Student Book Answers

CP1a Vectors and scalars S1 distance = 50 m/s × 7 s = 350 m

S2 The graph should have a rising line, then a
7th 1 Sketch of jet ski with up and down
horizontal line, then another rising line with a
arrows, labelled upthrust and weight.
shallower slope than before.
Up and down arrows of equal size.
E1 Distance/time graph drawn using this data:
5th 2 Mass measures the amount of material,
weight is a force; mass is a scalar Time from start of Distance from start
quantity, weight is a vector quantity; race (s) (m)
mass is measured in kilograms, weight is 0 0
measured in newtons. 60 180
7th 3 It is a distance in a particular direction. 90 180
180 360
7th 4 Their displacement is zero, as they end up
at the same point from which they started.
Exam-style question
7th 5 They are going around a bend, so their substitution (1)
direction is changing. 3 m/(4 × 60) s
8th 6 The down arrow should be labelled evaluation (1)
'weight', as 1000 N is a measurement = 0.0125 m/s
of force. The 'speed' label should read correct conversion of units (1)
velocity, as a direction is indicated as
well as the speed.
S1 Answers could include: 15 minutes is a time, CP1c Acceleration
not a speed/velocity; unless she can walk in
6th 1 Acceleration is the change in velocity
a straight line from home to school, she is
referring to speed, not velocity. per second. It is calculated from the
formula: acceleration = change in
S2 Displacement is a vector, and includes a velocity / time taken.
direction. Distance is a scalar. Any suitable
example, such as you could cover 3 miles in 8th 2 acceleration = 80 m/s / 2 s = 40 m/s2
distance during a walk but if you end up back at
your start point your final displacement is zero. 8th 3 acceleration = (10 m/s – 25 m/s) / 5 s
= −15 m/s / 5 s = −3 m/s2
Speed is a scalar, velocity is a vector. Any
suitable example, such as a car travelling at 30 8th 4 distance = (8 m/s × 8 m/s – 2 m/s
km/h on a winding road has a constant speed × 2 m/s) / (2 × 1.5 m/s2) = 60 / 3 = 20 m
but its velocity changes as it changes direction.
8th 5 a acceleration = 12g = 12 × 9.8 m/s2
E1 Acceleration is a change in velocity with time.
= 117.6 m/s2 (or 12 × 10 m/s2
Velocity includes direction as well as speed, so
= 120 m/s2)
if the direction of a vehicle is changing then its
8th b it is much higher/it is approximately
velocity is changing, and so it is accelerating.
10 times higher than the acceleration
Exam-style question of a sports car
a any from velocity, displacement, S1 A very good answer will include the following
acceleration, momentum (1) points:
b weight always acts downwards (1) Negative acceleration means the acceleration
is acting in the opposite direction to the object’s
velocity (provided the initial velocity is taken to
CP1b Distance/time graphs be positive) so the object’s velocity in the original
direction will decrease − it will slow down.
7th 1 speed = 3000 m / 120 s = 25 m/s
If a negative acceleration continues to act, then
5 th
2 distance = 90 m/s × 600 s = 54 000 km eventually the object will stop and then start to
get faster in the opposite direction.
8th 3 a speed = 80 m / 100 s = 0.8 m/s Positive acceleration acts in the same direction
as the object’s velocity so the object’s velocity
8th b speed = 0 will increase (it will get faster).
7th 4 distance = 0.8 m/s × 280 s = 224 m

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 Student Book Answers
An acceleration of zero will not change the E1 Sketch graph like this:
object’s velocity so it will continue at a constant

Velocity
speed.
S2 acceleration = (0 m/s – 40 m/s) / 8 s = −5 m/s2
distance = (0 × 0 – 40 m/s × 40 m/s) /
(2 × −5 m/s2) = 160 m (for students working
at this level, accept the answer if v and u
Time
are substituted the wrong way round and
acceleration is given as a positive number).
E1 time = (0 m/s – 35 m/s) / −0.5 m/s2 = 70 s
distance = (0 × 0 – 35 m/s × 35 m/s) /
(2 × −0.5 m/s2) = 1225 m
Key points are each successive horizontal
Exam-style question
section is further from the axis (greater speed)
substitution (1) and shorter (shorter time).
30 m/s / 3 s
Exam-style question
evaluation (1)
Explanation that makes reference to the following
= 10 m/s2
points:
distance = velocity (speed) × time (1)
CP1d Velocity/time graphs at a constant speed, the area under the graph
is a rectangle, area = base × height (1)
6th 1 constant velocity
which is a time multiplied by velocity (speed) (1)
6th 2 a B

6th b E

6th c C, F

8th 3 acceleration = (0 m/s – 140 m/s) / (30 s

– 24 s) = −140 m/s / 6 s = −23.3 m/s2
9th 4 a distance = area under parts A, B
and C on the graph.
= (0.5 × 1 s × 5 m/s) + (10 s × 5 m/s)
+ (0.5 × 1 s × 5 m/s)
= 2.5 m + 50 m + 2.5 m
= 55 m
9th b distance = area under parts E and F
= (0.5 × 4 s × 140 m/s) + (0.5 × 6 s
× 140 m/s)
= 280 m + 420 m
= 700 m
8th 5 A bus journey is very unlikely to be
straight, so as the direction of the bus
changes during the journey the graph is
showing its speed, not its velocity.
S1 Graph correctly drawn from points with correct
labels for accelerating, constant velocity,
decelerating.
Students could also calculate the following
accelerations for the different sections of the
journey: 0.5 m/s2, 2 m/s2, 0 m/s2, −0.5 m/s2.
And the following distances travelled: 100 m,
200 m, 900 m, 900 m, total distance = 2100 m.

© Pearson Education Ltd 2016. Copying permitted for

purchasing institution only. This material is not copyright free.
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