Q1.
(a) The driver of a vehicle sees a hazard on the road.
The driver uses the brakes to stop the vehicle.
Explain the factors that affect the distance needed to stop a vehicle in an
emergency.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(6)
(b) Write down the equation which links distance, force and work done.
___________________________________________________________________
(1)
(c) The work done by the braking force to stop a vehicle was 900 000 J
The braking force was 60 000 N
Calculate the braking distance of the vehicle.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Braking distance = _________________________ m
Page 1 of 9
(3)
(d) The greater the braking force, the greater the deceleration of a vehicle.
Explain the possible dangers caused by a vehicle having a large deceleration when
it is braking.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 12 marks)
Q2.
The diagram shows a climber part way up a cliff.
(a) Complete the sentence.
When the climber moves up the cliff, the climber
gains gravitational ______________________ energy.
(1)
(b) The climber weighs 660 N.
(i) Calculate the work the climber must do against gravity, to climb to the top of
the cliff.
Page 2 of 9
______________________________________________________________
______________________________________________________________
Work done = _________________________ J
(2)
(ii) It takes the climber 800 seconds to climb to the top of the cliff.
During this time the energy transferred to the climber equals the work done by
the climber.
Calculate the power of the climber during the climb.
______________________________________________________________
______________________________________________________________
Power = _________________________ W
(2)
(Total 5 marks)
Q3.
The diagram below shows one way of lifting a bucket of bricks.
(a) When the free end of the rope is pulled down, the load is lifted.
Complete the following sentence.
The work done in pulling the rope down is used to increase the _______________
energy of the ___________________ and bricks.
(2)
(b) The weight of the bricks is 100 N and they are lifted 3 m.
Page 3 of 9
Calculate the work done on the bricks.
___________________________________________________________________
___________________________________________________________________
Answer ______________________ J
(2)
(Total 4 marks)
Q4.
A crane on a barge lifts a girder and then carries it along the river.
The girder has a weight of 1 000 000 N and is lifted to a height of 1500 cm.
(a) Complete the sentence.
The weight of the girder is caused by the Earth’s gravitational field strength acting
on its _______________________________ .
(1)
(b) Calculate the work done in lifting the girder.
Write the equation you are going to use.
___________________________________________________________________
(1)
Show clearly how you work out your answer and give the unit.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 4 of 9
___________________________________________________________________
___________________________________________________________________
Work done = _______________________________
(3)
(c) The velocity–time graph represents the motion of the barge after the girder had
been lifted.
To gain full marks in this question you should write your ideas in good English. Put
them in a sensible order and use the correct scientific words.
Describe the motion of the barge over this period of seven hours. You must refer to
the points A, B, C, D, E and F in your description.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(5)
(Total 10 marks)
Page 5 of 9
Mark schemes
Q1.
(a) Level 3: Relevant points (reasons / causes) are identified,
given in detail and logically linked to form a clear account.
5–6
Level 2: Relevant points (reasons / causes) are identified, and there are
attempts at logical linking. The resulting account is not fully clear.
3–4
Level 1: Points are identified and stated simply, but their relevance is not clear
and there is no attempt at logical linking.
1–2
No relevant content
0
Indicative content
• reaction time
explained in terms of longer reaction times increase thinking distance (from a
given speed)
• taking drugs
• drinking alcohol
• tiredness
• age
• distractions
explained in terms of effect on driver’s reaction time
• speed
explained in terms of the faster the vehicle the greater the distance travelled in
the driver’s reaction time (or converse)
OR
explained in terms of increased speed increases KE so increases work done
to stop the vehicle
• condition of the tyres
• condition of road surface
• wet/icy roads
explained in terms of condition of tyres and road surface (including weather
considerations) affecting friction (between tyres and road)
• condition of brakes
explained in terms of effect on braking force (applied to the wheels) or reduced
friction
• mass / weight of vehicle
Page 6 of 9
explained in terms of deceleration force or kinetic energy or change in
momentum
answers do not need to reference thinking / braking distance
a Level 1 answer would list factors only or one factor with one linked
explanation
a Level 2 answer lists at least three factors with one linked explanation or two
factors with two linked but different explanations
a Level 3 answer lists at least three factors with at least two linked but different
explanations
(b) work (done) = force × distance
allow W = F s
1
(c)
an answer 15 (m) scores 3 marks
900 000 = 60 000 × distance
1
distance = 15 (m)
1
(d) brakes overheating
allow brake fade
or
brakes locking
allow wheels locking
1
(causing) loss of control
or
(causing) a skid
allow increasing the stopping / braking distance
ONLY if the first marking point scored
ignore any effects on passengers or possible
accidents
1
[12]
Q2.
(a) potential
1
(b) (i) 13 200
allow 1 mark for correct substitution, ie 660 × 20 provided no
subsequent step shown
2
Page 7 of 9
(ii) 16.5
allow 1 mark for correct
or
correctly calculated
substitution, ie or
provided no subsequent step shown
2
[5]
Q3.
(a) potential; bucket/pulley
for 1 mark each
2
(b) 300
gains 2 marks
else working
gains 1 mark
2
[4]
Q4.
(a) mass
1
(b) work (done) = force (applied) × distance (moved in the direction of the force)
do not accept correctly substituted figures for this equation
mark
accept W = Fs or W = Fd or W = Fh (well done) = force ×
height)
mark formula independently
1
1 000 000 × 15
allow 1 000 000 ×
1
= 15 000 000
= 15 000
1
J / joules
KJ / kilojoules
1
allow 1 000 000 × 1500
Page 8 of 9
= 15 00 000 000 for 1 mark
only – no unit mark
allow 3 marks for correct answer if no working / correct
working is shown
(c) Quality of written communication
The answer to this question requires ideas in good English, in a sensible order with
correct use of scientific terms. Quality of written communication should be
considered in crediting points in the mark scheme
Max.4 if ideas not well expressed
A – B not moving
accept stationary or at rest
1
B - C acceleration or C – D
acceleration
accept increases speed / velocity accept gets faster
1
comparison made that the acceleration
B – C is less than C – D
accept comparison made that the
acceleration C-D is greater than B-C
1
D – E constant velocity
accept steady speed or at 0.4 m/s
1
E – F deceleration
accept decreases speed / velocity
accept gets slower
1
[10]
Page 9 of 9
