Section 1 notes

Seite 1

b) Movement and position Students will be assessed on their ability to:

1.2 plot and interpret distance-time graphs

a What can you say about the speed of X compared with the speed of Y? X is faster then Y

b What can you say about the speed of Z compared with the speed of Y? Z is slower than Y

1.3 know and use the relationship between average speed, distance moved and time:

average speed = distance moved / time taken

a Calculate the speed of Y in Figure 1.

b Calculate the average speed of Z in Figure 1 over 1500 s.

1.4 describe experiments to investigate the motion of everyday objects such as toy cars or tennis balls: First measure the distance where you are going to record. Then have a friend start a stopwatch when you let go of the objects

1.5 know and use the relationship between acceleration, velocity and time:

acceleration = change in velocity / time taken

a = (v-u) / t

What is the difference between speed and velocity?

Speed is a scalene meaning that it can go in any direction but velocity is a vector, which means it can only go in one direction

A passenger jet taking off accelerated from rest to a velocity of 120 m/s in 50 seconds. Calculate its acceleration.

Area=change in velocity/time taken=120/50=2.4

1.6 plot and interpret velocity-time graphs

Describe the journey shown in this velocity-time graph.

First, the object is going at a distance. Then it stops and becomes stationary

What would the velocity–time graph look like for a a steadily accelerating object? Or a steadily decelerating object?

What would the velocity–time graph for an object moving at constant velocity look like?

1.7 determine acceleration from the gradient of a velocity-time graph Yes

1.8 determine the distance travelled from the area between a velocity-time graph and the time axis. Yes

a What does an upwardly curving line represent on a a distance–time graph? Increasing speed

b velocity–time graph? Increasing acceleration

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c) Forces, movement, shape and momentum

Students will be assessed on their ability to:

1.9 describe the effects of forces between bodies such as changes in speed, shape or direction

1.10 identify different types of force such as gravitational or electrostatic

Gravitional=Gravity

Electrostatic=Mangnet force

Use force arrows to draw and label the different forces in the three examples above.

1.11 distinguish between vector and scalar quantities

a What is the difference between a vector and a scalar quantity? Vector going only one direction scalar going any direction

b List 4 vector and 4 scalar quantities. Vector=Displacemnt, Velocity, Acceleration, Force Scalar=Distance, Time, Speed, Work

1.12 understand that force is a vector quantity

1.13 find the resultant force of forces that act along a line

a What is the resultant of a 4 N force and a 3 N force acting a in the same direction? 7N

b in opposite directions? 1N

1.14 understand that friction is a force that opposes motion Yes

1.15 know and use the relationship between unbalanced force, mass and acceleration:

force = mass x acceleration

F = m x a

a What is the resultant force on a car of mass 1000 kg if its acceleration is 2 m/s2?

b In the rugby scrum above, each of the 16 players has an average mass of 100kg. Calculate the acceleration of the scrum.

1.16 know and use the relationship between weight, mass and g:

weight = mass x g

W = m x g

Calculate the weight in newtons of a person of mass 60 kg on the surface of the earth.

1.17 describe the forces acting on falling objects and explain why falling objects reach a terminal velocity

a When an object at rest in a fluid is released, what can we say about the drag force initially? The drag force is higer

b Why is the initial acceleration equal to g? Because it has to pass through drifferent parashutes

c What eventually happens to the velocity of an object falling in a fluid? It either floats or sinks

1.19 describe the factors affecting vehicle stopping distance including speed, mass, road condition and reaction time

a What is the relationship between stopping distance, thinking distance and braking distance? The stopping distance has to factors, one is thinking which is how fast the reaction time, and then how long it will take to break

b Why does tiredness cause the thinking distance to increase: Because you have more reacation time