6.5Forces
6.5.1Forces and their interactions
03.1 — Identify which two quantities are scalars from a list
03.2 — Give the difference between a vector quantity and a scalar quantity
04.1 — Describe what is meant by a vector quantity and a scalar quantity.
02.1 — What is a vector quantity? Tick one box (magnitude and direction / direction only / magnitude only).
6.5.1.2 Contact and non-contact forces (not assessed in these 9 papers)
05.2 — Calculate the mass of the person using weight and spring force data
01.3 — Write down the equation that links gravitational field strength, mass and weight.
01.4 — Calculate the maximum force a magnet can exert, given the number and mass of paperclips it holds.
07.1 — Draw arrows on a diagram to show the forces acting on a stationary hanging apple.
07.3 — Evaluate the assumption that the apple's acceleration was a constant 9.8 m/s².
06.2 — Explain how the weight of the rocket changed as it accelerated upwards.
05.1 — Complete the free body diagram for a stationary skydiver in a wind tunnel.
05.4 — Draw a vector diagram to determine the magnitude and direction of the resultant force on a skydiver.
07.3 — Determine the magnitude and direction of the resultant force on a boat from two perpendicular forces, using a scale vector diagram.
07.4 — Explain what happens to the resultant force on the boat when the southward force increases.
06.3 — Explain why a stone slows to a constant velocity as it moves through water.
06.4 — Explain why using parachutes allows the passenger module to fall with a lower terminal velocity than without them.
01.3 — Calculate the resultant force on the sled
6.5.2Work done and energy transfer
05.4 — An electron is accelerated through 15 mm, with 1.2×10⁻¹³ J of work done on it. Calculate the force on the electron.
02.1 — Write down the equation that links distance, force and work done.
02.2 — Calculate the average air resistance acting on the marathon winner, given the work done against it.
06.2 — Determine mean forward force on bicycle using work done and distance from graph
6.5.3Forces and elasticity
04.1 — Write down the equation that links the force applied to a spring and its extension.
04.2 — Identify and explain the pattern shown in a force-extension graph.
04.3 — Suggest one way to improve the spring investigation.
04.4 — Describe the relationship between work done and elastic potential energy in stretching a spring.
04.5 — Draw a line on a force-extension graph for a stiffer spring and explain the reasoning.
04.6 — Explain what would happen to a spring if weights kept being added beyond its limit of proportionality.
04.1 — Identify which newtonmeter's spring has the greatest spring constant and give a reason.
04.2 — Identify the type of error shown by a newtonmeter reading and describe how it could be corrected.
04.3 — Calculate the total extension of a spring after increasing the weight on a newtonmeter, given the stored energy and spring constant.
05.1 — Identify which proportionality is true when force is applied to a spring
05.3 — Calculate the spring constant of each spring and give the unit
05.4 — Explain what property of springs would make the mattress soft
03.1 — Identify what is meant by elastic behaviour of a spring.
03.2 — Suggest two properties that should be kept the same for each spring being compared.
03.3 — Calculate the spring constant of a keyboard key's spring, given the minimum force needed to press it.
03.4 — Identify which two statements are true for a spring stretched beyond its limit of proportionality.
01.1 — What is meant by 'elastically deformed'? Tick one box describing spring behaviour when the force is removed.
01.2 — Describe a method to determine the extension of the spring.
01.3 — The spring's extension is 80 mm and its spring constant is 40 N/m. Calculate the elastic potential energy of the spring.
01.4 — Write down the equation which links extension (e), force (F) and spring constant (k).
01.5 — A force of 300 N causes a different spring to extend by 0.40 m. Calculate the spring constant of the spring.
05.1 — Identify the relationship between the weight on a spring and its extension.
05.2 — Calculate the spring constant of a spring, given the weight applied and the resulting extension.
05.3 — Describe what is meant by a spring being 'inelastically deformed'.
05.4 — Calculate the maximum extension of a spring before it becomes inelastically deformed, given its spring constant.
05.5 — Evaluate the suitability of a spring for hanging a chair, given its maximum elastic potential energy, spring constant, the person's weight and the ground clearance, including a calculation.
02.1 — Explain why compressing the springs in the floor helps the gymnast jump higher. Use ideas about energy.
02.2 — One of the floor springs compresses by 1.2 cm (spring constant = 8500 N/m). Calculate the elastic potential energy stored in the spring. Give the unit.
02.3 — Describe how the compression of the spring could be determined.
02.4 — Explain why the investigation should be done on the laboratory floor rather than on a table.
02.5 — Determine the value Δy on Figure 4.
02.6 — Determine the value Δx on Figure 4.
02.7 — Determine the spring constant of the spring, using your answers to Questions 02.5 and 02.6. Give your answer to 3 significant figures.
6.5.4.1Describing motion along a line
02.2 — Which of the following is a vector quantity? Tick one box: displacement / distance / time / work done.
02.3 — Identify which equation links distance travelled, speed and time.
02.4 — Calculate the average speed of the marathon winner, given the distance and time.
03.1 — Calculate the velocity of a toy train at the bottom of a bridge, given its momentum and mass.
01.1 — Identify the correct equation linking distance travelled, speed and time
01.2 — Calculate the average speed of the dog-sled team
06.1 — Compare athlete's swimming speed to typical walking speed
06.3 — Describe the velocity of the athlete during first 100 s of run using Figure 8
01.6 — Compare the motion of two runners using their distance-time graph.
01.7 — Use a distance-time graph to determine a runner's speed at a given time.
01.4 — State what the gradient of the distance-time graph represents
05.3 — Calculate the take-off velocity of an aeroplane, given its acceleration, initial velocity and distance travelled.
06.3 — Calculate the initial velocity of a lorry, given its acceleration, distance travelled and final velocity.
01.1 — Determine total time for which velocity of runner was increasing using v-t graph
01.2 — Determine the deceleration of the runner using v-t graph
04.2 — Explain why a bowling ball decelerates as it travels along a horizontal lane.
06.3 — Calculate the minimum braking distance of a car at the speed it passed a speed camera, using two images and the maximum deceleration.
02.3 — Determine the acceleration of the player between 0 and 1.6 s, using the velocity-time graph (Figure 3).
02.4 — Describe the motion of the player between 3.4 s and 3.6 s.
06.1 — An aeroplane accelerates from low to high speed with its engines at maximum power. Explain why the acceleration is not constant.
06.2 — The hypersonic aeroplane's rocket engine accelerates it from Mach 5.5 to Mach 25.5 (Mach 1 = 330 m/s) in 300 s, with an average resultant force of 630,000 N. Calculate the aeroplane's mass, to 2 significant figures.
07.2 — Calculate the distance an apple falls in a given time, assuming constant acceleration due to gravity.
06.1 — Calculate the velocity of a stone as it hits water, given its velocity and height above the water.
06.2 — Describe the velocity of a falling stone, assuming no air resistance.
05.1 — The car accelerated at 5.8 m/s² for 2.5 s, reaching a final velocity of 20 m/s. Calculate the initial velocity of the car.
06.1 — The rocket accelerated upwards from rest to a height of 40 km with a constant acceleration of 6.48 m/s². Calculate the velocity of the rocket at that height.
06.3 — The rocket stopped burning fuel at 40 km and continued to a maximum height of 60 km. Explain why its velocity decreased over that stretch.
02.1 — Calculate the constant deceleration needed to stop the car in 24 m
06.4 — Explain how Figure 8 shows magnitude of deceleration increased
6.5.4.2Forces, accelerations and Newton's laws of motion
03.5 — Explain why a swimmer reaches a top speed (terminal velocity).
07.1 — Describe the movement of a swimmer when the resultant horizontal force on him is zero.
07.2 — Explain what happens to Force B and to the swimmer's movement when he increases Force A.
06.1 — Explain how forces need to change so the aeroplane can land
02.5 — Explain why a competitor's speed changes during the race.
04.1 — Complete a sentence naming the property that keeps a stationary object still.
01.5 — Identify the relationship between horizontal forces when sled moves at constant speed
05.2 — Explain why straightening his legs causes a skydiver to accelerate upwards.
01.1 — Select the two statements describing the effect on the glider when the mass holder hits the ground before the second light gate.
01.2 — Suggest one way the student could stop the mass holder hitting the ground before the card passes the second light gate.
01.3 — Identify the student's two mistakes in the mean-acceleration column of Table 1 and suggest how each can be corrected.
01.4 — Write a conclusion for the investigation, using the data in Table 1.
01.5 — Plot the mass–acceleration results on Figure 2 and draw a line of best fit.
01.6 — Describe the relationship between mass and acceleration shown by the graph.
06.2 — Calculate the mass of the aeroplane using deceleration and resultant force
02.1 — Plan an investigation to determine how the height of a ramp affects the acceleration of a trolley down it.
02.2 — Complete a graph of acceleration against ramp height: label the axes, plot the remaining results and draw a line of best fit.
02.3 — Write down the equation that links acceleration, mass and resultant force.
02.4 — Calculate the mass of a trolley, given the resultant force acting on it and its acceleration.
02.5 — Write down the equation which links acceleration (a), mass (m) and resultant force (F).
02.6 — The player accelerates at 25 m/s² when a resultant force of 1800 N acts on her. Calculate her mass.
02.1 — Describe a method to investigate how the acceleration of a trolley is affected by the force acting on it, including any extra equipment needed.
02.2 — Identify which of Newton's laws predicts that the trolley's acceleration is proportional to the resultant force.
02.3 — Determine the trolley's acceleration for a given resultant force, using a results table.
02.4 — Write down the equation that links acceleration, mass and resultant force.
02.5 — Calculate the mass of a trolley, given the resultant force acting on it and its acceleration.
04.3 — The electromagnet and permanent magnet exert equal and opposite forces on each other. Which law is this an example of? Tick one box: Newton's first / second / third law.
01.6 — Identify Newton's Third Law pair to the force of the rope on the sled
6.5.4.3Forces and braking
06.4 — Describe the relationships shown in the thinking, braking and stopping distance graph, including factors affecting the gradients.
06.1 — Determine the driver's reaction time, using a thinking-distance/speed graph.
06.3 — Explain how the gradient of the velocity-time graph shows the resultant force on the car was not constant.
07.1 — Determine the deceleration of a car from a velocity-time graph, giving the unit.
07.2 — Determine the stopping distance of a car, given the driver's reaction time and using a velocity-time graph.
07.3 — Explain why large decelerations recorded by a car's black box may indicate dangerous driving.
01.1 — Define 'reaction time' in the context of the experiment.
01.2 — Suggest a reason for an anomalous reaction-time result.
01.3 — Give one conclusion from the reaction-time results in Table 1.
01.4 — Suggest further evidence that could be collected to support the conclusion.
01.5 — Explain why reaction time is more important in a 100 m race than an 800 m race.
06.1 — Determine the extra distance a car would travel due to an increased reaction time, using the distance-time graph.
06.1 — Calculate a reduced speed limit, given the original limit and the fraction it is reduced by.
06.2 — Explain one other advantage (besides reduced air pollution) of a reduced speed limit.
05.2 — How can the reaction time of the driver be used to calculate the thinking distance?
05.3 — Which of the following gives the relationship between speed and braking distance? Tick one box: braking distance ∝ speed / ∝ 1/speed / ∝ speed².
06.2 — Explain why the brakes' temperature increases when used, using ideas about energy.
06.4 — Explain why an empty van has a shorter stopping distance than a full van driven at the same speed.
06.2 — Determine the braking distance of a car, using a velocity-time graph.
02.2 — Explain how safety of road users is affected by condition of brakes/tyres and reduced speed
02.3 — Explain how braking from greater speed affected risk of brakes overheating
6.5.5Momentum (HT only)
03.1 — State the two factors that determine the momentum of a swimmer.
03.2 — Identify the unit of momentum.
03.4 — Explain what would happen to the boat's motion if there were more people aboard when the swimmer dived off.
03.1 — Write down the equation that links mass, momentum and velocity.
03.2 — Calculate the mass of Skater A, given her velocity and momentum.
03.3 — Give two factors that affect the momentum of each bumper car
04.3 — Write down the equation that links mass, momentum and velocity.
04.4 — Calculate the mass of a bowling ball, given its velocity and momentum.
03.2 — Explain why the train's velocity after colliding with a stationary carriage is less than before, using ideas about momentum.
05.4 — The brakes were applied with a force of 6250 N, giving a deceleration of 5.0 m/s² and a braking distance of 14.4 m. Determine the momentum of the car before braking.
03.3 — Use conservation of momentum to explain why the boat moves backwards as the swimmer dives off
03.3 — Explain what happens to the velocity of each skater when Skater A collides with stationary Skater B and they move off together, using conservation of momentum.
03.4 — Explain why both bumper cars stop after crashing into each other
04.5 — Explain why a bowling ball slows down when it hits a pin, using ideas about momentum.
6.6Waves
6.6.1Waves in air, fluids and solids
02.1 — Compare the properties of the waves that transmit images and sound in a baby monitor.
02.2 — Explain how movement of plastic duck demonstrates water waves are transverse
03.4 — Describe the difference between longitudinal waves and transverse waves.
03.2 — What is meant by 'transverse wave'?
03.1 — State what is meant by transverse waves
02.3 — Write down the equation that links frequency, wave speed and wavelength.
02.4 — Calculate the frequency of a baby-monitor signal, given its wavelength and the wave speed.
05.2 — Calculate the wavelength of radio waves, given their frequency and the wave speed.
01.4 — Write down the equation linking frequency, wave speed and wavelength
01.5 — Calculate the wavelength of Bluetooth electromagnetic waves
02.1 — Describe how ripple tank equipment can be used to measure wavelength, frequency and speed of a water wave
02.3 — Calculate the mean amplitude of the water wave using Table 2
03.1 — Describe how the frequency and wavelength of water waves in a ripple tank can be measured accurately.
03.2 — Determine the mean wave speed, using the recorded frequency and wavelength readings (Tables 1 and 2).
03.3 — What is the advantage of taking repeat readings and then calculating a mean?
03.4 — The depth of the water affects the wave speed — the deeper the water, the faster the wave. Explain how the depth affects the wavelength if the frequency stays constant.
01.1 — Identify what labels A and B represent on a longitudinal wave diagram, choosing from a word list.
01.2 — Calculate the period of a wave, given its frequency, and give the unit.
01.3 — Write down the equation that links frequency, wavelength and wave speed.
01.4 — Determine the wavelength of a sound wave, given its frequency and using a speed-temperature graph.
01.4 — Write down the equation that links frequency, wavelength and wave speed.
01.5 — Calculate the frequency of a wave, given its wavelength and the speed of light.
03.1 — Determine the wavelength of ripple-tank waves from a shadow diagram, using a given scale.
03.2 — Calculate a repeated wavelength measurement, given the other readings and the mean.
03.3 — Identify which statement supports the teacher's claim that the wavelength results are very precise.
01.1 — Describe a method the teacher could use to investigate how the frequency of the wave affects the wavelength.
01.2 — Which equation links frequency (f), wavelength (λ) and wave speed (v)? Tick one box: f = λ×v / λ = f×v / v = f×λ.
01.3 — The wave on the string has a frequency of 45.0 Hz and a wave speed of 35.1 m/s. Calculate the wavelength of the wave.
03.6 — The electromagnetic waves emitted by the mobile phone have a period of 4.0 × 10⁻¹⁰ s. Calculate the frequency of the waves. Give your answer in standard form.
03.4 — Calculate wavelength of visible light and give answer in nm
6.6.2Electromagnetic waves
05.1 — Explain why the infrared camera is able to show that parts of the hand are at different temperatures.
05.2 — Which part of the electromagnetic spectrum has a wavelength of 6.5×10⁻⁷ m? Tick one box: infrared / microwaves / radio waves / visible light.
05.3 — Compare the potential risks to a patient of using X-rays and gamma rays for medical imaging (Figure 9).
05.5 — Tungsten has the highest melting point of any metal. Explain why using tungsten as the metal target enables the X-ray machine to be more powerful.
01.1 — Name the three labelled groups of waves shown in an electromagnetic spectrum diagram.
01.2 — Give one similarity and one difference between the properties of ultraviolet waves and gamma rays.
03.1 — Give one other property that is the same for all types of electromagnetic wave.
03.4 — Which colour of visible light has the shortest wavelength?
03.3 — Complete the sentence comparing wavelength of ultraviolet to visible light
07.1 — Explain why light refracts as it passes from air into glass using wave front diagram
07.2 — Complete the ray diagram to show ray emerging from glass prism
07.3 — Explain why violet light is refracted the most as it enters water
01.3 — Name the process by which light changes direction entering a glass prism.
03.5 — Explain why light refracts as it enters lens using wave front diagram
03.6 — Complete ray diagram showing refracted ray in glass
05.1 — Identify what type of error is shown by the temperature measurements
05.2 — Determine the uncertainty in the measurements
05.3 — Complete Figure 7: scale, plot data from Table 1, draw line of best fit
05.4 — Calculate average rate of change of temperature in °C/s
05.5 — Explain observations about black and white cubes absorbing and emitting radiation
05.1 — Describe the difference between transverse waves and longitudinal waves.
05.3 — Describe how radio waves reaching the car aerial produce signals in the car radio's circuit.
05.2 — Explain why a radiographer stands behind a protective screen when taking X-ray images.
05.3 — Explain how electrical signals in a radio transmitter produce a signal in the receiver.
03.5 — Describe a risk linked to each of the three highest-frequency groups of electromagnetic wave.
03.2 — Give one other risk to health from exposure to ultraviolet
02.2 — Suggest one advantage of a baby monitor being able to detect infrared, not just visible light.
01.3 — Suggest why wireless Bluetooth connection is an advantage when running
01.6 — Suggest two reasons why mobile phones use type 2 Bluetooth using Table 1
05.1 — Explain why X-rays can be used to produce images of bones inside the body.
02.7 — Suggest one advantage of the tracking device's data being sent to a computer during the game.
05.1 — Explain two improvements to a method investigating how surface colour affects infrared absorption.
05.2 — Complete sentences describing the temperature difference and timing shown by the black/white flask results graph.
05.3 — Explain how the graph shows the black flask's initial infrared absorption rate was greater than the white flask's.
05.4 — Explain why the water temperature in the flasks increased and then became constant.
03.3 — Which group of electromagnetic waves is used for satellite communications?
03.7 — Explain how oscillations in the transmitter enable information to be transferred to the detector in the laptop.
6.7Magnetism and electromagnetism
6.7.1Permanent and induced magnetism, magnetic forces and fields
02.1 — Identify which diagram shows the magnetic field pattern around a bar magnet.
02.2 — Describe how another permanent magnet can be used to identify which of three unlabelled blocks is the magnet, the iron and the aluminium.
01.1 — Describe what happens when a magnet is placed close to each of five different metal samples.
01.2 — Explain what would happen to an induced-magnetism paperclip if it were removed and brought close to the magnet's south pole again.
04.4 — Describe how a permanent magnet could be used to test whether an iron bar is also a permanent magnet.
04.1 — Where is the magnetic field of the magnet the strongest (Figure 4)?
04.2 — How does Figure 4 show that the strength of the magnetic field is not the same at all places?
04.5 — Explain how a magnetic compass provides evidence that the Earth has a magnetic field.
6.7.2The motor effect
02.3 — Explain how an electromagnet enables the toy crane to pick up and move the blocks.
04.3 — Explain one reason why an electromagnet is used instead of a permanent magnet (Figure 5).
04.4 — Name two other metals (besides iron and steel) that would be attracted to the electromagnet.
04.5 — The design of the electromagnet cannot be changed. Give two ways the force it exerts on a piece of iron or steel could be increased.
04.4 — Give two changes to the electromagnet that would increase the force exerted on the permanent magnet.
04.5 — Give two changes to the electromagnet that would reverse the direction of the force exerted on the permanent magnet.
04.1 — Draw two magnetic field lines around wire to show field pattern
06.1 — Describe how Fleming's left-hand rule gives the direction a current-carrying rod moves.
06.2 — Give one other way (besides increasing current) to increase the force on a current-carrying rod.
06.3 — Calculate the magnetic flux density, given a current-carrying rod's length, mass and current when the resultant force on it is zero.
04.1 — Identify direction of force on wire in magnetic field using Figure 6
04.2 — Give two ways the direction of force on the wire could be reversed
04.3 — Calculate the current in the wire using F=BIl
07.1 — Explain why an increased top-pan-balance reading showed there was an upward force on a current-carrying wire.
07.2 — Explain how top-pan-balance readings with the switch open and closed can be used to determine the size of the force on the wire.
07.3 — Determine the magnetic flux density, using a force-current graph and the length of wire in the field.
04.6 — Wire AB (120 mm in the magnetic field) carries a current of 4.0 A and experiences a force of 0.36 N. Calculate the magnetic flux density between the magnets. Give the unit.
04.7 — Complete the labels on Figure 7 to show Fleming's left-hand rule for wire AB.
04.1 — Explain why there is a force on a current-carrying wire in a magnetic field.
04.2 — Explain how the direction of the force on the wire can be predicted.
04.3 — Explain one way a simple electric motor could be changed to increase the rate at which the coil rotates.
04.2 — Identify the direction the copper rod accelerates when the switch is closed.
04.3 — Explain one way the teacher could increase the acceleration of the copper rod.
04.1 — What is the direction of the force on the wire in Figure 6? Tick one box: into the page / out of the page / to the left / to the right.
04.2 — The wire's length in the magnetic field is 80 mm, the current is 4.6 A, and the force on the wire is 0.092 N. Calculate the magnetic flux density between the magnets. Give the unit.
04.2 — Calculate magnetic flux density using F=BIl and give unit
04.4 — Explain why the coil in the motor rotates when there is a current
04.3 — Explain how magnetic forces cause loop of wire to begin rotating
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