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Page 1 of 25
Year 9 GCSE Physics Time:- approx. 2 HOURS (Week 1 and 2 )
The following tasks/activities are designed to review the work you have
covered so far in your GCSE Physics course.
Log onto the following link: - complete the revise and test activities
https://www.bbc.co.uk/bitesize/topics/zcw22nb
IGNORE THIS SECTION ->>>>>>>
Page 2 of 25
Use the following checklist to make a revision mindmap on a double page in
your books.
CP2a Resultant forces
Step Learning outcome Had a look Nearly there Nailed it!
Explain the difference between scalar and
vector quantities.
Use arrows to represent the direction and
magnitude of forces.
Define a resultant force.
Calculate resultant forces.
Explain whether forces on an object are
balanced or unbalanced.
CP2b Newton’s First Law
Step Learning outcome Had a look Nearly there Nailed it!
Describe the effect of balanced forces on
moving and stationary objects.
Describe the effect of a non-zero resultant
force on moving and stationary objects.
CP2c Mass and weight
Step Learning outcome Had a look Nearly there Nailed it!
Describe the difference between mass and
weight.
List the factors that determine the weight of an
object.
Recall the formula for calculating weight.
Calculate weights using the formula.
Change the subject of the weight formula to
calculate mass or gravitational field strength.
CP2d Newton’s Second Law
Step Learning outcome Had a look Nearly there Nailed it!
Describe what an acceleration is.
List the factors that affect the acceleration of
an object.
Recall the formula that relates the factors
affecting acceleration.
Page 3 of 25
Use the formula relating force, mass and
acceleration.
Change the subject of the formula relating
force, mass and acceleration.
CP2e Newton’s Third Law
Step Learning outcome Had a look Nearly there Nailed it!
Describe what Newton's Third Law says.
Recall the meaning of ‘equilibrium situation’.
Identify action–reaction pairs in familiar
situations.
Distinguish between action–reaction pairs and
balanced forces.
CP2g Stopping distances
Step Learning outcome Had a look Nearly there Nailed it!
Describe how human reaction times are
measured.
Recall typical human reaction times and the
factors that affect them.
Describe the link between stopping distance,
thinking distance and braking distance.
Recall the factors that affect stopping
distances.
Describe how different factors affect stopping
distances.
Watch the following video
https://www.youtube.com/watch?v=1Xj3ysW5D08
Now Try some past exam questions (answers included at the end)
(You can print these or complete in your book)
Page 4 of 25
Q1. Figure 1 shows the velocity-time graph for a car driven along a straight road.
Figure 1
(a) From B to C the car is moving at a constant velocity.
Complete the sentence.
Choose the answer from the box.
equal to greater than less than
From B to C the forward driving force is _________________________ the
backward resistive force.
(1)
(b) From C to D the car is slowing down.
What word is used to describe the motion of an object that is slowing down?
___________________________________________________________________
(1)
(c) Between A and B the car is accelerating.
Calculate the acceleration of the car between A and B.
Use the equation:
Page 5 of 25
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Acceleration = ____________________ m/s2
(2)
(d) Figure 2 shows how the stopping distance of a car depends on the speed of the car.
Figure 2
Describe what happens to the stopping distance of the car when the speed of the car doubles.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
Page 6 of 25
(Total 6 marks)
Q2. A number of different forces act on a moving vehicle.
(a) A car moving at a steady speed has a driving force of 3000 N.
(i) What is the value of the resistive force acting on the car?
Tick ( ) one box.
Tick ( )
2000 N
3000 N
4000 N
(1)
(ii) What causes most of the resistive force?
Tick ( ) one box.
Tick ( )
Air resistance
Faulty brakes
Poor condition of tyres
(1)
(b) A car is moving along a road. The driver sees an obstacle in the road at time t = 0 and applies the brakes until the car stops.
The graph shows how the velocity of the car changes with time.
Page 7 of 25
(i) Which feature of the graph represents the negative acceleration of the car?
Tick ( ) one box.
Tick ( )
The area under the graph
The gradient of the sloping line
The intercept on the y-axis
(1)
(ii) Which feature of the graph represents the distance travelled by the car?
Tick ( ) one box.
Tick ( )
The area under the graph
The gradient of the sloping line
The intercept on the y-axis
(1)
(iii) On a different journey, the car is moving at a greater steady speed.
The driver sees an obstacle in the road at time t = 0 and applies the brakes until the car stops.
The driver’s reaction time and the braking distance are the same as shown the graph above.
On the graph above draw another graph to show the motion of the car.
(3)
(c) In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.
Thinking distance and braking distance affect stopping distance.
Explain how the factors that affect thinking distance and braking distance affect stopping distance.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 8 of 25
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(6)
(Total 13 marks)
Q3. The figure below shows the horizontal forces acting on a car.
(a) Which one of the statements describes the motion of the car?
Tick one box.
It will be slowing down.
It will be stationary.
It will have a constant speed.
It will be speeding up.
(1)
(b) During part of the journey the car is driven at a constant speed for five minutes.
Which one of the equations links distance travelled, speed and time?
Tick one box.
distance travelled = speed + time
distance travelled = speed × time
distance travelled = speed − time
Page 9 of 25
distance travelled = speed ÷ time
(1)
(c) During a different part of the journey the car accelerates from 9 m/s to 18 m/s in 6 s.
Use the following equation to calculate the acceleration of the car.
acceleration =
___________________________________________________________________
___________________________________________________________________
acceleration = _________________________ m/s2
(2)
(d) Which equation links acceleration, mass and resultant force?
Tick one box.
resultant force = mass + acceleration
resultant force = mass × acceleration
resultant force = mass − acceleration
resultant force = mass ÷ acceleration
(1)
(e) The mass of the car is 1120 kg. The mass of the driver is 80 kg.
Calculate the resultant force acting on the car and driver while accelerating.
___________________________________________________________________
___________________________________________________________________
Resultant force = _________________________ N
(2)
(f) Calculate the distance travelled while the car is accelerating.
Use the correct equation from the Physics Equation Sheet.
___________________________________________________________________
___________________________________________________________________
Page 10 of 25
___________________________________________________________________
Distance = _________________________ m
(3)
(g) A car driver sees a fallen tree lying across the road ahead and makes an emergency stop.
The braking distance of the car depends on the speed of the car.
For the same braking force, explain what happens to the braking distance if the speed doubles.
You should refer to kinetic energy in your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(4)
(Total 14 marks)
Q4. (a) The diagram shows the horizontal forces acting on a swimmer.
(i) The swimmer is moving at constant speed. Force T is 120 N.
What is the size of force D?
_________________________ N
(1)
(ii) By increasing force T to 140 N, the swimmer accelerates to a higher speed.
Calculate the size of the initial resultant force acting on the swimmer.
______________________________________________________________
Page 11 of 25
______________________________________________________________
Initial resultant force = _________________________ N
(1)
(iii) Even though the swimmer keeps the force T constant at 140 N, the resultant force on the swimmer decreases to zero.
Explain why.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(3)
(b) A sports scientist investigated how the force exerted by a swimmer’s hands against the water affects the swimmer’s speed. The investigation involved 20 males and 20 females swimming a fixed distance. Sensors placed on each swimmer’s hands measured the force 85 times every second over the last 10 metres of the swim. The measurements were used to calculate an average force. The average speed of each swimmer over the last 10 metres of the swim was also measured.
The data from the investigation is displayed in the graph.
(i) What was the dependent variable in this investigation?
Page 12 of 25
______________________________________________________________
(1)
(ii) Explain one advantage of measuring the force 85 times every second rather than just once or twice every second.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(iii) Give one way in which the data for the male swimmers is different from the data for the female swimmers.
______________________________________________________________
______________________________________________________________
(1)
(iv) Considering only the data from this investigation, what advice should a swimming coach give to swimmers who want to increase their average speed?
______________________________________________________________
______________________________________________________________
(1)
(Total 10 marks)
Q5. (a) The diagram shows a steel ball-bearing falling through a tube of oil.
The forces, L and M, act on the ball-bearing.
What causes force L?
Page 13 of 25
___________________________________________________________________
(1)
(b) The distance – time graph represents the motion of the ball-bearing as it falls through the oil.
(i) Explain, in terms of the forces, L and M, why the ball-bearing accelerates at first but then falls at constant speed.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(3)
(ii) What name is given to the constant speed reached by the falling ball-bearing?
______________________________________________________________
(1)
(iii) Calculate the constant speed reached by the ball-bearing.
Show clearly how you use the graph to work out your answer.
Page 14 of 25
______________________________________________________________
______________________________________________________________
______________________________________________________________
Speed = ______________________________ m/s
(2)
(Total 7 marks)
Q6. A sky-diver jumps from a plane.
The sky-diver is shown in the diagram below.
(a) Arrows X and Y show two forces acting on the sky-diver as he falls.
(i) Name the forces X and Y.
X _____________________________
Y _____________________________
(2)
(ii) Explain why force X acts in an upward direction.
______________________________________________________________
______________________________________________________________
(1)
(iii) At first forces X and Y are unbalanced.
Which of the forces will be bigger? ____________________
(1)
(iv) How does this unbalanced force affect the sky-diver?
______________________________________________________________
Page 15 of 25
______________________________________________________________
(2)
(b) After some time the sky-diver pulls the rip cord and the parachute opens.
The sky-diver and parachute are shown in the diagram below.
After a while forces X and Y are balanced.
Underline the correct answer in each line below.
Force X has
increased / stayed the same / decreased.
Force Y has
increased / stayed the same / decreased.
The speed of the sky-diver will
increase / stay the same / decrease.
(3)
(c) The graph below shows how the height of the sky-diver changes with time.
Page 16 of 25
(i) Which part of the graph, AB, BC or CD shows the sky-diver falling at a constant speed?
________________________
(1)
(ii) What distance does the sky-diver fall at a constant speed?
Distance _______________ m
(1)
(iii) How long does he fall at this speed?
Time __________________ s
(1)
(iv) Calculate this speed.
______________________________________________________________
______________________________________________________________
______________________________________________________________
Speed _______________ m/s
Page 17 of 25
(2)
(Total 14 marks)
Q7. (a) The arrows in the diagram represent the size and direction of the forces on a space
shuttle, fuel tank and booster rockets one second after launch. The longer the arrow the bigger the force.
Thrust force
Weight of shuttle, fuel tanks and booster rockets plus air resistance
(i) Describe the upward motion of the space shuttle one second after launch.
______________________________________________________________
(1)
(ii) By the time it moves out of the Earth’s atmosphere, the total weight of the space shuttle, fuel tank and booster rockets has decreased and so has the air resistance.
How does this change the motion of the space shuttle? (Assume the thrust force does not change).
______________________________________________________________
(1)
(b) The space shuttle takes 9 minutes to reach its orbital velocity of 8100 m/s.
(i) Write down the equation that links acceleration, change in velocity and time taken.
______________________________________________________________
(1)
(ii) Calculate, in m/s2, the average acceleration of the space shuttle during the first 9 minutes of its flight. Show clearly how you work out your answer.
______________________________________________________________
______________________________________________________________
Page 18 of 25
average acceleration = _______________________ m/s2
(2)
(iii) How is the velocity of an object different from the speed of an object?
______________________________________________________________
______________________________________________________________
(1)
(Total 6 marks)
Page 19 of 25
ANSWERS
Q1. (a) equal to
1
(b) deceleration / decelerate
braking is insufficient 1
(c) 1
3 (m/s2)
an answer of 3 (m/s2) scores 2 marks
allow other correct pairs of numbers taken from A to B
1
(d) the stopping distance increases 1
by more than double 1
[6]
Q2. (a) (i) 3000 N
1
(ii) air resistance 1
(b) (i) the gradient of the sloping line 1
(ii) the area under the graph 1
(iii) horizontal line above previous one 1
for the same time 1
sloping line cutting time axis before previous line
eg
Page 20 of 25
1
(c) Marks awarded for this answer will be determined by the Quality of Communication (QC) 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) One factor is given that affects thinking distance or one factor is given that affects braking distance
Level 2 (3−4 marks) One factor and a description of its effect is given for either thinking distance or braking distance
Level 3 (5−6 marks) One factor and a description of its effect is given for both thinking distance and braking distance plus some extra detail
Examples of the points made in the response stopping distance = thinking distance + braking distance
the faster the car travels the greater the stopping distance
thinking distance is the distance travelled from when the driver sees an obstacle to when the brakes are applied
braking distance is the distance travelled from when the brakes are applied to when the car stops
thinking distance: • tiredness increases thinking distance • taking drugs increases thinking distance • drinking alcohol increases thinking distance • distractions in the car increase thinking distance.
braking distance: • poor condition of brakes increases braking distance • poor condition of tyres increases braking distance • wet roads increase braking distance • icy roads increase braking distance.
6
[13]
Page 21 of 25
Q3. (a) It will have a constant speed.
1
(b) distance travelled = speed × time 1
(c) a = 18 − 9
6 1
a = 1.5
allow 1.5 with no working shown for 2 marks 1
(d) resultant force = mass × acceleration 1
(e) F = (1120+80) × 1.5 1
F = 1800 (N)
allow 1800 with no working shown for 2 marks 1
accept their 10.3 × 1200 correctly calculated for 2 marks
(f) 182 − 92 = 2 × 1.5 × s 1
s = 182 − 92 / 2 × 1.5 1
s = 81 (m) 1
allow 81 (m) with no working shown for 3 marks
accept answer using their 10.3 (if not 1.5) correctly calculated for 3 marks
(g) Level 2 (3–4 marks): A detailed and coherent explanation is provided. The response makes logical links between clearly identified, relevant points that include references to the numerical factor.
Level 1 (1–2 marks): Simple statements are made. The response may fail to make logical links between the points raised.
0 marks: No relevant content.
Indicative content • doubling speed increase the kinetic energy • kinetic energy increases by a factor of 4
Page 22 of 25
• work done (by brakes) to stop the car increases • work done increases by a factor of 4 • work done is force × distance and braking force is constant • so if work done increases by 4 then the braking distance must
increase by 4 4
[14]
Q4. (a) (i) 120
1
(ii) 20
accept 140–their (a)(i) provided answer is not negative
1
(iii) as speed increases 1
drag force / water resistance / friction / D increases 1
(until) D = 140 N or (until) D = T
forces balance is insufficient 1
(b) (i) (average) speed (of swimmer) 1
(ii) any two from:
• more data
accept results for data
do not accept more accurate data
• force may vary (a lot) / change
• give more reliable average
ignore references to anomalies
ignore accurate / precise 2
(iii) examples of acceptable responses:
• most / some females produce smaller forces
do not accept all females produce smaller forces
• most / some males produce larger forces
do not accept all males produce larger forces
• some females swim as fast as males but use a smaller force
• most of the faster swimmers are male
Page 23 of 25
do not accept all males swim faster
• most of the slower swimmers are female
do not accept all females swim slower
• range of the (average) speed of males is smaller than the range of the (average) speed of females
• range of the (average) force of the males is greater than the range of the (average) force of the females
1
(iv) exert maximum (hand) force (throughout the swim / stroke)
accept (any method to) increase (hand) force
practise more is insufficient 1
[10]
Q5. (a) gravity
accept weight
do not accept mass
accept gravitational pull 1
(b) (i) Initially force L greater than force M
accept there is a resultant force downwards 1
(as speed increases) force M increases
accept the resultant force decreases 1
when M = L, (speed is constant)
accept resultant force is 0
accept gravity/weighty for L
accept drag/ upthrust/resistance/friction for M
do not accept air resistance for M but penalise only once
1
(ii) terminal velocity 1
(iii) 0.15
accept an answer between 0.14 – 0.16 an answer of 0.1 gains no credit allow 1 mark for showing correct use of the graph
2
[7]
Page 24 of 25
Q6. (a) (i) air resistance/drag/friction (or upthrust)
weight/gravitational pull/gravity
for 1 mark each 1
(ii) air resistance/friction acts in opposite direction to motion 1
(iii) Y 1
(iv) the sky-diver accelerates/his speed increases in downward direction/towards the Earth/falls
for 1 mark each 2
(b) force X has increased force Y has stayed the same the speed of the sky-diver will stay the same
for 1 mark each 3
(c) (i) CD 1
3
(iv) 10 (but apply e.c.f. from (ii) and (iii))
gets 2 marks
or 500/50 or d/t
gets 1 mark 2
[14]
Q7. (a) (i) accelerating
accept getting faster
accept speed / velocity increasing 1
(ii) acceleration increases
accept velocity / speed increases more rapidly do not accept velocity / speed increases
1
(b) (i) acceleration =
Page 25 of 25
accept a = or a =
do not accept velocity for change in velocity
do not accept change in speed
do not accept a = 1
(ii) 15
allow 1 mark for an answer of 900 or for correct use of 540 seconds
2
(iii) velocity includes direction
accept velocity is a vector (quantity) accept converse answer
1