CIE

iGCSE Physics
Workbook

1.1 – Fundamentals of
Forces
Henry TsangDo
Name:________________

Physics Teacher:______________
Specification Checklist

P1.1 Physical quantities and measurement techniques

Describe how to measure a variety of time intervals using clocks and digital timers
Determine an average value for a small distance and for a short interval of time by measuring multiples
(including the period of oscillation of a pendulum)
Understand that a scalar quantity has magnitude (size) only and that a vector quantity has magnitude and
direction
Know that the following quantities are scalars: distance, speed, time, mass, energy and temperature
Know that the following quantities are vectors: force, weight, velocity, acceleration, momentum, electric
field strength and gravitational field strength
Determine, by calculation or graphically, the resultant of two vectors at right angles, limited \to forces or
velocities only
P1.3 Mass and weight

State that mass is a measure of the quantity of matter in an object (at rest relative to the observer)
State that weight is a gravitational force on an object that has mass
Define gravitational field strength as force per unit mass; recall and use the equation: g = W/m and know
that this is equivalent to the acceleration of free fall
Know that near to the surface of the Earth, g is approximately 9.8 N/kg
Know that weights (and masses) may be compared using a balance
Describe, and use the concept of, weight as the effect of a gravitational field on a mass
Know that gravitational field strength is equivalent to the acceleration of free fall
P1.5 Forces

Effects of forces
Know that forces may produce changes in the size, shape and motion of an object
Define the spring constant as force per unit extension; recall and use the equation: k = F/x
Sketch, plot and interpret load–extension graphs for an elastic solid and describe the associated
experimental procedures
Define and use the term ‘limit of proportionality’ for a load–extension graph and identify this point on the
graph (an understanding of the elastic limit is not required)
Determine the resultant of two or more forces acting along the same straight line
Describe (solid) friction as the force between two surfaces that may impede motion and produce heating
Know that friction (drag) acts on an object moving through a liquid
Know that friction (drag) acts on an object moving through a gas (e.g. air resistance)
Centre of Gravity
Understand what is meant by centre of gravity and know its position for regularly shaped objects (limited to
rectangular blocks, spheres and cylinders)
Describe an experiment to determine the position of the centre of gravity of an irregularly shaped plane
lamina

Describe, qualitatively, the effect of the position of the centre of gravity on the stability of simple objects

2
 Key Words

Key Word Image Definition Chinese

Translation
Air The Force acting against movement in air. Caused by
Resistance collision with air particles. Pat
Compressio A force that squashes an object, making it shorter.
n T.E
Centre of The point in an object where weight acts downwards
Gravity from. -
Elastic A material that will return to its original shape after being
stretched or compressed. E
Electrostatic The force of attraction or repulsion between positive and
negative charges. **A
Extension The amount an object has been stretched by.
/
A
Friction A force that acts in the opposite direction to the motion.

Gradient 𝐶ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦 𝑣𝑎𝑙𝑢𝑒

Fi
The steepness of a line. Calculated by .
𝐶ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥 𝑣𝑎𝑙𝑢𝑒

Gravitationa This is called Weight. Gravity is a field that causes objects

l force. to weigh something. ET
Limit of The point where a material no longer obeys Hooke’s Law.
Proportional
ity
HEFY *LE
#
Mass The amount of matter something is made from. This does
not change no matter where you are in the universe.
Newton The unit for force. [N]
# (short)
Resultant The overall force remaining after you have added and
Force subtracted all the forces from each other. Also known as
net or unbalanced force St
Reaction The force acting back against an electrostatic push.
Force EiFCEDT
#
Scalar A quantity with only magnitude (size). For example,
speed.
Tension The force pulling something to stretch it.
3H7
Upthrust An upward force on an object in a liquid or gas that gives
it buoyancy, helping it float. 32/7
Vector Something with both direction and magnitude. For
example, velocity
#* or
Sp

Ef
Weight The downward force on an object due to gravity, pulling it
towards the earth. This can be different on different
planets.

3
Lesson 1: What are Forces?
Learning Outcomes:

1. State the Safety Rules for the Lab and Classroom Rules
2. Describe the effect Forces have on an object
3. Identify the different types of Forces.

Lab Safety
Use your previous Science knowledge to analyse the scene below.
● Circle Hazard in Red
● Circle Good Practice in Green

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

4
Task: What do you know about Forces?
On the mind map below can you add everything you already know about Forces? Be ready to share your
ideas with the class.

Irresis-Weight
FORCE
- Upthest
-
Thrust
S Normal
/
-

DOS Friction Electromagnetic

Types of Forces

Friction
weight
Normal
Upthmust
Three
Air
Resistence
Electromagnetic
Dray

5
Key Ideas

1. Forces can be described as contact or non-contact

2. Weight is the Force that acts on an object due to gravity.

Health and Safety Check!

A1: Identifying Forces
I will wear goggles
In this investigation you are going to look at a around the springs
Carousel of different Forces.

At each Station you should:

1. Sketch what you see

2. Identify the different types of forces in the set up
3. Label them on your sketch

Remember the Lab Safety Rules you have just learnt!

Station 1

Sketch

The Forces I can see are:

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

6
Station 2

Sketch

The Forces I can see are:

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

Station 3

Sketch

The Forces I can see are:

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

7
Worksheet – Identifying Forces

Can you label the forces in the diagrams below? Use the forces you have learnt on page 6.

Air Resistance
Thrst

Friction

Weight

Air Resistance

Upthest

Weight

Weight

Lift
Air Resistance
Thrst
Drag)

Weight Score /11

8
Lesson 2: Balanced and Unbalanced Forces
Identifying Forces
How many different forces can you identify in the image below? Label them on the picture.

9
Learning Outcomes:

1. Describe the difference between a vector and a scalar quantity.

2. Sketch diagrams to illustrate balanced an unbalanced force.
3. Calculate the resultant force on an object and explain how this can result in a
change of speed, direction or shape.
Balanced and Unbalanced Forces (Resultant Forces)

10
Key Ideas

1. Force is measured in Newton’s.

2. When forces are balanced the object will move at a constant speed (already moving) or will not move
at all (remain stationary)
3. When forces are unbalanced the object will change shape, speed or direction.
4. When forces are balanced the resultant force is zero.
5. When forces are unbalanced the resultant for is non-zero.

Vectors vs. Scalars

Examples
Vector Scalar

Velocity Displacement Density

Acceleration Distance
Momentum Mass
Moment Temperature
Impulse Energy

Key Ideas

1. Scalars are quantities that only have magnitude (size).

2. Vectors are quantities that have magnitude (size) and direction.
3. Force is a vector quantity.
4. We can represent Force as an arrow on a diagram to illustrate direction and size (length).

Worked Examples – Resultant Force

What is the resultant force on the following objects? Represent it on the second trolley.
Resultant force

>
- 30N

>
-
ZON

ON

11
M
Worksheet – Calculating the Resultant Force
In each of the examples below calculate the resultant force and state its direction.
1. 2.

4N 10N 25N 13N

6N ………...
Resultant Force = …….
right left
N ………...
Resultant Force = …….
3. 4.

600N 124N 92N 110N

476N
Resultant Force = ……. ………... left ISN ………...
Resultant Force = ……. right
5. 6.
125N 5.2N

72N 11.3N
53N ………...
Resultant Force = …….
up GIN down
Resultant Force = ……. ………...
7. 8.
103N 60N

50N 50N 64N 22N

34N 60N
6914
Resultant Force = ……. ………... up 42N
Resultant Force = ……. ………... left

12
Lesson 3: Friction
Resultant Force
Use your knowledge from the previous lesson to answer the questions below:

-
-

Constant acceleration then deceleration

as it approaches terminal velocity
Zerouceleration , constant
speed

13
Learning Outcomes:

1. Describe Friction as the force that acts opposite the direction of motion
2. Carry out an investigation to look at the relationship between mass and friction.
3. Explain how you can use the concept of balanced forces to measure friction.

What is Friction?

14
Key Ideas

1. Friction is a Force caused by two surfaces rubbing against each other.

2. Friction can generate heat.
3. Friction always acts opposite the direction of motion of an object.
4. Friction can be affected by mass, surface area and surface type.

A2: Investigating Friction Health and Safety Check!

In this investigation you are to investigate the effects I will be careful when
handling masses
of mass on friction.

What other factors can affect friction?

1. Surface roughness
2.
Area of Contact
These factors must be kept the same during the investigation.

Method

1. Set up your apparatus as shown in the

diagram
2. Apply 200g to your wooden block.
3. Pull slowly on the newton meter until the
block is at a constant speed.
4. Take reading from the Newtonmeter.
5. Repeat reading to improve accuracy mass

and reliability
6. Repeat steps 2-5 for different masses
(200g increments)

Results

Force [N]
Average
Mass [kg]
Force [N]
Attempt 1 Attempt 2 Attempt 3

0.2

0.4

0.6

0.8

1.0

1.2

15
Now plot your results in a graph below (Mass on the x-axis, Force on the y-axis)

Graph Checklist
Axes Labels
(inc. units)
Appropriate
Scale
Points Plotted

Line of Best
Fit

Use your results to answer the following questions:

1. Using the idea of balanced forces, explain why the ‘Force [N]’ on your graph is the same size as the
friction on your block.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
2. Describe the relationship between mass and friction.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
3. What challenges did you have with your investigation?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
4. What steps could you have taken to improve the accuracy of your results?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

16
Lesson 4: Weight and Mass

Knowledge and Understanding Quiz

Use the knowledge you have gained in the previous 3 lessons to answer the following questions:

1. In what direction does Friction act?

Opposite direction of applied force

……………………………………………………………… (1)

2. What is the resultant force on an object that has 10N pulling it right and 35N pulling it left?

…………………………………………………………………………………………
25N left (2)

3. Label the forces on the diagram below:

Upthrust

Thrust
Drag
Weight (4)

4. Give 3 ways to decrease friction on an object.

Decrease
area of contact
…………………………………………………………………………………………
Decrease surface rughness
…………………………………………………………………………………………
Decrease mass and weight
………………………………………………………………………………………… (3)

Score [ /10]

17
Learning Outcomes:

1. Describe the difference between weight and mass.

Use the equation
𝑊𝑒𝑖𝑔ℎ𝑡 = 𝑚𝑎𝑠𝑠 × 𝑔
2. to calculate the weight of an object.
3. Define the Centre of Gravity as the point through which weight acts.

Weight and Mass

Key Ideas

1. Weight is a force caused by the Gravitational Field on Earth. It can change on other planets (unlike
mass)
Weight, mass and g are linked in the following equation:
𝑊𝑒𝑖𝑔ℎ𝑡 = 𝑀𝑎𝑠𝑠 × 𝑔

2. On Earth, 𝑔 = 10𝑁/𝑘𝑔

Worked Examples
1. What is the weight of an object which has a mass of 25kg?

Weight = 25kg x 10 N/kg

= 250H
2. If the average man has a weight of 750N. What is the average mass of a man?

T5y
Mass :
T
=

18
Worksheet – Weight, Mass and g
Complete the questions below using the equation you have just learnt.
You must show all of your working [equation, substitution, solution and units]
1. How much does a 55kg human weigh?

BON
Weight 55kgxWN/g 55014
= :
…………………..

2. What is the weight on a 22.5kg suitcase on earth?

22- 0kgxONkg 225N

Weight = =
225N
…………………..

3. Dumbo the elephant measures his mass to be 700kg. How much does he weigh?

Weight =
100kg XIONg = TOON WOON
…………………..

4. What is the mass of a Dictionary with a Weight of 12N?

Mass ing
= =
1 :

2 kg 1
…………………..
.
2 kg
5. What is mass of an object which weighs 6520N?

Mass =O = GEk
…………………..

6. A beaker of water is put on a balance and is found to have a mass of 600g. What does it weigh?

Weight = 600gXIONg 6kg

:
…………………..
- 0 6ky)
7. On Pluto, an object with a mass of 150kg will weigh 90N.
a. What is the value of g on Pluto?
0 GNIg
g =y 6N/g
.

= 0 .
…………………..

b. What would the weight of a 900kg truck be on Pluto?

54014
Weight 900ky vo-6Ng
…………………..
=

Use the table to help you answer the following questions: = MON

…………………..

19
8. What is the voltage when 1000J of energy is transferred through a circuit with a charge of 3C?

9. What would a 20kg suitcase weigh on the moon?

V =
105 = 333 3
.

6 N/kg = 52
20kg +1 .

Weight =

gen
…………………..

10. What would the mass of an object be if it weighed 100N on Jupiter?

Mass =
1 =
4 .
33 kg
23 . H/kg 4
…………………..
.

33kg
11. How much less would you weigh on Mercury than on Earth if you had a mass of 65kg?
GON GON-24H
Weight Earth GTXIONSky
=
.

247H Pos =

SNkg
=

Weight Mesary 65x3 GOSN

…………………..
: .

12. What would a 600g bag of sugar weigh on Uranus?

600g 0-by
=

5 C2I
Weight =

0 .

6kg x8 7Hg
.
=
.

522N
…………………..

13. What is the mass of a car that weighs 3500N on Venus?

Mass : 300
14. What would a 1 tonne elephant weigh on:
397 a
397 Tkg
…………………..
.

a. Jupiter

Weight 1000kg
= x 23 .

/Nig
=
23100N
…………………..
On

b. Neptune
11000N
booky 11 ONky =

Weight
-

= x

20
Centre of Gravity

Key Ideas

1. The Weight of an object acts through its Centre of Gravity.

2. If you support a shape at its Centre of Gravity it will balance
3. It is sometimes called the Centre of Mass.

Where would you expect to find the Centre of Gravity of the following Regular Shapes?

Add an arrow to each shape to show where weight acts. Use a ruler.

21
A3: Centre of Gravity Health and Safety Check!
In this investigation you are going to be finding the I will be aware that the
Centre of Gravity of an irregular object. pin is at eye height

Make sure to illustrate your results on the next page!

Method

1. Set up your apparatus as shown in the

diagram.
2. Hang your irregular shape by one of the holes.
3. Hang the plumb line off the same spot.
4. Mark on crosses to show where the plumb line
passes through
5. Join up crosses
6. Repeat steps 2-5 for another hole in the shape
7. Where the lines intersect is the centre of gravity.
8. Test this by balancing the shape on your finger!

Method illustrated:

22
Results

Draw around your shape and show how you found the Centre of Gravity.

1. How did you check that you had found the Centre of Gravity?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
2. What would be the benefit of drawing another line on the shape using the same method?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

23
Lesson 5: Hooke’s Law

Weight, Mass and g

Can you answer the following questions using your knowledge from last lesson?

1. What is the weight of an object with a mass of 55kg?

550N
Weight = 55kg XIONg =

FON
……………………….[3]

2. What is the weight of an object with a mass of 450g?

0 .

4 Hg
45N
Weight 0
45kgy ION/kg
.

= =

4 5N
……………………….[3]
.

3. What is the mass of an object that weighs 23N?

Mass
=leg = 2 .

Sky
2 .

……………………….[3] 3kg
4. On a far distance planet a 600kg object weighs 150N. What is the value of g on this planet?

g =N = 05Ny

25N/kg
0……………………….[3]
.

[Score /12]

24
Learning Outcomes:

1. State Hooke’s Law and represent it on a Force-Extension Graph

2. Describe a practical to investigate the relationship between force and extension
of a helical spring
3. Define the ‘Limit of Proportionality’

A4: Investigating Hooke’s Law Health and Safety Check!

In this investigation you are going to be measuring I will wear goggles when
how extension varies with force applied. using springs

Answer the questions below before you begin the

investigation!

1. You will be given the value of your mass in kg. How do you turn this into a force [N]?

2. You will have to measure the extension of your spring rather than the length. Draw a diagram below and
explain how to measure extension.

Method

1. Set up your apparatus as shown in the

diagram.
2. Measure the length of your spring without
any hanging masses.
3. Hang a mass of 100g on the spring
4. Measure the new length of the spring
5. Calculate the extension of the spring
6. Repeat steps 3-5 for increasing the mass
in increments of 100g
7. Take note of your results in the table.

25
Original Length of Spring =
Results

Mass [g] Mass [kg] Force [N] Extension [cm]

0
100
200
300
400
500
600
700
800

Now plot your results below (extension on the x-axis, Force on the y-axis)

Graph Checklist
Axes Labels
(inc. units)
Appropriate
Scale
Points Plotted

Line of Best
Fit

Describe the relationship between force and extension.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

26
Hooke’s Law

Key Ideas

1. Hooke’s Law: extension is directly proportional to the force applied.

2. It can be represented as a straight line through the origin on a Force-Extension Graph
3. We call the point when an object stops obeying Hooke’s Law the limit of proportionality.

27
Lesson 6: Elastic Behaviour

Knowledge and Understanding Quiz

Use the knowledge you have gained in the previous 5 lessons to answer the following questions:

1. What is the mass of an object that weighs 152N?

Mass =
=y
……………………………………………………………… 15-2kg (2)

2. State Hooke’s Law

= x= F
………………………………………………………………………………………… kX G Dist

…………………………………………………………………………………………
Conse (1)
Where F = fore
3. Represent Hooke’s Law on a Force-extension graph:
K= Spring

Limit of

Proportionality

(3)
4. What is a vector quantity?
both and direction
a
quantity having
………………………………………………………………………………………… magnitude
………………………………………………………………………………………… (2)
5. A car is travelling along the motorway at 60mph. What can you say about the Forces on the car?
The are unbalanced
…………………………………………………………………………………………forces
………………………………………………………………………………………… (2)

Score [ /10]

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

28
Learning Outcomes:

1. Define the terms ‘loading’ and ‘unloading’

2. Describe elastic behaviour as the ability of a material to recover its original
shape after being stretched.
3. Carry out an investigation to test whether or not different materials behave
elastically.

Elastic Behaviour

29
Key Ideas

1. Elastic behaviour is the ability of a material to recover its original shape after the forces causing
deformation have been removed.
2. We say an object has past it’s elastic limit when it stops behaving elastically (will not return to it’s
original shape.

30
A5: Elastic Behaviour Health and Safety Check!
In this investigation you are going to be measuring I will wear goggles when
how extension varies with Force applied. using springs
I will not consume the
equipment
Method

1. Set up your apparatus as shown in the

diagram.
2. Mark your elastic band in two places 🡪
3. Measure the distance between the points
on your elastic band* without any hanging
masses.
4. Hang a mass of 100g on the elastic band
5. Measure the new length of the elastic band
6. Calculate the extension of the spring
7. Repeat steps 3-5 for increasing the mass
in increments of 100g
Do not take masses off in between
readings!
8. Now unload the elastic band one mass
at a time
9. Measure the extension of the elastic band
each time.
10. Repeat with Strawberry Lace

Elastic band/lace

100g masses

31
Results – Elastic Band

Extension Extension
Mass [g] Mass [kg] Force [N] [cm] [cm]
Loading Unloading

100

200

300

400

500

Now plot your results below (extension on the x-axis, Force on the y-axis)
Plot Loading and Unloading in different colours!

Graph Checklist
Title

Axes Labels
(inc. units)
Appropriate
Scale
Points Plotted

Line of Best
Fit

Is the elastic band behaving elastically? Explain your answer.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

Does the Elastic Band obey Hooke’s Law? ………………………..

32
Results – Strawberry Lace

Extension Extension
Mass [g] Mass [kg] Force [N] [cm] [cm]
Loading Unloading

20

40

60

80

Now plot your results below (extension on the x-axis, Force on the y-axis)
Plot Loading and Unloading in different colours!

Graph Checklist
Title

Axes Labels
(inc. units)
Appropriate
Scale
Points Plotted

Line of Best
Fit

Is the strawberry lace behaving elastically? Explain your answer.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

Does the strawberry lace obey Hooke’s Law? ………………………..

33
Stretch Activity – Resultant Force in 2D

Forces do not always act along one line. Sometimes the Resultant force ends up at an angle. Watch the
following video and make notes below on how to use a scale drawing to add vectors in 2D.

https://www.youtube.com/watch?v=JRsFx69UdDc

Worksheet – Vectors in 2D
Use what you have learnt to find the resultant force in the following examples.

1. What is the resultant force of 50N acting north and 25 N acting east? Give a bearing to
represent the final direction of the resultant force.

25 55 9N
.

May
Force
tanc = -

0 = tant (2) = 266

*
2. What is the resultant force of 300N acting north and 400 N acting east? Give a bearing to
represent the final direction of the resultant force.

May =Fore
HOU = FOON

tanD op = :

34

O = tant (5) = 53
#
.
 3. What is the resultant force of 60N acting south and 60 N acting east? Give a bearing to
represent the final direction of the resultant force.

MasNot 84 90 .

/
Foe-tanD ==
O tant = (1) = 450

↓
900 450 = 1350
Bearing = +

( - E)

Fundamentals of
Forces

35
Past Paper
Questions

36
Q1.

A student wants to use a weighing scale to find the weight of her school bag.
She has a weighing scale marked in kilograms instead of Newtons.
The weighing scale is not working properly.
With nothing hanging from it, the weighing scale shows 1.5 kg.

(a) What is the weight of a 1.5 kg mass?

(1)

15kg x 9 81/kg
Weight
.

= 14 7N
.
1 TN .

Weight = ........................................................... N

(b) The student decides to check the weighing scale.

She has no accurate weights.
Instead, she puts some tins of beans in a plastic bag and hangs it from the scale.

37
 Her readings are shown in the table.

(i) Draw a graph to show how the scale reading varies with the number of tins of
beans.
(5)

38
 (ii) Circle the anomalous point on your graph.
(1)

(c) The student notices that the label on each tin says 'contains 0.4 kg of beans'.
She remembers that six tins of beans gave a scale reading of 3.9 kg.

39
She hangs her school bag from the weighing scale.
The scale reading is 5.0 kg.
She also concludes that her school bag must have a mass of exactly 3.5 kg.
Suggest reasons why the student's conclusions might be incorrect.
(4)
The differe between the readings of the cans
.............................................................................................................................................

of because are varied (0 5-0 2) , which means

.............................................................................................................................................
. .

the scale is inaccurate and he cannot trusted,

.............................................................................................................................................

as it does not have a fixed dif erence·

.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................

(Total for question = 11 marks)

40
Q2.

A student plans to measure the thickness of a sheet of paper with a ruler.

(a) Explain why it is difficult to measure the thickness of a single piece of paper with
a ruler.
(2)
The thickness of smaller than the
a
paper is way
.............................................................................................................................................
least count of a
ruler
.............................................................................................................................................
,

.............................................................................................................................................
.............................................................................................................................................

(b) The student puts a pile of 400 sheets of paper on a table.

He uses a ruler to measure the height of the pile.

The student records the thickness of the pile as 4.1 cm.

(i) This means that the thickness of one piece of paper is about
(1)
A 1 cm
B 1 mm
X C 0.1 mm
D 0.01 mm

(ii) Suggest two reasons why the student's value for the thickness of the pile may
be inaccurate.
(2)
Parallax Fror
1.................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
The
pile of paper may not be piled up at a perfect angle
2.................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
(c) The student folds the sheet of paper to make a paper aeroplane.
He throws the paper aeroplane into the air and it flies at a constant velocity.
(i) Explain why the forces on the paper aeroplane must be balanced.
of (2)
relies the balanced fores
Or else, the plane will fall, as an veroplane on

41
lift and weight
thrust, drag ,
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................

(ii) The diagram shows the paper aeroplane as it moves at a constant velocity
towards the right and slightly downwards.

Lift

Pag Weight
Add labelled arrows to the diagram to show the directions of the forces of

∙ weight
∙ lift
∙ drag (3)

(iii) As it flies, the paper aeroplane loses gravitational potential energy.

What happens to this energy?
(1)
It becomes Kinetic enagy.
...................................................................................................................................................
...................................................................................................................................................

(Total for question = 11 marks)

42
Q3.

A student makes chains of elastic bands by joining them together with paperclips.
He uses a newtonmeter to stretch each chain along a metre rule, as shown in photograph A.

For each chain, he records

∙ the number of elastic bands

∙ the length when the tension is 2 N
∙ the length when the tension is 1 N
Then he calculates the difference in length for each chain.
(a) (i) Complete the table by calculating the missing value.
(1)

5-1

43
(ii) Use the grid to plot a graph to show the relationship between the number of
elastic bands and the difference in length.
(5)

(iii) Describe your line of best fit.

(2)
.............................................................................................................................................

.............................................................................................................................................

44
 (b) Photograph B shows a paperclip in one of the chains against the same metre rule.

Use photograph B to estimate the length of this paperclip.

(2)

3 1 am
3-19-2 =
.

Length 22
= .

3:
Length = ........................................................... cm

(c) Look again at photograph A.

Suggest two ways that the student could improve his measuring technique.
(2)
the the ruler
Place paperlip perpendicular to
1 ................................................................................................................................................
.............................................................................................................................................

place the end of the

paperlip at the start 10c) of
2 ................................................................................................................................................
the wen
.............................................................................................................................................

(Total for question = 12 marks)

45
Q4.

A student investigates how the extension of a spring varies when he hangs different loads from it.

(a) Write a plan for the student's investigation.

Your plan should include details of how the student can make accurate measurements.

You may add to the diagram to help your answer.

(5)

First seart with one load , and record

.............................................................................................................................................
,

the extension of the spring, them

.............................................................................................................................................

loads until the

gradually add more
.............................................................................................................................................
,

spring reaches its limit of proportionality.

.............................................................................................................................................

When meaning make the meris up against

.............................................................................................................................................
,

that
and Dependicular the spring to to enore
.............................................................................................................................................

there are no
payellax errors and start meaning are
.............................................................................................................................................

the base of the spring.

.............................................................................................................................................

.............................................................................................................................................
(b) The student finds that the spring obeys Hooke's law.

Draw a graph on the axes to show the Hooke's law relationship.

Label the axes.

(3)
46
 (c) The student concludes that the spring shows elastic behaviour.

Explain what is meant by the term elastic behaviour.

(2)

After being stretched it will return its original

.............................................................................................................................................
,

shape in a proportional way

.
.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

(Total for Question = 10 marks)

47
Q5.

(a) State the similarity and the difference between scalars and vectors.
(2)

similarity

Both have
magnitude
.............................................................................................................................................

.............................................................................................................................................

difference

Vectors have direction, scalars don't

.............................................................................................................................................

.............................................................................................................................................

(b) Complete the table by ticking ( ) the correct boxes to show whether each quantity is a scalar or a
vector.

The first one has been done for you.

(3)

~
~

(Total for Question = 5 marks)

48