answer 75 kJ gains 3 marks
for full marks the unit and numerical answer must be consistent
1
[8]

(a) 4 N to the right

21 1

(b) (i) bigger than

1

equal to
1

(ii) reduces it
1

increases air resistance / drag / force C

accept parachute has large(r) (surface) area
1
[5]

(a) (i) distance vehicle travels during driver’s reaction time

22
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

Heathfield+International+School Page 78 of 89
(b) (i) 320 000

allow 1 mark for correct substitution, ie × 1600 × 202 provided no

subsequent step shown

(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

Heathfield+International+School Page 79 of 89
 (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

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]

(a) (produces) a force from water on the boat

23 1

in the forward direction

accept in the opposite direction
this must refer to the direction of the force not simply the boat
moves forwards
an answer produces an (equal and) opposite force gains 1 mark
1

(b) (i) 1.5

allow 1 mark for correct substitution, ie or

provided no subsequent step shown

ignore sign
2

m/s2
1

(ii) 102
or
their (b)(i) × 68 correctly calculated
allow 1 mark for correct substitution, ie 1.5 × 68
or their (b)(i) × 68
provided no subsequent step shown
2

(iii) greater than

reason only scores if greater than chosen
1

Heathfield+International+School Page 80 of 89
 need to overcome resistance forces
accept named resistance force
accept resistance forces act (on the water skier)
do not accept gravity
1
[9]

(a) time
24
correct order only
1

force
1

(b) The car tyres being badly worn

1

(c) (i) braking distance increases with speed

accept positive correlation
do not accept stopping distance for braking distance
1

relevant further details, eg

• but not in direct proportion

• and increases more rapidly after 15 m/s

accept any speed between 10 and 20
accept numerical example

• double the speed, braking distance increases × 4

1

(ii) line drawn above existing line starting at the origin

as speed increases braking distance must increase
each speed must have a single braking distance
1

(d) (i) reaction time / reaction (of driver) does not depend on speed (of car)
1

(ii) (on the reduced speed limit roads) over the same period of time
accept a specific time, eg 1 year
1

monitor number of accidents before and after (speed limit reduced)

allow 1 mark only for record number of vehicles / cars using the (20
mph) roads or collect data on accidents on the (20 mph) roads
to score both marks the answer must refer to the roads with the
reduced speed limit
1
[9]

Heathfield+International+School Page 81 of 89
 (a) (i) gravitational potential (energy)
25 1

(ii) kinetic (energy)

1

(b) (i) slope or gradient

1

(ii) area (under graph)

do not accept region
1

(iii) starts at same y−intercept

1

steeper slope than original and cuts time axis before original
the entire line must be below the given line
allow curve
1

(c) (i) 31
and
31
correct answers to 2 significant figures gains 3 marks even if no
working shown
both values to more than 2 significant figures gains 2 marks:
30.952…...
30.769….
65 / 2.1 and / or
80 / 2.6 gains 1 mark
if incorrect answers given but if both are to 2 significant figures
allow 1 mark
3

(ii) student 1 incorrect because 80 ≠ 65

1

student 2 correct because average velocities similar

ecf from (c)(i)
1

student 3 incorrect because times are different

1
[12]

(a) (i) 9.5

26
accept ±1 mm
1

10.5
1

Heathfield+International+School Page 82 of 89
 (ii) 9.5
ecf from (a)(i)
1

(iii) 190
20 × (a)(ii) ecf
1

(iv) medium
ecf from (a)(iii)
1

(b) (i) any two from:

• position of ball before release

• same angle or height of runway
• same ball
• same strip of grass
2

(ii) long
or
longer than in part (a)
or
uneven
do not allow reference to speed
1

(c) (i) as humidity increases mean distance decreases

accept speed for distance
1

(ii) 71 × 180 = 12780

79 × 162 = 12798
87 × 147 = 12789
all three calculations correct with a valid conclusion gains 3 marks

or
find k from R = k / d
all three calculations correct gains 2 marks

or
87 / 71 × 147 = 180.1 ~ 180
87 / 79 × 147 = 161.9 ~ 162
two calculations correct with a valid conclusion gains 2 marks

conclusion based on calculation

one correct calculation of k gains 1 mark
3

Heathfield+International+School Page 83 of 89
 (iii) only three readings or small range for humidity
accept not enough readings
accept data from Internet could be unreliable
ignore reference to repeats
1

(d) distance is a scalar or has no direction or has magnitude only

allow measurements from diagram of distance and displacement
1

displacement is a vector or has direction

1
[15]

Heathfield+International+School Page 84 of 89
 (a) (i) friction
27 1

(ii) air resistance

accept drag
friction is insufficient
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.

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.

Level 2 (3–4 marks)

There is an explanation in terms of forces A and B of how the velocity changes
between X and Y and between Y and Z
or
a complete description of how the velocity changes from X to Z.
or
an explanation and description of velocity change for either X to Y or Y to Z

Level 3 (5–6 marks)

There is a clear explanation in terms of forces A and B of how the velocity
changes between X and Z
and
a description of the change in velocity between X and Z.

examples of the points made in the response

extra information
X to Y
• at X force A is greater than force B
• cyclist accelerates
• and velocity increases
• as cyclist moves toward Y, force B (air resistance)
increases (with increasing velocity)
• resultant force decreases
• cyclist continues to accelerate but at a smaller value
• so velocity continues to increase but at a lower rate
Y to Z
• from Y to Z force B (air resistance) increases
• acceleration decreases
• force B becomes equal to force A
• resultant force is now zero
• acceleration becomes zero
Heathfield+International+School Page 85 of 89
 • velocity increases until…
• cyclist travels at constant / terminal velocity
accept speed for velocity throughout
6

(b) (i) 3360

allow 1 mark for correct substitution,
ie 140 × 24 provided no subsequent step
accept 3400 for 2 marks if correct substitution is shown
2

joule / J
do not accept j
do not accept Nm
1

(ii) decreases
accept an alternative word / description for decrease
do not accept slows down
1

temperature
accept thermal energy
accept heat
1
[13]

(a) (i) not moving

28 1

(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]

(a) increases
29 1

increases
1

(b) 23 (m)
accept 43 circled for 1 mark
accept 9 + 14 for 1 mark
2

Heathfield+International+School Page 86 of 89
 (c) (i) all points correctly plotted
all to ± ½ small square
one error = 1 mark
two or more errors = 0 marks
2

line of best fit

1

(ii) correct value from their graph (± ½ small square)

1

(d) (i) 70
½ × 35 × 4 gains 2 marks
attempt to estimate area under the graph for 1 mark
3

(ii) line from (0.6,35)

1

sloping downwards with a less steep line than the first line
1

cutting time axis at time > 4.6 s

accept cutting x-axis at 6
1

(e) (i) 42 000

1200 × 35 gains 1 mark
2

kgm / s
Ns
1

(ii) 10 500 (N)

42 000 / 4 gains 1 mark
alternatively:
a = 35 / 4 = 8.75 m / s2
F = 1200 × 8.75
2
[19]

(a) (i) 100 (m)

30 1

(ii) stationary
1

(iii) accelerating
1

(iv) tangent drawn at t = 45 s

1

Heathfield+International+School Page 87 of 89
 attempt to determine slope
1

speed in the range 3.2 – 4.2 (m / s)

dependent on 1st marking point
1

(b) (i) 500 000 (J)

ignore negative sign
1

(ii) 20 000 (N)

ignore negative sign
allow 1 mark for correct substitution, ie
500 000 = F × 25
or their part (b)(i) = F × 25
provided no subsequent step
2

(iii) (kinetic) energy transferred by heating

1

to the brakes
ignore references to sound energy
if no other marks scored allow k.e. decreases for 1 mark
1
[11]

(a) view markers at eye-level

31
allow move markers further apart
1

to correctly judge when the ball passes the marker

to increase the distance and time
1
allow other correct suggestions for 2 marks

(b) 2.1 (s)

1

(c) average time (between each pair of markers) is the same

1

and the distance (between each pair of markers) is the same/15 cm

1

therefore the velocity is constant

correct calculation to show equal velocities gains 3
marks
1

Heathfield+International+School Page 88 of 89
 (d) initially weight much greater than drag
allow large resultant force
1

so large acceleration
allow so large gradient
1

as speed increases, drag increases

allow resultant force decreases if linked to increasing
speed
1

so acceleration decreases
allow so gradient decreases
1

eventually, weight = drag

allow resultant force = zero if linked to drag and weight
1

so acceleration = 0
allow so gradient = 0
allow so speed/velocity constant
1
[12]

(a) Stationary
32 1

(b) 600 (m)

1

(c)

1.5 (m/s)
1

(d) straight line from the origin

1

finishes at (150,600)
1

(e) p = 50 × 4.0
1

200 (kg m/s)

1
[8]

Heathfield+International+School Page 89 of 89