Motion and Forces
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Speed, Distance and Time 20 questions
A cyclist covers $150\,\text{m}$ in $30\,\text{s}$ at a constant speed. State the formula for speed, then calculate the cyclist's speed, giving the correct unit.
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Step 1 — State the formula:
$$ \text{speed} = \frac{\text{distance}}{\text{time}} = \frac{\Delta s}{\Delta t} $$
Step 2 — Substitute the values:
$$ v = \frac{150}{30} $$
Answer: $v = 5\,\text{m/s}$
Rearrange the speed formula to make distance the subject. Then calculate the distance travelled by a car moving at $12\,\text{m/s}$ for $15\,\text{s}$.
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Rearranged formula: $$ \text{distance} = \text{speed} \times \text{time}, \qquad s = vt $$
Substitute: $$ s = 12 \times 15 $$
Answer: $s = 180\,\text{m}$
A train travels at an average speed of $80\,\text{km/h}$. Calculate the time taken for the train to travel $200\,\text{km}$. Give your answer in hours, and also state it in minutes.
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Rearranged formula: $$ t = \frac{s}{v} = \frac{200}{80} $$
Answer: $t = 2.5\,\text{h}$, which is $2.5 \times 60 = 150\,\text{minutes}$.
Speeds are often converted between $\text{m/s}$ and $\text{km/h}$.
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Answer: $64.8\,\text{km/h}$
Answer: $15\,\text{m/s}$
Speed and velocity are related but different quantities.
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A car's speedometer reads $60\,\text{km/h}$ at one moment during a journey, but the car's average speed for the whole trip works out at only $45\,\text{km/h}$.
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A delivery van travels $18\,\text{km}$ in $15\,\text{minutes}$ on a highway, then travels a further $2400\,\text{m}$ in $8\,\text{minutes}$ through town.
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A student wants to find out whether a toy car travels at a different average speed on a wooden floor compared to a carpeted floor.
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- Mark a start line and a finish line $2\,\text{m}$ apart on each floor.
- Use a fixed ramp to release the car from the same height each time, so the launch force is identical.
- Start a stopwatch as the car crosses the start line and stop it as it crosses the finish line.
- Repeat $3$ times on each surface and calculate a mean time.
- Calculate average speed for each surface using $v = \dfrac{2\,\text{m}}{\text{mean time}}$, and compare the two values.
A student wants to investigate whether the mass of a trolley affects its speed at the bottom of a fixed ramp.
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A student measures a sprinter's average speed over $100\,\text{m}$ using a handheld stopwatch, starting the watch as the sprinter leaves the blocks and stopping it as they cross the finish line.
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| Runner | Distance (m) | Time (s) |
|---|---|---|
| A | 100 | 12.5 |
| C | 100 | 13.2 |
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| Trial | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| Time for 5 m (s) | 1.20 | 1.30 | 1.25 | 2.10 |
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| Distance (km) | 0–5 | 5–10 | 10–15 | 15–20 |
|---|---|---|---|---|
| Time (min) | 22 | 21 | 24 | 23 |
A marathon runner's split times were recorded every $5\,\text{km}$.
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| Height (cm) | 10 | 20 | 30 | 40 |
|---|---|---|---|---|
| Time to travel 1 m (s) | 1.41 | 1.00 | 0.82 | 0.71 |
A toy car is released from different heights on a ramp and timed over a fixed $1\,\text{m}$ distance at the bottom.
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| Trial | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| Blue car speed (m/s) | 12 | 11 | 13 | 10 |
| Red car speed (m/s) | 9 | 14 | 10 | 11 |
A student concludes: "The blue car is always faster than the red car."
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| Trial | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| Time (s) | 24.1 | 23.8 | 24.5 | 23.9 | 24.3 | 30.2 |
Six trials measured the time for a cyclist to cover a fixed $200\,\text{m}$ course.
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| Time (s) | 0 | 3 | 6 | 9 | 12 | 15 |
|---|---|---|---|---|---|---|
| Distance (m) | 0 | 21 | 39 | 63 | 79 | 105 |
A cyclist's position was recorded during a training session.
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$0$–$3\,\text{s}$: $\dfrac{21-0}{3}=7.00\,\text{m/s}$
$3$–$6\,\text{s}$: $\dfrac{39-21}{3}=6.00\,\text{m/s}$
$6$–$9\,\text{s}$: $\dfrac{63-39}{3}=8.00\,\text{m/s}$
$9$–$12\,\text{s}$: $\dfrac{79-63}{3}=5.33\,\text{m/s}$
$12$–$15\,\text{s}$: $\dfrac{105-79}{3}=8.67\,\text{m/s}$
"Average speed cameras" use two cameras a known distance apart on a motorway. Each camera records a vehicle's number plate and the exact time it passes, so a computer can calculate the vehicle's average speed over that whole stretch of road (rather than its speed at just one single point).
On one stretch, two cameras are $3\,\text{km}$ apart and the speed limit is $100\,\text{km/h}$. A car takes $1\,\text{minute}\ 40\,\text{seconds}$ ($100\,\text{s}$) to travel between them.
Calculate the car's average speed over this stretch, and state whether it appears to have broken the speed limit. Then discuss one benefit and one drawback of using average speed cameras (rather than single-point speed cameras) to enforce speed limits.
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Calculation: $$ v = \frac{3\,\text{km}}{100/3600\,\text{h}} = 3 \times 36 = 108\,\text{km/h} $$ This is above the $100\,\text{km/h}$ limit, so the car appears to have broken the speed limit.
Benefit: Because average speed is measured continuously over the whole stretch, a driver cannot simply brake sharply at a single camera location and then speed up again immediately afterwards (as can happen with single-point cameras). This encourages drivers to keep to a consistently safer speed along the entire road, including at points between the two cameras where hazards such as junctions or pedestrians may be present.
Drawback: Because only the average is measured, this system cannot detect a dangerous momentary top speed that still results in a compliant average — for example, a brief unsafe overtaking manoeuvre followed by driving well under the limit for the rest of the stretch. An average speed within the limit does not guarantee the driver's speed was safe and steady the whole way.
Many cities now require e-scooter companies to fit GPS-based speed limiters that automatically reduce a scooter's motor speed to $10\,\text{km/h}$ in pedestrian-heavy areas, calculated from the scooter's changing GPS position over time.
Discuss one benefit and one drawback of this technology.
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Benefit: Automatically reducing speed in crowded areas lowers both the risk and the severity of collisions with pedestrians, since a scooter moving much more slowly gives both the rider and pedestrians more time to react, and a shorter distance is needed to stop — without relying on riders remembering or choosing to slow down themselves.
Drawback: GPS position readings can be inaccurate by several metres, especially between tall buildings, so the speed limiter might engage a little too early or too late at a genuine boundary. Riders may feel unfairly restricted if it engages incorrectly, or pedestrians could be put at risk if it fails to engage in time; continuously tracking the location of individual scooters also raises questions about how that movement data is stored and who can access it.
A country is considering raising its motorway speed limit from $100\,\text{km/h}$ to $120\,\text{km/h}$. Government data suggests this would reduce journey times, but data from other countries that have raised motorway limits show a rise in serious accident rates afterwards.
Calculate the time saved on a single $200\,\text{km}$ journey if a driver could travel the whole way at $120\,\text{km/h}$ instead of $100\,\text{km/h}$. Then evaluate whether this potential time saving justifies the change, discussing both a benefit and a drawback, and referring to the data given.
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Calculation: Time at $100\,\text{km/h}$: $\dfrac{200}{100}=2\,\text{h}=120\,\text{min}$. Time at $120\,\text{km/h}$: $\dfrac{200}{120}=1.667\,\text{h}\approx100\,\text{min}$. Time saved $\approx 20\,\text{minutes}$ per $200\,\text{km}$ trip.
Benefit: A $20$-minute saving on one long trip seems modest, but across many drivers making similar journeys every day, the accumulated time saved is significant — supporting business productivity, reducing driver fatigue on very long trips, and potentially helping emergency vehicles reach incidents faster.
Drawback: The historical data shows higher motorway speed limits are associated with more serious accidents — consistent with higher speeds increasing both stopping distances and the force involved in any collision that does occur, making crashes at $120\,\text{km/h}$ more likely to be fatal than at $100\,\text{km/h}$. Higher speeds also increase air resistance sharply, increasing fuel consumption and CO2 emissions per trip even as journey time falls.
Evaluation: A relatively modest average time saving of around $20$ minutes on a long trip needs to be weighed carefully against a real, well-documented increase in accident risk and severity — a reasonable case for caution rather than a clear-cut decision either way.
Distance-Time Graphs 20 questions
The graph shows the distance travelled by a cyclist over time.
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A car travels $150\,\text{m}$ in $10\,\text{s}$ at a constant speed. Calculate the car's speed. State the formula you use, and give your answer with the correct unit.
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Step 1 — State the formula:
$$ \text{speed} = \frac{\text{distance}}{\text{time}} = \frac{\Delta s}{\Delta t} $$
Step 2 — Substitute the values:
$$ v = \frac{150}{10} $$
Step 3 — Calculate:
$$ v = 15 $$
Answer: $v = 15\,\text{m/s}$
| Time (s) | 0 | 2 | 4 | 6 | 8 |
|---|---|---|---|---|---|
| Distance (m) | 0 | 10 | 20 | 30 | 40 |
Calculate the runner's speed between $t=2\,\text{s}$ and $t=6\,\text{s}$.
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Step 1 — Find the change in distance and change in time:
$$ \Delta s = 30 - 10 = 20\,\text{m} \qquad \Delta t = 6 - 2 = 4\,\text{s} $$
Step 2 — Apply the speed formula:
$$ v = \frac{\Delta s}{\Delta t} = \frac{20}{4} $$
Answer: $v = 5\,\text{m/s}$
The graph shows the journeys of two hikers, P and Q, who set off from the same point at the same time.
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| Time (s) | 0 | 5 | 10 | 15 | 20 |
|---|---|---|---|---|---|
| Distance (m) | 0 | 25 | 50 | 50 | 50 |
This table shows a delivery drone's motion.
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A cheetah runs $120\,\text{m}$ in $4\,\text{s}$.
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| Time (min) | 0 | 5 | 10 | 15 | 20 | 25 |
|---|---|---|---|---|---|---|
| Distance (km) | 0 | 4 | 4 | 10 | 10 | 10 |
This table records a bus journey.
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Stage 1 (0–5 min): distance rises from $0$ to $4\,\text{km}$ — the bus moves at a constant speed of $\frac{4}{5} = 0.8\,\text{km/min}$.
Stage 2 (5–10 min): distance stays at $4\,\text{km}$ — the bus is stopped (e.g. at a bus stop).
Stage 3 (10–25 min): distance rises from $4$ to $10\,\text{km}$ — the bus moves again at $\frac{10-4}{25-10} = 0.4\,\text{km/min}$, slower than Stage 1 (heavier traffic, perhaps).
$$ \text{total distance} = 10\,\text{km}, \qquad \text{total time} = \frac{25}{60}\,\text{h} $$
$$ v_{avg} = \frac{10}{25/60} = 10 \times \frac{60}{25} = 24 $$
Answer: $24\,\text{km/h}$
You want to investigate your own walking speed by producing a distance–time graph from real measurements.
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A student's hypothesis is: "A ball will roll down a ramp faster as the angle of the ramp increases."
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| Trial | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| Time (s) | 1.02 | 1.31 | 0.98 | 1.45 | 1.05 |
A student measured the time for a trolley to travel a fixed $1\,\text{m}$ down a ramp, repeating the trial $5$ times by hand-timing with a stopwatch.
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| Time (s) | 0 | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|---|
| Distance (m) | 0 | 3 | 6 | 9 | 12 | 15 |
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| Reading | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| Time (s) | 0 | 2 | 4 | 6 | 8 | 10 |
| Distance (m) | 0 | 4 | 8 | 19 | 16 | 20 |
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The graph shows a cyclist's journey in two stages: a steep section up to $t=4\,\text{s}$, then a shallower section from $t=4\,\text{s}$ to $t=10\,\text{s}$.
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| Time (s) | 0 | 2 | 4 | 6 | 8 |
|---|---|---|---|---|---|
| Distance (m) | 0 | 6 | 12 | 12 | 18 |
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$0$–$2\,\text{s}$: $v=\dfrac{6-0}{2}=3\,\text{m/s}$
$2$–$4\,\text{s}$: $v=\dfrac{12-6}{2}=3\,\text{m/s}$
$4$–$6\,\text{s}$: $v=\dfrac{12-12}{2}=0\,\text{m/s}$
$6$–$8\,\text{s}$: $v=\dfrac{18-12}{2}=3\,\text{m/s}$
| Time (min) | 0 | 10 | 20 | 30 |
|---|---|---|---|---|
| Distance walked so far (m) | 0 | 500 | 1000 | 1500 |
A student walks from home to a park (a straight path, $750\,\text{m}$ away), then walks back home along the same path, at a constant speed the whole time. The table shows the total distance the student's feet have covered, not their distance from home.
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| Trial | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| Time (s) | 1.0 | 2.1 | 2.9 | 4.2 | 4.8 | 6.1 |
| Distance (m) | 2 | 4 | 6 | 8 | 10 | 12 |
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1?2: $\frac{4-2}{2.1-1.0}=1.82\,\text{m/s}$
2?3: $\frac{6-4}{2.9-2.1}=2.50\,\text{m/s}$
3?4: $\frac{8-6}{4.2-2.9}=1.54\,\text{m/s}$
4?5: $\frac{10-8}{4.8-4.2}=3.33\,\text{m/s}$
5?6: $\frac{12-10}{6.1-4.8}=1.54\,\text{m/s}$
| Trial | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| Time for 10 m (s) | 2.31 | 2.28 | 2.40 | 2.26 | 2.35 |
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A car travelling at $30\,\text{m/s}$ takes about $2\,\text{s}$ to react and brake once a hazard is seen, then a further distance to stop once the brakes are applied.
Using ideas about distance, time and speed, explain why understanding an object's speed from a distance–time graph is important for setting safe speed limits near schools.
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The distance a car covers in its "thinking time" (before braking even begins) is speed $\times$ time — a faster car covers a much greater distance in the same reaction time than a slower one. At $30\,\text{m/s}$, in a $2\,\text{s}$ reaction time the car has already travelled $30\times2=60\,\text{m}$ before braking starts, before any braking distance is added. Near a school, where children may step into the road with little warning, a lower speed limit directly reduces both this "thinking distance" and the total stopping distance, giving the driver more time and a shorter distance to stop safely. This is exactly the relationship shown by the gradient of a distance–time graph: a steeper gradient (higher speed) means more distance is covered for every second that passes — which is why speed limits are set lower where sudden hazards are more likely.
| Road type | Without speed bumps | With speed bumps |
|---|---|---|
| Average speed (km/h) | 48 | 22 |
| Time for 1 km (min) | 1.25 | 2.7 |
A local council is deciding whether to install speed bumps on a residential road. The table shows average speed data collected before and after a trial installation nearby.
Discuss one benefit and one drawback of installing speed bumps, using the data to support your discussion.
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Benefit: Average speed dropped substantially, from $48\,\text{km/h}$ to $22\,\text{km/h}$, more than halving it. A lower speed reduces both the distance a vehicle travels during a driver's reaction time and its stopping distance once braking, likely reducing the number and severity of accidents on a residential road, especially where pedestrians are present.
Drawback: The time to travel $1\,\text{km}$ more than doubled, from $1.25$ to $2.7$ minutes. Over many journeys, and for emergency vehicles like ambulances that may need to use the road, this extra time could be significant — delaying urgent responses, as well as increasing journey times, fuel use, and vehicle wear for everyday drivers.
Modern smartphones can use GPS to record a person's position many times per second, allowing an app to automatically generate a distance–time graph of a run, cycle, or drive, and calculate average and maximum speed.
Evaluate the impact of this technology, discussing both a benefit and a concern it raises for society.
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Benefit: This gives athletes, cyclists, and everyday users far more precise and effortless speed and distance data than manual timing methods, removing sources of human error such as reaction time. It supports training, and safety features such as automatically alerting emergency services with a precise location if a cyclist stops moving unexpectedly after a fall.
Concern: Continuously recording a person's exact location and speed raises privacy concerns — this data reveals detailed patterns about where a person lives, works, and travels, and when. If stored by a company, shared with third parties, or accessed without permission, it could be misused to track someone's movements without their consent — which is why data-protection regulations increasingly require apps to be transparent and obtain clear consent before recording or sharing movement data.
Acceleration and Speed-Time Graphs 20 questions
A car speeds up from $0\,\text{m/s}$ to $20\,\text{m/s}$ in $8\,\text{s}$. State the formula for acceleration, then calculate the car's acceleration.
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Formula: $$ a = \frac{\Delta v}{\Delta t} = \frac{v - u}{t} $$
Substitute: $$ a = \frac{20 - 0}{8} $$
Answer: $a = 2.5\,\text{m/s}^2$
A cyclist decelerates from $12\,\text{m/s}$ to $4\,\text{m/s}$ in $4\,\text{s}$. Calculate the cyclist's acceleration, and state whether this represents speeding up or slowing down.
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The negative sign shows the cyclist is slowing down (decelerating) — the magnitude of the deceleration is $2\,\text{m/s}^2$.
The graph shows the speed of a lift (elevator) over a $10\,\text{s}$ period.
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A skateboarder starts at $2\,\text{m/s}$ and accelerates at $1.5\,\text{m/s}^2$ for $6\,\text{s}$.
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Answer: $v = 11\,\text{m/s}$
The graph shows a trolley's speed as it accelerates uniformly from rest.
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Answer: $a = 2.5\,\text{m/s}^2$
Answer: $v = 15\,\text{m/s}$
Acceleration can be positive, negative, or zero.
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A high-speed train accelerates uniformly from $20\,\text{m/s}$ to $65\,\text{m/s}$ over $90\,\text{s}$, then continues at a constant $65\,\text{m/s}$ for a further $300\,\text{s}$.
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Answer: $a = 0.5\,\text{m/s}^2$
Answer: $v = 40\,\text{m/s}$
A student wants to investigate how the angle of a ramp affects the acceleration of a trolley released from rest.
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A student uses a ball dropped from different heights and a stopwatch to try to find the acceleration of a falling object due to gravity.
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A student uses a motion sensor connected to a computer to record a trolley's speed every $0.1\,\text{s}$ as it accelerates down a ramp. The computer automatically calculates the gradient of the resulting speed-time graph as the trolley's acceleration.
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| Time (s) | 0 | 2 | 4 | 6 |
|---|---|---|---|---|
| Speed (m/s) | 0 | 6 | 12 | 18 |
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The graph shows the speed of a delivery drone over a $12\,\text{s}$ flight, made of three stages.
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Answer: $120\,\text{m}$
| Time (s) | 0 | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|---|
| Speed (m/s) | 0 | 2 | 4 | 13 | 8 | 10 |
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The graph shows a motorbike's speed over $9\,\text{s}$, made of two stages with different gradients.
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| Time (s) | 0 | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|---|
| Speed (m/s) | 24 | 20 | 16 | 12 | 8 | 4 | 0 |
This table records a car braking to a stop.
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Answer: $72\,\text{m}$
The graph shows a car's speed over a $14\,\text{s}$ period: accelerating, then travelling at a constant speed, then decelerating to a stop.
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| Trial | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| Time to reach 2 m/s from rest (s) | 1.02 | 0.95 | 1.10 | 0.98 | 1.05 |
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Modern cars are fitted with crumple zones — sections of the car's frame designed to collapse gradually during a collision, increasing the time over which the car (and its occupants) decelerate to a stop, rather than stopping almost instantly.
Discuss one benefit and one drawback of this design feature, referring to the effect on acceleration.
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Benefit: For the same change in speed (e.g. stopping from $15\,\text{m/s}$ to $0$), increasing the time taken to stop reduces the size of the deceleration, since $a = \dfrac{\Delta v}{\Delta t}$ — a larger $\Delta t$ gives a smaller $a$. Smaller decelerations mean smaller forces act on the occupants during the crash, significantly reducing the risk of serious injury compared to a rigid car that stops almost instantly.
Drawback: Crumple zones are designed to be permanently damaged in a collision, so even a moderate crash can be very expensive to repair or can write off the car entirely. Designing and manufacturing more complex crash structures can also increase the overall cost and weight of the vehicle.
Elite sprinters increasingly train using wearable accelerometers that record their acceleration many times per second during a race, allowing coaches to identify exactly which part of the race (for example, the first $2\,\text{s}$ out of the blocks) needs the most improvement.
Discuss one benefit and one drawback of this technology.
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Benefit: Precise acceleration data lets coaches pinpoint exactly where in the race an athlete loses time (for example, a slower-than-average acceleration phase out of the blocks) far more accurately than watching by eye. This allows training to be targeted efficiently, helping athletes improve performance and pursue faster times.
Drawback: This equipment, and the expertise needed to interpret its data, can be expensive, so athletes and teams with more funding have access to more precise training feedback than others. This could widen the performance gap between well-funded and under-funded athletes or countries, rather than the sport remaining a level playing field.
Electric vehicles (EVs) can typically accelerate from rest much faster than a similarly priced petrol car, because an electric motor delivers its maximum turning force instantly, whereas a petrol engine needs to build up speed before delivering full power.
Evaluate the impact of this on society, discussing both a benefit and a concern.
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Benefit: Greater acceleration is a genuine safety and performance advantage in some situations — for example, accelerating quickly onto a busy motorway from a slip road, or overtaking safely, can reduce the time spent in a dangerous position relative to other traffic. Combined with EVs producing no exhaust emissions, this delivers both a performance and an environmental improvement over petrol cars.
Concern: Very fast, near-silent acceleration in urban areas increases risk to pedestrians and cyclists, who often rely partly on engine noise to judge how quickly an approaching vehicle is moving — a much higher-than-expected acceleration from a car that sounds like it is barely moving could catch pedestrians off guard, especially children or visually impaired people. High accelerations, especially in heavier EVs (due to battery weight), also increase tyre wear, releasing more microplastic particles into the environment despite there being no exhaust emissions.
Forces and Newton's Laws (qualitative) 20 questions
State Newton's First Law of Motion, in your own words.
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An object will remain at rest, or continue moving at a constant velocity (constant speed in a straight line), unless a resultant (unbalanced) force acts on it.
Give one example of a contact force and one example of a non-contact force, explaining the difference between the two types.
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Contact force (e.g. friction, or a push): requires the two objects to be touching for the force to act. Non-contact force (e.g. gravity, or magnetism): acts between two objects even when they are not touching, across a gap.
The diagram shows two horizontal forces acting on a box resting on the ground.
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Newton's Third Law describes pairs of forces.
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A resultant force of $12\,\text{N}$ acts on a trolley of mass $4\,\text{kg}$.
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Answer: $a = 3\,\text{m/s}^2$
In a tug of war, Team A pulls with a force of $850\,\text{N}$ and Team B pulls with a force of $700\,\text{N}$, in opposite directions.
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A rocket-powered toy car of mass $2\,\text{kg}$ is initially at rest. A resultant force of $5\,\text{N}$ acts on it for $4\,\text{s}$.
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Answer: $a = 2.5\,\text{m/s}^2$
Answer: $v = 10\,\text{m/s}$
Answer: $m = 5\,\text{kg}$
A student wants to investigate how the mass of a trolley affects the acceleration produced by a constant applied force.
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A student wants to investigate the relationship between the size of an applied force and the acceleration it produces, for a trolley of fixed mass.
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In an experiment to test the relationship between force and acceleration, a student pulls a trolley across a table using a string over a pulley, with different hanging masses providing the force, while keeping the trolley's own mass constant. The student ignores the friction between the trolley and the table in her calculations.
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| Trial | Force left (N) | Force right (N) |
|---|---|---|
| 1 | 10 | 6 |
| 2 | 8 | 8 |
| 3 | 5 | 9 |
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| Force (N) | 2 | 4 | 6 | 8 |
|---|---|---|---|---|
| Acceleration (m/s²) | 0.5 | 1.0 | 1.5 | 2.0 |
This data was collected for a trolley of fixed mass, pulled with different forces.
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| Mass (kg) | 1 | 2 | 4 | 8 |
|---|---|---|---|---|
| Acceleration (m/s²) | 8 | 4 | 2 | 1 |
This data was collected for a trolley pulled by the same, constant force each time.
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| Force (N) | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| Acceleration (m/s²) | 1 | 2 | 7 | 4 | 5 |
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| Car | Driving force (N) | Resistive force (N) |
|---|---|---|
| A | 2000 | 2000 |
| B | 1500 | 1500 |
| C | 1800 | 1200 |
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| Force (N) | 2 | 4 | 6 | 8 |
|---|---|---|---|---|
| Acceleration of X (2 kg) (m/s²) | 1 | 2 | 3 | 4 |
| Acceleration of Y (4 kg) (m/s²) | 0.5 | 1 | 1.5 | 2 |
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A $3\,\text{kg}$ trolley is pulled by a constant resultant force of $6\,\text{N}$. Theoretically, $a=F/m=2\,\text{m/s}^2$. Five repeated trials measuring the actual acceleration gave: $1.85$, $2.10$, $1.95$, $2.30$, $1.90\,\text{m/s}^2$.
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Newton's First Law explains why, in a car crash, an unrestrained passenger continues moving forward at the car's original speed even after the car itself has suddenly stopped — because no force is acting on the passenger to stop them at the same time as the car. Seatbelts are designed to provide this force.
Discuss one benefit and one drawback of laws requiring seatbelt use.
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Benefit: A seatbelt applies a restraining (backward) force to the passenger's body at the same time the car decelerates, preventing the passenger from continuing to travel forward into the windscreen or dashboard due to their own inertia. This significantly reduces the severity of injuries and saves many lives in collisions, which is why seatbelt use is legally required in most countries.
Drawback: Some passengers find seatbelts uncomfortable or restrictive on long journeys, and in rare cases (for example a vehicle submerged in water or on fire) a jammed seatbelt buckle can make it harder for a passenger to escape quickly. Specially designed harnesses and anchor points are also needed for very young children, adding cost and complexity for parents and vehicle manufacturers.
Rocket engines work by Newton's Third Law: burning fuel is forced out of the rocket at high speed in one direction, and by Newton's Third Law an equal and opposite reaction force pushes the rocket in the other direction, allowing it to launch and travel through space, where there is no air or ground to push against.
Discuss one benefit and one drawback of society's use of rockets built on this principle.
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Benefit: Rockets built on this principle have allowed the launch of satellites providing GPS navigation, weather forecasting, global communications, and internet access to remote areas, as well as enabling scientific research (such as studying climate change from orbit) that is not possible from the ground — technology that huge numbers of people now depend on daily.
Drawback: Rocket launches are very expensive and use large amounts of fuel, releasing significant carbon dioxide and other emissions into the atmosphere. The growing number of launches has also left thousands of pieces of "space debris" (old rocket stages and satellite fragments) orbiting Earth at high speed, which pose a collision risk to working satellites and future spacecraft, including crewed missions.
Government safety regulations require every new car model to pass crash tests, in which the forces experienced by crash-test dummies (calculated using Newton's Second Law, $F=ma$, from their measured deceleration) must stay below certain limits for the car to be sold legally.
Evaluate the impact of these regulations on society, discussing both a benefit and a concern.
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Benefit: By legally requiring every new car to demonstrably limit the forces (and so the injury risk) experienced by occupants during a collision, these regulations have driven real, measurable improvements in car safety over recent decades, directly reducing deaths and serious injuries on the roads, and giving manufacturers a strong incentive to keep improving safety design rather than treating it as optional.
Concern: Designing, building, and crash-testing cars to meet these standards adds significant cost to vehicle development, which is often passed on to buyers — this can make new, safer cars less affordable, particularly in lower-income countries or communities, meaning the safety benefit is not shared equally. Older, second-hand cars that predate stricter standards also remain on the road for many years, so the safety gap between the newest and oldest vehicles can be large.
Friction, Air Resistance and Terminal Velocity 20 questions
Define friction, stating what it always opposes.
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Friction is a contact force that acts between two surfaces (or between an object and a fluid such as air or water) in contact. It always opposes (acts against) the direction of relative motion (or attempted motion) between the surfaces.
State two factors that affect the size of the friction force between two solid surfaces.
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(1) How rough or smooth the two surfaces are — rougher surfaces produce more friction. (2) How hard the surfaces are pressed together — a greater force pressing the surfaces together (e.g. a heavier object) produces more friction.
The diagram shows a skydiver falling, with two forces acting on them: weight, and air resistance.
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A skydiver falls, speeding up as they fall.
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Friction and air resistance can both be reduced by design.
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A skydiver falls with their parachute closed, then opens it partway through the fall.
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A steel ball bearing of mass $0.2\,\text{kg}$ is dropped from rest and falls through a tall column of oil. Assume $g=10\,\text{m/s}^2$.
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Answer: $W = 2\,\text{N}$
A student wants to compare the friction between a wooden block and different surface materials.
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A student wants to investigate how the surface area of a piece of paper affects the time it takes to fall a fixed height, using the same paper cut into squares of different sizes (so the material and thickness stay the same).
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A student times a marble falling through a tall tube of golden syrup to investigate terminal velocity, marking two points on the tube $20\,\text{cm}$ apart near the bottom (assumed to be within the terminal-velocity region) and timing the marble between them by eye with a stopwatch.
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| Surface | Ice | Wood | Carpet | Sandpaper |
|---|---|---|---|---|
| Force needed (N) | 0.5 | 2.0 | 3.5 | 5.0 |
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| Time (s) | 0 | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|---|
| Speed (m/s) | 0 | 9 | 16 | 21 | 24 | 25 | 25 |
This table records the speed of a falling object.
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The graph shows the speed of a skydiver during the first $7\,\text{s}$ of a fall.
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| Shape | Coffee filter (flat) | Coffee filter (crumpled into a ball) |
|---|---|---|
| Time to fall 2 m (s) | 2.4 | 0.6 |
Both filters have the same mass.
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| Time (s) | 0 | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|---|
| Speed (m/s) | 0 | 8 | 14 | 18 | 15 | 21 |
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| Parachute diameter (cm) | 20 | 40 | 60 | 80 |
|---|---|---|---|---|
| Terminal velocity (m/s) | 8.5 | 6.0 | 4.9 | 4.2 |
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| Trial | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| Time to fall 1.5 m (s) | 1.42 | 1.38 | 1.51 | 1.40 | 1.44 |
Five trials measured the time for a paper cone to fall a fixed $1.5\,\text{m}$ distance, assumed to be at terminal velocity.
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Car and truck manufacturers increasingly design vehicles with more streamlined (aerodynamic) shapes to reduce air resistance, which lowers fuel consumption and CO2 emissions, especially at higher motorway speeds where air resistance has the greatest effect.
Discuss one benefit and one drawback of prioritising streamlined design in vehicles.
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Benefit: Reducing air resistance directly reduces the driving force (and so fuel) needed to maintain speed, especially on motorways — lowering fuel costs for drivers and reducing the CO2 and other emissions released per kilometre travelled, helping reduce vehicles' overall contribution to climate change and air pollution.
Drawback: Prioritising a streamlined shape can conflict with other practical needs — for example, delivery vans and trucks need large, boxy shapes to maximise the space available for cargo, and a more streamlined design may reduce this usable space. Achieving very streamlined shapes can also require expensive materials and specialist engineering/wind-tunnel testing, increasing the manufacturing cost of the vehicle.
Car tyres are designed with a tread pattern (grooves) that increases friction/grip between the tyre and a wet road, by channelling water away from the contact area.
Discuss one benefit and one drawback of tyre tread design choices.
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Benefit: A good tread pattern significantly increases grip in wet conditions by clearing water from between the tyre and the road, reducing the risk of "aquaplaning" (where a layer of water lifts the tyre off the road, drastically reducing friction and control). This directly improves road safety, particularly for braking distances in rain.
Drawback: Tyres with a more aggressive tread designed for maximum grip typically also increase rolling friction/resistance with the road, meaning the engine has to work harder (using more fuel) to keep the car moving at a constant speed compared to smoother, low-resistance tyres. Tyre tread also wears down over time through friction, releasing small rubber/microplastic particles into the environment and requiring tyres to be replaced periodically, adding cost and waste.
Advances in lightweight, high-strength fabrics have allowed engineers to design smaller, lighter parachutes that still slow a falling object to a safe terminal velocity — used for everything from recreational skydiving to landing spacecraft safely back on Earth.
Evaluate the impact of this technology, discussing both a benefit and a concern.
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Benefit: Lighter, more compact parachute systems take up less mass and space, which is especially valuable in spacecraft (where every kilogram of payload is extremely expensive to launch), and stronger, more reliable fabrics reduce the risk of parachute failure — giving a safer, more controlled and predictable terminal velocity for landing astronauts, cargo, or Mars rovers safely.
Concern: This advanced fabric technology, and the engineering and testing needed to certify a parachute system as safe, is very expensive, meaning access to the most reliable, cutting-edge parachute systems tends to be limited to well-funded space agencies and companies rather than being available to all. A parachute is also a single point of failure in situations like spacecraft re-entry — if a small manufacturing fault or unexpected tear affects the fabric's strength, the consequences of a malfunction at the extreme speeds and heights involved (failing to reach a safe terminal velocity in time) can be catastrophic, so extremely rigorous (and costly) testing is essential.