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# Physics Test Paper

In: Science

Submitted By emmywatson
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[pic]

|Level 1 Science |
|90940 (1.1): Demonstrate understanding of aspects |
|of mechanics |

Credits: Four

You should answer ALL parts of ALL questions in this booklet.

If you need more space for any answer, use the page(s) provided at the back of this booklet and clearly number the question.

Check that this booklet has pages 2–13 in the correct order and that none of these pages is blank.

YOU MUST HAND THIS BOOKLET TO YOUR TEACHER AT THE END OF THE ALLOTTED TIME.

|For Assessor’s |Achievement Criteria | |
|use only | | |
|Achievement |Achievement |Achievement |
| |with Merit |with Excellence |
|Demonstrate understanding of aspects of mechanics.|Demonstrate in-depth understanding of aspects of |Demonstrate comprehensive understanding of aspects|
| |mechanics. |of mechanics. |
|Overall Level of Performance | |This page has been deliberately left blank |
You are advised to spend 60 minutes answering the questions in this booklet.

You will find the following formula useful.

|[pic] |[pic] |[pic] |[pic] |[pic] |
|[pic] |[pic] |[pic] |[pic] |

QUESTION ONE: A Bicycle journey

A student cycles every day.

The speed-time graph below shows part of their journey on one day.

[pic]

a) Calculate the acceleration of the student in section A of the graph above. Give an appropriate unit for your answer.

Acceleration = b) Explain whether the forces in section B of the graph on page 3 are balanced or unbalanced and how this results in the type of motion produced.

• name the forces involved and describe their relative sizes (you may draw a labelled diagram in the box below to support your answer.)

• link the net force to the type of motion in section B.

| | c) Calculate the distance travelled in EACH section of the speed-time graph shown on page 3, and use the calculations to draw a distance-time graph for the student’s bike journey.

• show all your working for the calculations

• clearly label the y-axis of the distance-time graph with the distance travelled

• draw an appropriate shape for each section of the student’s bike journey.

[pic]
QUESTION TWO: Lifting an object

The diagram below shows a crane lifting a car from the bottom of a cliff.

The cable of the crane pulls the car with a force of 14 000 N for 25 seconds but is not able to move it.

[pic]

a) Explain why no work has been done on the car even though the cable pulls with a force of 14 000 N for 25 s.

d) A force of 16 000 N is then used to pull the car upwards. The car is lifted 24 m over a period of 80 s.

Calculate the power output of the crane to pull the car up 24 m. Give an appropriate unit for your answer.

Power =

e) The car now hangs motionless on the end of the crane’s cable. The force applied by the crane is 13 000 N.

Use the value of the crane’s force to determine the mass of the car. Give an appropriate unit for you answer.

In your answer, you should include an explanation of the difference between mass and weight.

Mass of car =

QUESTION THREE: standing on SNow

The diagram below shows two skis each with a length of 1.60 m and an average width of 0.10 m.

[pic]

Rosemary stands upright on the skis in the snow.

The combined mass of Rosemary and the skis is 80 kg.

a) Calculate the pressure that Rosemary exerts on the snow when she stands upright on the skis. Give an appropriate unit for your answer.

Pressure =

f) Jacob, her brother, stands on the snow wearing tramping boots with a length of 0.27 m and an average width of 0.12 m, as shown in the diagram below.

The combined mass of Jacob and his boots is 77 kg.

[pic]

State whether Rosemary OR Jacob will sink deeper into the snow and explain the physics principles for this.

In you answer, you should consider:

• the contact area of the skis and tramping boots

• the relationship between pressure and surface area

• the mathematical relationship between pressure, force, and area.

Person that will sink deeper:

Explanation:

QUESTION FOUR: skiing down a slope

Rosemary skis down a slope in a straight line, as shown in the diagram below. At the bottom of the slope, her speed is 8 ms-1. The combined mass of Rosemary and her skis is 80 kg.

[pic]

a) Rosemary was stationary before she started skiing down the slope, and it took her 36.7 s to travel 110 m.

Calculate her average speed down the slope.

Average speed = ms-1

g) Calculate the kinetic energy of Rosemary and her skis as she reaches the bottom of the slope when she is moving at 8 ms-1. Give an appropriate unit for your answer.

Kinetic energy = h) The kinetic energy gained by Rosemary when she reached the bottom of the slope does not equal the energy she had when she was stationary at the top of the slope.

Explain using the principles of physics why her energy at the top of the slope and her energy at the bottom of the slope are not equal.

• name the type of energy Rosemary has at the top of the slope

• calculate the difference between her kinetic energy at the bottom of the slope and her energy at the top of the slope

• justify the difference between her kinetic energy at the bottom of the slope and her energy at the top of the slope.

|Extra paper for continuing your answers, if required. |
|Clearly number the question. |

Question number |Extra paper for continuing your answers, if required. |
|Clearly number the question. |

Question number -----------------------
1

SAMPLE PAPER

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