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The document contains a series of physics questions and experiments related to motion, forces, and energy. It includes problems on calculating velocities, accelerations, and kinetic energy, as well as questions on Newton's laws and the effects of air resistance. Additionally, it discusses experimental setups for measuring acceleration due to gravity and the impact of mass on motion.

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0% found this document useful (0 votes)
3 views25 pages

New Document 1

The document contains a series of physics questions and experiments related to motion, forces, and energy. It includes problems on calculating velocities, accelerations, and kinetic energy, as well as questions on Newton's laws and the effects of air resistance. Additionally, it discusses experimental setups for measuring acceleration due to gravity and the impact of mass on motion.

Uploaded by

KM Hedar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 25

A ball is dropped from a height h. The ball hits the ground with a velocity v.

1.
The ball is now dropped from a height of 2h.
Air resistance is negligible.

What is the velocity at which the ball hits the ground?

A v

D 2v

(Total 1 mark)

Which is a scalar quantity?


2.

A force

B kinetic energy

C momentum

D velocity

(Total 1 mark)

Figure 1 shows the apparatus used by a student in an experiment to measure the acceleration
3.
due to gravity, g.

Figure 1

GEMS Metropole School Page 1 of 25


In the experiment:

• a block is used to raise one end of the air track as shown in Figure 1

• an air-track glider is released from rest near the raised end of the air track and passes
through the first light gate and then through the second light gate

• a piece of card of length d fitted to the air-track glider interrupts a light beam as the air-track
glider passes through each light gate

• a data logger records the time taken by the piece of card to pass through each light gate
and also the time for the piece of card to travel from one light gate to the other.

(a) Table 1 gives measurements made with the light gates as shown in Figure 1.

Table 1

Time to pass through first Time to pass through Time to travel from first to
light gate / s second light gate / s second light gate / s

0.50 0.40 1.19

The length d of the piece of card is 10.0 cm

Assume there is negligible change in velocity while the air-track glider passes through a
light gate.

Determine the acceleration a of the air-track glider.

a = ____________________ m s–2
(3)

(b) Two further sets of readings, A and B, are taken each with the light gates in different
positions along the air track.
Assume the acceleration is the same in each set.

Table 2 shows these additional sets of results.

GEMS Metropole School Page 2 of 25


Table 2

Time to pass through first Time to pass through Time to travel from first to
Set
light gate / s second light gate / s second light gate / s

A 0.61 0.42 1.77

B 0.55 0.37 2.11

Explain how the data in Table 2 show that the distance between the light gates in set B is
greater than in set A.

Assume there is negligible change in velocity while the air-track glider passes through a
light gate.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

GEMS Metropole School Page 3 of 25


(c) Additional values for the acceleration of the air-track glider are obtained by further raising
the end of the air track by using a stack consisting of identical blocks.
Adding each block to the stack raises the end of the air track by the same distance.

Figure 2 is a graph of these results showing how a varies with n, the number of blocks in
the stack.

Figure 2

Draw a suitable best-fit straight line on Figure 2 and determine G, the gradient of your line.

G = ____________________
(2)

GEMS Metropole School Page 4 of 25


(d) It can be shown that, for the apparatus used by the student, g is equal to where h is
the thickness of each block used in the experiment.

The student obtains a value for g of 9.8 m s–2

Calculate h.

h = ____________________ m
(1)

(e) Explain how you could find out, without drawing another graph, whether the data presented
in the graph in Figure 2 support the suggestion that a is directly proportional to n.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)
(Total 9 marks)

GEMS Metropole School Page 5 of 25


P and Q are two balls of the same diameter. P has a greater mass than Q.
4.
Both balls are projected at the same time from the top of a tall building that stands on horizontal
ground.
Both balls are projected with the same horizontal velocity.
P reaches the ground after time tP and at a horizontal distance dP from the building.
Q reaches the ground after time tQ and at a horizontal distance dQ from the building.

The air is still and air resistance is not negligible.

Which row is correct?

Time Horizontal distance

A tP = tQ dP = dQ

B tP = tQ dP > dQ

C tP < tQ dP = dQ

D tP < tQ dP > dQ
(Total 1 mark)

A ball is kicked from point P on level ground. The ball initially travels at 45° to the horizontal.
5.
The ball reaches its maximum height after a time of 2.0 s.
Air resistance can be ignored.

What is the displacement of the ball from P when at its maximum height?

A 20 m

B 40 m

C 45 m

D 60 m

(Total 1 mark)

GEMS Metropole School Page 6 of 25


Which combination of an object’s speed and journey time gives a distance travelled of 1 mm?
6.

Speed Journey time

A 10 μm s−1 100 s

B 10 km s−1 0.01 μs

C 1 nm s−1 1 Gs

D 0.1 Mm s−1 100 ns

(Total 1 mark)

A spacecraft entering the atmosphere of Mars must decelerate to land undamaged on the
7. surface.

Figure 1

GEMS Metropole School Page 7 of 25


(a) Figure 1 shows the spacecraft of total mass 610 kg entering the atmosphere at a speed of
5.5 km s−1.

Calculate the kinetic energy of the spacecraft as it enters the atmosphere. Give your
answer to an appropriate number of significant figures.

kinetic energy = _______________ J


(3)

(b) A parachute opens during the spacecraft’s descent through the atmosphere.

Figure 2 shows the parachute–spacecraft system, with the open parachute displacing the
atmospheric gas. This causes the system to decelerate.

Figure 2

GEMS Metropole School Page 8 of 25


Explain, with reference to Newton’s laws of motion, why displacing the atmospheric gas
causes a force on the system and why this force causes the system to decelerate.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(c) As the parachute–spacecraft system decelerates, it falls through a vertical distance of 49 m


and loses 2.2 × 105 J of kinetic energy.
During this time, 3.3 × 105 J of energy is transferred from the system to the atmosphere.
The total mass of the system is 610 kg.

Calculate the acceleration due to gravity as it falls through this distance.

acceleration due to gravity = _______________ m s−2


(3)

GEMS Metropole School Page 9 of 25


(d) Dust from the surface of Mars can enter the atmosphere. This increases the density of the
atmosphere significantly.

Deduce how an increase in dust content will affect the deceleration of the system.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 13 marks)

GEMS Metropole School Page 10 of 25


A girl kicks a football vertically upwards at time t = 0
8.
Air resistance is negligible.

What is the variation of the vertical component of velocity v of the football with t until it reaches
the ground?

(Total 1 mark)

P and Q represent displacements.


9.

GEMS Metropole School Page 11 of 25


What is the resultant displacement when P and Q are added?

(Total 1 mark)

A fully-loaded lorry transporting water starts from rest and travels along a straight road.
10. The figure is a graph showing how the speed of the lorry varies with time. The driving force on
the lorry remains constant.

The total resistive force acting on the lorry increases with both speed and mass of the lorry. A
large proportion of the mass of the lorry is due to the water which it is carrying.

GEMS Metropole School Page 12 of 25


A similar lorry, also loaded with water, has the same initial mass. However, at the instant it begins
to move, a large leak develops and all the water leaks out during the time covered by the graph.

Discuss how the speed–time graph will be different from that shown in the figure.

Your answer should include an explanation of:

• the shape of the graph in the figure


• the effect of water loss on the initial gradient of the graph
• the effect of water loss on the final speed of the lorry.

You may draw on the figure to help you with your answer.

The quality of your written communication will be assessed in your answer.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

GEMS Metropole School Page 13 of 25


The Soyuz Spacecraft is used to transport astronauts to and from an orbiting space station. The
11. spacecraft is made up of three sections as shown in Figure 1.

Figure 1

(a) On leaving the space station the spacecraft is given an initial horizontal thrust of 1400 N.
Calculate the initial acceleration of the spacecraft during the firing of the thruster engines.

acceleration = ____________________ m s–2


(2)

(b) Newton’s Third Law refers to pairs of forces.

(i) State one way in which a pair of forces referred to in Newton’s Third Law are the
same.

______________________________________________________________

______________________________________________________________
(1)

GEMS Metropole School Page 14 of 25


(ii) State one way in which a pair of forces are different.

______________________________________________________________

______________________________________________________________
(1)

(c) When the spacecraft returns to the Earth’s atmosphere the orbital module and the service
module are separated from the descent module. This descent module has its speed greatly
reduced by drag from the atmosphere.

Figure 2 shows two of the forces acting on the descent module as it travels down through
the atmosphere.

Figure 2

State one reason why the two forces shown in Figure 2 are not a pair of forces as referred
to in Newton’s Third Law.

___________________________________________________________________

___________________________________________________________________
(1)

GEMS Metropole School Page 15 of 25


(d) In one particular descent, the descent module has its speed reduced to 5.5 m s–1 by
parachutes. The descent module also releases its empty tanks and shield to reduce its
mass to 890 kg.

A final speed reduction can be carried out by using engines which operate for a maximum
time of 3.5 s. When the engines are in use, the resultant upward force on the descent
module is 670 N. The safe landing speed of the descent module is 3.0 m s–1.

Determine whether these engines are able to reduce the speed of the descent module to
its safe value.

At these landing speeds atmospheric drag is negligible.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

GEMS Metropole School Page 16 of 25


Mark schemes
C
1.
[1]

B
2.
[1]

(a) (u = )0.2(0) or 20 or 200 and (v =)0.25 or 25 or 250 1✔;


3.
Both velocities seen / allow seen in / condone (possible)

powers of ten (POT) error for 1st mark and 2nd mark in their v and
u and any substitution v and u into
Where t3 has been substituted must be t3 = 1.19 (s)

substitution of their u and v in ✔

Where t3 has been substituted must be t3 = 1.19 (s)


Values for:
u (0.20 (m s–1) or 20 (cm s–1)200 (mm s–1) ) and
v (0.25 (m s–1) or 25 (cm s–1) or 250 (mm s–1))
Correctly combined with t3 (1.19) will earn 1st and 2nd marks
Where u and v are not correct, they must be identifiable as their u
and v ( 2nd mark is only mark available except where error is POT)
Allow their (= a) where clear it is their ∆v

a = 4.2 × 10–2 (m s–2) 3✔


Correct result for a will earn three marks;
Accept 420 mm s–2 or 42 cm s–2 if m s–2 has been replaced on the
answer line
2 sf answer only
3

(b) (set B because) it has a greater time / takes longer (to travel between gates) (hence
distance between gates is larger) 1✔

(and ) set B’s average velocity is greater / set B’s velocity at gate 1 is greater / Set B’s
velocity is greater at both gates
Two calculations for gate separation s using either

GEMS Metropole School Page 17 of 25


OR

(and ) set A’s average velocity is smaller / set A’s velocity at gate 1 is smaller/ Set A’s
velocity is smaller at both gates 2✔

Alternative Method

values of u and v are calculated (condone POT error) and corresponding values for each s
determined; 1✔

a comparison of their distances leading to conclusion that set B produced when s is largest

OR

ratio is proportional to distance s and B’s ratio is greater 2✔

OR OR

v2 − u2/
u/ms–1 v/ms–1 s/m
m2s–2
Set A 0.164 0.238 0.356 0.0297
Set B 0.181 0.270 0.476 0.0401

Set A 7.12
Set B 9.54
Allow ecf for acceleration where used to find s
Using a = 0.042: sA = 0.354 and sB = 0.478
Treat a larger change in velocity as neutral
2

GEMS Metropole School Page 18 of 25


(c) Continuous, ruled straight best fit line through 1st and last points 1✔
n=4 point below and n=7 above, other points cut by line of best fit
Line must not be thicker than half a square grid
Line must have no variation in thickness
Do not accept more than one line drawn, do not accept
discontinuities

Gradient from seen

and

G = 0.045 range (0.042 to 0.053) 2✔


Steps at least half the height and half the width of the grid; (at least
3 squares horizontally and at least 5 squares vertically)

Allow where points are on line and are at least half

drawn line apart (∆ ≥ 3 and ∆y ≥ 0.175)


Ignore any units given for G
Allow 1 sf answers of 0.04 or 0.05 where correct working is shown
2

(d) ✔

(h = 9.2 × 10–3 m)
Ecf from part (c)
Expect 2 sf normally. Penalise 3 or more sf
Condone 1 sf answers where correct working is shown in part (d)
and where their G is quoted to 1sf
In this case, allow use of their rounded G or full carry value
1

(e) idea that the intercept can be found by calculating a – Gn where a and n are values
read-off (from a point on the line) and G is the gradient ; intercept compared to 0, 0
(OWTTE in a general y=mx +c description)
Simply explaining how to find the intercept does not fully answer the
question and gets no credit must describe the comparison aspect;
do not accept idea of extrapolation off the grid or re-plotting on axes
that include (0, 0)

OR

Read-off points (of line of best fit for) x1 and x2 compare with corresponding y1 and y2 ,
compares the ratio of the x terms to the ratio of the y terms; if equal then directly
proportional

GEMS Metropole School Page 19 of 25


OR

Determine the constant of proportionality for at least two points (on line of best fit) and
compare, where constant exists then directly proportional ✔
Idea that a and n will share a common factorial increase
1
[9]

D
4.
[1]

C
5.
45 m
[1]

A
6.
10 μm s-1 100 s
[1]

(a) Use of Ek = ½ mv2 ✔


7.
(Kinetic energy =) 9.2 × 109 (J) ✔
Condone POT error on 1st MP
Allow use where v where has been converted from 5.5 km h-1

An answer to 2 significant figures (with some working) ✔


Significant figure mark requires evidence of some relevant working.
3

GEMS Metropole School Page 20 of 25


(b) Why force on the gas:
The gas’s momentum is changing ✔
This require a force according to Newton’s 2 nd law ✔

Or

The gas is being accelerated ✔


This require a force according to Newton’s 2 nd law ✔
Max 3 for why there is a force on the gas and why there is a
resistive force on the system
Must have why the system decelerates to obtain all 4 marks.
The reason why the resultant force causes the deceleration rather
than the acceleration.

Why (resistive) force on system:

The gas exerts a force on the parachute (with an equal magnitude and opposite
direction force) / there is air resistance (on the system) / there is drag (on the
system) / there is a resistive force (on the system) ✔

(because) the Parachute exerts a force on the gas according to Newton’s 3 rd law ✔
Allow statement that is equivalent to N1 / N2 / N3.
Allow: air resistance (or drag) increases.
Allow: there is an upward force
must have a clear action-reaction pair for this N3 mark.

Why system decelerates:


The resistive force is greater than the weight so there is a resultant force
Or
The resultant force is acting in the opposite direction (to its motion). ✔

acceleration in same direction as resultant force according to Newton’s 2 nd law ✔


allow the resultant force is vertically upwards
Or
Links to violation for conditions of Newton’s 1 st law and therefore
cannot continue at constant velocity.
4

GEMS Metropole School Page 21 of 25


(c) Attempt at determining difference = 3.3 (× 105) − 2.2 (× 105 ) or difference = 1.1
(× 105) ✔
1st mark: Credit an application of conservation of energy (allow
written statement, or equation without substitution)
Ignore signs on difference and answer.
MP2 allow their energy in a substitution that is, otherwise correct.
Condone an answer = 18.4 (m s-2) is worth 2 marks.

Use of Ep = mgh ✔

(g = ) 3.7 (m s–2) ✔
Condone mgh = ½ mv2 where rearranged to make g subject.
Condone 610 x g x 49 = their energy
Alternative:
• Attempt to use appropriate equations of motion to determine
acceleration
v2=u2 +2as rearranged to make a the subject (condone use of their
values for v and u and / or g = a)
• Attempt to use W=Fs to determine the air resistance FD (or
FD= 6734(.7) (N) seen)
• Attempt to determine g from the deceleration of the system

(d) More mass to displace / more particles to collide with / more gas / dust to
displace ✔
Must have some interaction with parachute-spacecraft.
N/E to say there are more particles / gas / dust /mass

(at any given speed)


Greater (rate of) change of momentum / More work done (per unit distance) /
Greater (resistive) force / more kinetic energy transferred (per unit distance) ✔

Greater resultant force on the system (therefore greater deceleration) / greater


loss of velocity per second (therefore greater deceleration) ✔
3rd MP for greater resultant force: allow the idea that the difference
between the drag and weight has increased
3rd MP
Allow clear statement that links:
• rate of change of momentum of gas / dust to rate of change of
momentum of system
• rate of work done on gas / dust to rate of work done by
system
3
[13]

GEMS Metropole School Page 22 of 25


A
8.

[1]

D
9.

[1]

High Level – Good to Excellent


10. The relationship between the acceleration and the gradient of the graph or how it changes should
be given including the reason why the initial acceleration would remain the same. Also a
reference to terminal velocity should be made and an explanation of why the terminal speed is
greater.
The information presented as a whole should be well organised using appropriate specialist
vocabulary. There should only be one or two spelling or grammatical errors for this mark.
6 marks = 6 points given from the descriptor list but at least one
must come from each Group.
5 marks = 5 points given from the descriptor list but at least one
must come from each Group.
5-6

Intermediate Level – Modest to Adequate


The relationship between the acceleration and the gradient of the graph or how it changes should
be given. Also something should be said about the initial acceleration being the same and/or the
terminal velocity being larger. With this restriction marks can come from any marking point that is
clearly given.
The grammar and spelling may have a few shortcomings but the ideas must be clear.
4 marks = 4 points from the descriptor list but at least one must
come from two Groups.
3 marks = 3 points from the descriptor list but at least one must
come from two Groups.
3-4

Low Level – Poor to Limited


Any two valid statements that cover any of the parts given below.
There may be many grammatical and spelling errors and the information may be poorly
organised.
2 marks = any 2 points from the descriptor list with no restriction on
which Group they come from
1 mark = any point from the descriptor list
1-2

GEMS Metropole School Page 23 of 25


The description expected in a competent answer should include:
First Group:
1. the acceleration is the gradient of the graph (or the link between acceleration and gradient
is clearly made)
2. the acceleration is greatest initially / (continuously) decreases
3. a constant final velocity / terminal velocity is shown by the graph becoming horizontal / flat.
Second Group:
4. initial acceleration or the initial gradient is the same or only slightly greater (as initially the
mass is the same)
5. a = F/m (in words or symbols)
Third Group:
6. at the end / eventually / at terminal velocity resistance force = drive force
7. resistance force is now less at the same speed (because mass is less)
8. speed will be higher or graph has higher line (this may come from the figure)
9. in the middle of the graph the acceleration will be greater.

[6]

(a) (using F = ma)


11. a (= F/m) = 1400 / (any mass / masses taken from the table)
✔ (any arrangement gains mark)
= (1400/(2600 + 2900 + 1300) = 0.206 m s-2)
= 0.21 (m s-2) ✔
Allow any single or combination of masses from the table for first
mark.
0.21 m s-2 on its own gains 2 marks
but 0.2 m s-2 on its own gains 1 mark
1 sig fig is not acceptable
2

(b) (i) they have the same line of action


they have the same magnitude (not size)
the forces are of the same kind
✔ any one statement
The statement must be of a general nature.
The statement ‘equal magnitude + opposite direction does not
make the similarity clear and so gains zero marks.
If forces act against each other or cancel or act on the same body
this mark is lost.
1

GEMS Metropole School Page 24 of 25


(ii) they are in opposite directions
they act on different bodies
✔ any one statement
The statement must be of a general nature.
If forces act against each other or cancel or act on the same body
this mark is lost.
1

(c) they do not have the same magnitude / size


the forces are of different types
they do not act on different bodies
drag is greater than the weight
there is a resultant force (as deceleration occurs)
✔ any one statement
Statements can be written negatively
1

(d) actual deceleration


(= F/m) = 670 / 890 = 0.75 (m s-2) ✔ (0.753 m s-2)
minimum required deceleration = ∆v / ∆t = (5.5 – 3.0) / 3.5 = 0.71 (m s-2) ✔ (0.714 m s-2)
therefore (compared to 0.75 m s-2) there is sufficient deceleration, yes ✔
Or
actual deceleration
ignore any interchange between acceleration and deceleration
-2
(= F/m) = 670 / 890 = 0.75 (m s ) ✔ (0.753 m s-2)
maximum required time = ∆t = ∆v/a = (5.5 – 3.0) / 0.753 = 3.3 s (3.32 s) ✔
therefore (compared to 3.5 s) there is sufficient time, yes ✔
Or
actual deceleration
(= F/m) = 670 / 890 = 0.75 (m s-2) ✔ (0.753 m s-2) (using v = u + at)
v = 5.5 – 0.753 × 3.5 = 2.8 (m s-1) ✔
which is a safe landing speed ✔
Or
(using Ft = ∆mv)
670 × 3.5 = 890 × ∆v ✔
∆v = 2.7
landing speed = 5.5 – 2.7 = 2.8 (m s-1) ✔
which is a safe landing speed ✔
3rd mark is dependent on having a valid attempt at the calculation.
3rd mark can be given for wrong answer if it follows from an
arithmetic error.
3
[8]

GEMS Metropole School Page 25 of 25

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