Forces and Motion

Lesson 1 – Forces and Movement

1. State the scientific unit and symbol of distance

2. State the scientific unit and symbol for force

3. State the scientific unit and symbol for speed

4. Convert 20ms to s

5. Convert 4.35km to m

6. Show 1.768208 as
a. 1 s.f.
b. 2 s.f.
c. 3. s.f
d. 4 s.f.
7. Describe the difference between mass and weight

8. Explain the use of the particle model theory

9. Explain air resistance using the particle model

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

11. State two examples of scalar quantities

12. State two example of vector quantities

13. State the three effects of a force

14. Describe the use of force diagrams

15. Describe how to accurately draw a force diagram

16. For the following diagram, label the forces that represent each arrow

Left –
Up –
Right –
Down –
17. For the car diagram above, state the motion of the car. Explain your reasoning.

18. Describe the energy transfers of a moving object when in friction with another surface.

19. Explain the difference in friction between an iceskater and a car moving at the same speed

20. State the force on a bird, which opposes the force of weight
21. Describe the force of upthrust

22. An elastic band is stretched using two finger on each hand. State the forces acting on each
finger.

23. Explain how to calculate a resultant force

24. If two forces acting on an object are equal and opposite, state the resultant and describe the
potential motion of the object.

25. Describe what happens when the forces acting on an object are unbalanced

26. The picture below shows the forces acting on a minecart. Calculate the resultant forces acting
on each cart.

a)
b)
c)

27. State Newtons First Law

 28. Springs are coiled lengths of metal than can be stretched or ______________ by applying a
force to them
29. Forces can change the shape of objects, however _____________ materials will return to their -
_____________ shape when the force is removed.
30. During a race, describe the difference in the resultant force between a car speeding up, and
slowing down.

Lesson 2 – Energy for Movement

31. Explain the difference between an energy store and energy pathway

32. State the law of the conservation of energy

33. Complete the energy flow diagram below that describes the energy stores and transfers of a
mobile phone. __________
________ Pathway
___________ store of __________
Battery
Sound
34. For the flow diagram above, sort the final three energy transfers into the following two energy
stores:
a. Heating pathway
b. Radiation pathway
35. As you know energy is transferred from store to store. For the flow diagram above, state the
final store that increases in energy after the mobile phone is used.

36. Rashed uses a filament lightbulb uses 110J of energy and produces 5J of light. Use a Sankey
diagram to show this transfer. Be as accurate as possible.
37. Hussain suggests Rashed should use an LED bulb instead of a filament bulb. State an advantage
and a disadvantage of LED bulbs.

38. Rashed’s filament lamp uses 110J of energy and produces 5J of light. Hussain’s LED lightbulb
uses 95J of energy and produces 20J of light. Use the following equation to calculate the
efficiencies of the bulbs:
efficiency (%) = useful energy/total x 100
a. The efficiency of the filament light, give your answer as a percentage

b. The efficiency of the LED light, give your answer as a percentage

39. Energy stores on Earth are often described as originating from the sun. Explain how energy
stored in the following can is originated from the sun.
a. A cow

b. A lump of coal

c. Wind

d. Challenge: A stretched bow

40. State an energy store that does not originate from the sun

41. Sort the following into types of energy resource: coal, solar, tidal, oil, biomass, hydrogen,
geothermal, nuclear, hydroelectric, natural gas, wind
Renewable:

Non-Renewable:
 42. Compare the typical advantages and disadvantages of renewable and non-renewable sources

43. For the following examples state the main energy stores involved
a. A car battery –
b. A bullet after firing –
c. A flying kite –
d. A squashed spring –
e. A cup of hot coffee –
f. A lump of uranium –
g. Two charged particles close to each other –
h. Two similar magnetic poles close to each other –
44. Describe what the thermal or internal is

45. State the energy stores when a football is kicked into the air. Ignore pathways.

46. State the energy stores when a wood fire is burned

47. State the energy stores when a arrow is released from a bow

48. State the energy stores when a balloon is rubbed to charge it up

49. State the energy stores when an arm lifts a mass

Lesson 3 – Speed and graphs

50. State the equation that links speed, distance and time. Show as well, the units for each quantity.

51. Convert 1-hour 21-minutes and 3-seconds into seconds

52. Challenge: Meters per second is usually used to represent speed. However, sometimes we use
km/h and mph. Given that there is 1.6 km per mile. Calculate the speed in km/h and mp/h when
an object travels 3km in 6hours.
a. km/h =

b. mph =
53. Eyad runs 40m in 8 seconds, calculate his speed.

54. Explain the difference between average speed and instantaneous speed

55. On the graph below, calculate the average speed of the journey. Clearly show your working on
graph and in calculations.
56. For the graph above, show that the instantaneous speed at 3s is approximately 1.7m/s.

57. Reina walked from Marble Arch to her science class. Her total distance was different to her total
displacement, explain this.

58. Sketch a distance time graph for 1) an object at rest, 2) an object accelerating, 3) an object
decelerating, 4) an object moving at a constant speed

59. Sketch a distance-time graph that shows the following journey of a cyclist. In your graph, do not
worry about giving a scale for your axes. Please label each stage as 1, 2, 3, 4.
a. Stage 1) At the start of their journey, they accelerate.
b. Stage 2) They then reach some traffic lights and stop for a short time.
c. Stage 3) They then start off again, travelling at a constant speed.
d. Stage 4) They slowly decelerate before reaching their destination.

60. Describe how the resultant force of the cyclist is changing in each stage of their journey
Lesson 4 – Speed Experiment
61. Hala, Fatmah, and Noor run an experiment to investigate how the speed is affected by certain
variables. They decide that they will drop a trolley down a ramp. State the dependent variable in
this test.

62. Noor decides that the independent variable will be the height of the ramp. Suggest some of the
control variables for this experiment.

63. Explain why we need to control some variables in experiments.

64. Hala states that they do not need to use any safety equipment for this experiment. Suggest a
hazard and a risk they should consider before starting.

65. Fatmah states that they can time the movement of the car and the distance it travels to work
out the speed. State the equation she would use to calculate speed using these results.

66. The following table shows their results. Calculate the missing parts

Height of ramp Length of ramp (m) Time taken (s) Speed (m/s)
5 3.90 0.2307
10 0.90 2.00 0.45
15 0.90 1.50 0.60
20 0.90 0.75
25 0.90 0.90
67. The first calculation of speed has been written incorrectly. Explain why this is incorrect and state
the correct value.

68. Thunder can be heard 4.5 seconds after lightning. Given that the speed of sound is 330m/s. Give
your answer in km, to 2 s.f.
Lesson 5 – Turning Forces
69. State the equation for calculating the turning effect of a force

70. The diagram below shows Lamar and Sireen on either side of a see saw. Use an arrow on the
diagram to show the location of the fulcrum (pivot)

71. A Lamar and a Sireen each sit on an end of a see saw. The turning effect of Sireen is known as:
a. Her moment
b. Her load
c. Her effort
d. Her force
72. Lamar and Sireen are balanced on the see saw. Describe the moments in this scenario.

73. Kanzy comes along and sits on the see saw with Sireen. Describe the effect this will have on the
motion of the see saw

74. To balance the see saw Kanzy and Sireen move closer to the pivot. When Lamar is 1.5m from the
pivot, and Kanzy and Sireen sit at 0.75m from the pivot, the see saw is balanced again. Calculate
the combined weight (W) of Kanzy and Sireen, if Lamar weighs 450N.

75. State the function of a lever

 76. A lever is an example of:
a. A force multiplier
b. A distance multiplier
c. Both
77. Describe the difference between a force multiplier and a distance multiplier

78. Provide an example, other than levers, for a distance multiplier and a force multiplier
a. Distance multiplier –

b. Force multiplier –

Lesson 6 – more Machines

79. There are 6 simple machines that use mechanical advantage to increase force. State these
machines.

80. Fatmah and Jwayria are discussing simple machines and complex machines. Fatmah states that
a bike is an example of a simple machine, but Jwayria states it is not. State who you agree with
and explain your reasoning.

81. Fatmah then goes and researches bicycles. Give two examples of the simple machines found in
bicycles.

82. Whilst much of ancient construction is lost to history, historians and scientists have made
suggestions on how structure like the ancient pyramids were made. Summarise their theories.

83. Hala A. decides to do some work. Not writing, obviously, but lifting. She wants to lift a 100N load
up 2m. Calculate the work done (energy transferred to the load).

84. Hala decides to use a pulley. State the effort she will use to lift the 100N load, and state the
energy she will put in to move the 100N up 2m.

85. Actually, Hala uses a little bit more energy than is transferred to the load, explain why
 86. She thinks that adding more loops will reduce the effort she puts in and therefore the amount of
energy transferred to the load. Explain what is right and wrong about her statement.

87. Lina thinks that setting up a pulley is a bit too complicated. Instead, she decides that using an
inclined plane (ramp) is better. Describe the relationship between a ramp and the force and
distance required to move an object.

88. Lina tests out a few different angles of ramp, describe the relationship between the angle of the
ramp and the force and distance required to move the load.

89. Complete the sentence work done =

Lesson 7 – Speed Limits

90. Suggest a reason that speed limits are necessary on roads.

91. Challenge: Suggest how crumple zones, air bags and seat belts improve safety.

92. State the relationship between stopping distance, braking distance, and thinking distance

93. Kareem states that the thinking distance is the reaction time. Evaluate this statement.

94. Complete the table below with two more examples of factors that effect the thinking distance
and the braking distance.

Factors that affect thinking distance Factors that affect braking distance
Tiredness Speed that car was travelling
95. An old car has worn brakes, describe how this effects the thinking distance

96. Look at the diagram below. A car doubles its speed from 30 mph to 60 mph.

How does this affect:

a. the thinking distance

b. the braking distance

c. the total stopping distance

97. State the effect that a larger vehicle with a large mass would have on the braking distance

98. Challenge (this is a hard GCSE question): Fares and Ammar have a ruler. The following is a
method they can use to measure the distance the ruler falls during their reaction time.
a. To measure Ammar’s reaction time, he holds his hands in front of him
b. Fares holds the ruler with zero at the top of Ammar’s hand. He doesn’t tell Ammar when
he is to release the ruler.
c. Ammar pinches the ruler and the distance up the ruler is measure
d. They repeat the experiment with Ammar and calculate an average distance
e. The distance Ammar caught the ruler averaged 20cm
Using the equation below, calculate Ammars reaction time to 2 d.p for each student. Note the
acceleration, a, due to gravity is 10m/s2

s = ut + ½at2

where s = distance, u = initial speed, a = acceleration, and t = reaction time

Lesson 8 – Supplying the Energy
99. Describe the formation of fossil fuels

100. Explain why fossil fuels are non-renewable, even though there are still plants and
animals around.

101. Describe briefly how a powerplant takes uranium or fossil fuels to generate electricity

102. Explain why geothermal energy stations cannot be placed anywhere

Lesson 9 – Models in Science

103. Tuleen states that models are used because some people are visual learners. Correct her
statement.

104. Tuleen then states that models have problems. Explain what she means.

105. Tuleen thinks about the particle model, she is able to come up with a disadvantage of
the model. She says that ‘the particle model does not consider the size, shape, space between
particles, or the forces between particles’. Provide an example of an advantage of the particle
model.
106. In the boxes below, draw a simple particle model for a solid, a liquid and a gas

Solid Liquid Gas

107. Compare the structure, arrangement, compression and force of attraction in each

108. State the equation that links density, mass and volume.

109. Explain the changes in density as a substance is heated from a solid to a gas.

110. State the name of the process that describes a liquid changing state into a solid

111. State the name of the process that describes a gas changing state into a liquid

112. Challenge: State the name of the process that describes a solid changing state into a
gas, without become a liquid

113. Scientist Robert Brown discovered the Brownian motion of fluids (liquids and gases)
after he tried to look at pollen submerged in water under a microscope. Describe what he
observed
 114. Explain these observations

115. Define Brownian motion

116. Challenge: Explain why a hot air balloon moves upwards

117. State another example of how models have been used to explain something

Lesson 10 – EM Spectrum 1
118. State the two types of waveform

119. Give an example of each type

120. State which form cannot travel through a vacuum and why

121. Define perpendicular

122. Describe the difference between particle movement and energy transfer in transverse
and longitudinal waves

123. The amplitude of a wave is the distance of the tip of the peak, or trough to the line of
________________
124. In longitudinal waves, particles are either close together in nodes or far apart in
antinodes. State what these parts are called.

125. Define the frequency of a wave

126. Define the time period of a wave

127. State the equation that links frequency and time period

128. Calculate the time period of a wave that has a frequency of 50Hz

129. Kareem draws the four waves shown below:

a. Which wave(s) have the highest amplitude

b. Which wave(s) have the longest wavelength
c. Which waves(s) have the highest frequency
d. Which wave is the quietest and has the lowest pitch
130. State the equation that links wavespeed, frequency and wavelength

131. A water wave has a frequency of 4Hz and a wavelength of 0.03m, using the equation
above, calculate the wavespeed.
 132. Challenge: A light wave is travelling at 300,000,000m/s, its frequency is 20GHz. Using
the equation above. Calculate the wavelength of the wave. Note that giga is a billion.

133. True/False. The answer above is actually quiet small for radio waves, they can reach
lengths of over 100km per wave.

Lesson 11 – EM Spectrum 2
134. Complete the diagram below for the electromagnetic spectrum

Visible Light

Radio Microwaves Ultraviolet Gamma

135. Clearly show with an arrow:

a. The direction wavelength increases shown on diagram above
b. The direction frequency increases
136. State the form of EM radiation that has the highest energy

137. Which form of EM radiation is the fastest

138. Explain why our eyes can see visible light.

139. Visible light is made up of different colours. Describe how the waveforms of these
colours are different. In your answer, compare red and violet.

140. State a use of gamma rays

Any one from:
 141. State the type of radiation used in a remote control for a television

142. All waves can be reflected or refracted. State the law of reflection.

143. Describe the refraction of light

144. A ray of light enters air into a Perspex block. Predict what will happen to the ray. Explain
your prediction.

145. Explain why we see the dispersal of colours, such as in rainbows

different colours have different wavelengths, these refract differently when passing through
mediums

Lesson 12 – Space
146. State what causes the seasons

147. Describe the forces involved in a rocket taking off

148. A hammer and a feather are dropped together on the moon, which will hit the ground
first and why?

149. Using the mnemonic My Very Easy Method Just Speeds Up Naming, state the sixth
planet in the solar system

150. Khalid attempts to describe a light year. He states that it is the time taken for light to
travel. Correct this explanation.

151. Bader is driving on his really cool moped, fast. He blasts his horn. Yousef, who is
watching from the pavement notices there is a difference in the sound he hears as Bader passes
 by. Explain his observations.

152. Relate the effect you have spoken about above, to light and space.

153. Most objects in the universe are moving away from us. However, the Andromeda galaxy
is moving towards us. Give a reasons for this.

154. Haya has successfully been hired as an astronaut. She wants to be the first human to
reach Proxima Centauri – the closest star to the Solar system. Explain why this would not be
possible with todays technology.

155. Saddened by your perfect explanation, Haya instead decides to count the number of
stars in the universe. Explain why this might not be a good idea.

156. Instead, Haya decides to investigate the relationship between redshift and distances to
galaxies. She notices that some galaxes are more redshifted. Explain her observations.