Advanced Institution of Physics

Class test Marks 46 Time 55 min

1. A student investigates the principle of moments.

He connects a ruler to a stand with a pivot.
He hangs a 2 N weight from the 60 cm mark on the ruler.
He uses a forcemeter to hold the ruler horizontal.
The scale on the forcemeter reads from 0 N to 10 N.

(a) How could the student check that the ruler is horizontal?
(2)
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(b) (i) State the equation linking moment, force and distance from the pivot.
(1)

(ii) Calculate the moment of the 2 N weight.

State the unit.
(3)

Moment = ........................................... Unit ...............................

c) The student holds the ruler horizontal with the forcemeter at the 10 cm mark.
He expects the reading on the forcemeter to be 12 N.
The actual reading is 10 N.

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(i) Explain why the correct reading should be larger than 12 N.
(2)
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(ii) Explain why the actual reading is only 10 N.

(1)
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(d) A picture in the student’s textbook shows two fishermen using a pole to carry some fish.

Fisherman A and fisherman B feel different forces on their shoulders.

Use ideas about moments to explain why fisherman A feels the larger force.
(3)
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(Total for Question 3 = 12 marks)

3 The diagram shows a box attached to a parachute, falling at constant velocity.

(a) State the name for this constant velocity.

(1)
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(b) Explain, in terms of forces, why the box and parachute fall at constant velocity.
(4)
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(Total for Question 3 = 5 marks)

4. A student cycles to school

The graph shows the stages A to G of the journey.

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(a) Describe the motion of the student during stages B and D.
(2)
Stage Description

(b) State how the graph shows that the acceleration for stage E is greater than the acceleration for
stage A.
(1)
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(c) Calculate the distance that the student travels in the last 10 s of the journey.
(4)

distance =…………………m
(d) The total distance travelled is 106.5 m
Show that the average speed of the journey is about 4 m/s.
(3)

(Total for Question 4 = 10 marks)

5. When a car driver sees an emergency ahead, he applies the brakes. During his reaction time the
car travels at a steady speed and covers a distance known as the thinking distance. The braking
distance is the distance travelled by the car after the brakes are applied.

(a) State the energy change that occurs as the car brakes.
(2)
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(b) Fig. 5.1 shows the speed-time graph of a car.
The driver sees the emergency at time t = 0.
The total mass of the car is 800 kg.

Fig. 5.1
Determine
(i) the thinking distance,
(1)
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(ii) the braking distance,
(2)
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(iii) the deceleration of the car during braking,

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(iv) the force provided by the brakes.

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(c) Using ideas about friction and deceleration, state and explain how the braking distance is affected
by
(i) using new tyres rather than badly worn tyres,

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(2)
(ii) the car skidding on a wet road,

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(2)
(iii) the car carrying a heavy load of passengers.

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(2)
(Total for Question 5 = 13 marks)

6 A student investigates whether a spring obeys Hooke’s law.

She uses the apparatus shown in the photograph.

(a) Which additional measuring instrument does the student need for the
investigation?
(1)
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(b) Explain how the student can investigate whether the spring obeys Hooke’s
law.
(5)
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(Total for Question 6 = 6 marks)

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