Name: ________________________

3.4.1.6 Momentum 2 Class: ________________________

Date: ________________________

Time: 224 minutes

Marks: 182 marks

Comments:

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 A cricket ball of mass 0.16 kg travelling at a speed of 35 ms–1 is hit by a bat and, as a result of
1.
the impact, leaves the bat in the opposite direction at 30 ms–1. If the duration of the impact is 52
ms, what is the magnitude of the average force on the ball?

A 0.015 N

B 0.20 N

C 15 N

D 200 N
(Total 1 mark)

(a) State the principle of conservation of momentum.

2.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) The diagram below shows a sketch drawn by an accident investigator following a head-on
collision between two vehicles.

From the skid marks and debris on the road the investigator knows that the collision took
place at the point marked X. The vehicles locked together on impact and vehicle A was
pushed backwards a distance of 8.4 m.

For the road conditions and vehicle masses the average frictional force between the road
and the vehicles immediately after the collision was known to be 7500 N.

(i) Calculate the work done against friction in bringing the vehicles to rest.

(2)

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(ii) Determine the speed of the interlocked vehicles immediately after impact.

(2)

(iii) Vehicle A was known to be moving at 12.5 m s–1 just before the impact. Calculate the
speed of vehicle B just before impact.

(3)

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(iv) The drivers of both vehicles have the same mass. State and explain which driver is
likely to experience the higher force during the impact.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)
(Total 13 marks)

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 A ball is released so that it falls vertically. The graph shows how the resultant force acting on the
3. ball changes with time.

Which one of the following is represented by the area under the graph?

A distance travelled

B gain in kinetic energy

C acceleration

D impulse
(Total 1 mark)

(a) Explain what is meant by the principle of conservation of momentum.

4.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) A hose pipe is used to water a garden. The supply delivers water at a rate of 0.31 kg s–1 to
the nozzle which has a cross-sectional area of 7.3 × 10–5 m2.

(i) Show that water leaves the nozzle at a speed of about 4 m s–1.
density of water = 1000 kg m–3

(2)

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(ii) Before it leaves the hose, the water has a speed of 0.68 m s–1. Calculate the force on
the hose.

(3)

(iii) The water from the hose is sprayed onto a brick wall the base of which is firmly
embedded in the ground. Explain why there is no overall effect on the rotation of the
Earth.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 9 marks)

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 The graph shows how the force acting on a body changes with time.
5.

The body has a mass of 0.25 kg and is initially at rest. What is the speed of the body after 40 s
assuming no other forces are acting?

A 200 ms–1

B 400 ms–1

C 800 ms–1

D 1600 ms–1
(Total 1 mark)

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 A stationary unstable nucleus of mass M emits an α particle of mass m with kinetic energy E
6.

What is the speed of recoil of the daughter nucleus?

(Total 1 mark)

Two ice skaters, initially at rest and in contact, push apart from each other.
7. Which line, A to D, in the table states correctly the change in the total momentum and the total
kinetic energy of the two skaters?

total momentum total kinetic energy

A unchanged increases

B unchanged unchanged

C increases increases

D increases unchanged

(Total 1 mark)

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 A ball of mass 2.0 kg, initially at rest, is acted on by a force F which varies with time t as shown
8. by the graph.

What is the velocity of the ball after 8.0 s?

A 20 ms–1

B 40 ms–1

C 80 ms–1

D 160 ms–1
(Total 1 mark)

A body X moving with a velocity v makes an elastic collision with a stationary body Y of equal
9. mass on a smooth horizontal surface.

Which line, A to D, in the table gives the velocities of the two bodies after the collision?

velocity of X velocity of Y

C v 0

D 0 v
(Total 1 mark)

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 (a) A car, of mass 970 kg, is travelling at 15 m s–1 along a level road when its driver performs
10.
an emergency stop. The car’s braking system applies a constant braking force of
6.1 × 103 N to the car. Assume that the braking force is the resultant force acting on the car.

(i) Calculate the change of momentum of the car during the emergency stop.

change of momentum ______________________ kg m s–1

(1)

(ii) Calculate the distance the car moves in coming to a halt during the emergency stop.

distance ______________________ m
(4)

(b) The car is now loaded with passengers and luggage and again travels at 15 m s–1.
State and explain how this affects the braking distance of the car.
Assume that the car experiences the same braking force as in part (a).

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

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 Which line, A to D, in the table shows correctly whether the moment of a force, and momentum,
11. are scalar or vector quantities?

moment of force momentum

A scalar scalar

B scalar vector

C vector scalar

D vector vector

(Total 1 mark)

The graph shows how the resultant force applied to an object of mass 2.0 kg, initially at rest,
12. varies with time.

What is the speed of the object after 1.0 s?

A 2.5 ms–1

B 5.0 ms–1

C 7.5 ms–1

D 10 ms–1
(Total 1 mark)

Which of the following is a possible unit for rate of change of momentum?

13.
A Ns

B N s–1

C kg ms–1

D kg ms–2
(Total 1 mark)

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 A cricket ball is travelling at a speed of 32.5 ms–1 when it is hit by a bat. After impact, the ball has
14.
the same speed but is travelling in the opposite direction.
The mass of the ball is 0.156 kg.

(a) Calculate the change in momentum of the cricket ball. State an appropriate unit for your
answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

change in momentum ______________________

unit ______________________
(3)

(b) The bat is in contact with the ball for 3.80 ms.
Calculate the force exerted by the bat on the ball.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

force ______________________N
(2)
(Total 5 marks)

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 A rail truck X travels along a level track and collides with a stationary truck Y. The two trucks
15. move together at the same velocity after the collision.

Which line, A to D, in the table states how the total momentum and the total kinetic energy of the
trucks change as a result of the impact.

total momentum total kinetic energy

A unchanged unchanged

B unchanged decreases

C decreases decreases

D decreases unchanged

(Total 1 mark)

(a) State, in words, how the force acting on a body is related to the change in momentum of
16. the body.

___________________________________________________________________

___________________________________________________________________
(1)

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(b) A football of mass 0.42 kg is moving horizontally at 10 m s–1 towards a footballer’s boot,
which then kicks it. The figure below shows how the force between the boot and the ball
varies with time while they are in contact.

(i) What is the significance of the area enclosed by the line on a force–time graph and
the time axis when a force acts on a body for a short time?

______________________________________________________________
(1)

(ii) Estimate the impulse that acts on the ball, stating an appropriate unit.

answer = ______________________
(4)

(iii) Calculate the speed of the ball after it has been kicked, assuming that it returns along
the same horizontal line it followed when approaching the boot. Express your answer
to an appropriate number of significant figures.

answer = ______________________m s–1

(4)

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 (c) Discuss the consequences if the ball had approached the boot at a higher speed but still
received the same impulse.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 13 marks)

Which one of the following statements is correct?

17.
The force acting on an object is equivalent to

A its change of momentum.

B the impulse it receives per second.

C the energy it gains per second.

D its acceleration per metre.

(Total 1 mark)

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 The graph shows how the force on a glider of mass 2000 kg changes with time as it is launched
18. from a level track using a catapult.

Assuming the glider starts at rest what is its velocity after 40 s?

A 2.5 m s–1

B 10 m s–1

C 50 m s–1

D 100 m s–1
(Total 1 mark)

A gas molecule of mass m in a container moves with velocity v. If it makes an elastic collision at
19. right angles to the walls of the container, what is the change in momentum of the molecule?

A zero

B
mv

C mv

D 2 mv
(Total 1 mark)

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 The graph shows the variation with time, t, of the force, F, acting on a body.
20.

What physical quantity does the area X represent?

A the displacement of the body

B the acceleration of the body

C the change in momentum of the body

D the change in kinetic energy of the body

(Total 1 mark)

Water of density 1000 kg m–3 flows out of a garden hose of cross-sectional area 7.2 × 10–4 m2 at
21.
a rate of 2.0 × 10–4 m3 per second. How much momentum is carried by the water leaving the
hose per second?

A 5.6 × 10–5 N s

B 5.6 × 10–2 N s

C 0.20 N s

D 0.72 N s
(Total 1 mark)

Which row, A to D, in the table correctly shows the quantities conserved in an inelastic collision?
22.
mass momentum kinetic energy total energy

A conserved not conserved conserved conserved

B not conserved conserved conserved not conserved

C conserved conserved conserved conserved

D conserved conserved not conserved conserved

(Total 1 mark)

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 The graph shows the variation in the horizontal force acting on a tennis ball with time whilst the
23. ball is being served.

(a) (i) Use the graph to show that the magnitude of the impulse that acts on the tennis ball
is about 1.3 N s.

(2)

(ii) The mass of the tennis ball is 0.057 kg. Show that the impulse in part (a)(i) gives the
ball a speed of about 20 m s–1 horizontally as the ball leaves the racquet.
Assume that the ball had no horizontal speed before the impulse was applied.

(2)

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 (b) During flight the ball accelerates due to gravity. When it reaches the ground the vertical
component of the velocity is 6.1 m s–1.
Calculate the speed and the angle between the direction of travel of the ball and the
horizontal as it reaches the ground.
Assume that air resistance is negligible.

speed ____________________ m s–1

angle ____________________ degree

(3)
(Total 7 marks)

The following figure shows an athlete of mass 65 kg about to perform a pole vault.
24.

The centre of mass of the athlete rises 4.2 m during the vault.

(a) Calculate the change in potential energy of the athlete between take off and reaching the
highest point.

change in potential energy ____________________ J

(2)

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 (b) Assuming that the centre of mass falls the same distance when falling. Calculate the
vertical speed, in m s−1, of the athlete when he lands.

vertical speed ____________________ m s−1

(2)

(c) Explain how the landing mat reduces the force experienced by the athlete to an acceptable
level when landing.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 6 marks)

The graph shows how the momentum of two colliding railway trucks varies with time. Truck A has
25.
a mass of 2.0 × 104 kg and truck B has a mass of 3.0 × 104 kg. The trucks are travelling in the
same direction.

(a) Calculate the change in momentum of

(i) truck A,

______________________________________________________________

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 (ii) truck B.

______________________________________________________________
(4)

(b) Complete the following table.

Initial Final Initial kinetic Final kinetic

velocity/m s–1 velocity/m s–1 energy/J energy/J

truck A

truck B

(4)

(c) State and explain whether the collision of the two trucks is an example of an elastic
collision.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 11 marks)

The diagram shows the velocity-time graph for a vertically bouncing ball, which is released above
26. the ground at A and strikes the floor at B. The effects of air resistance have been neglected.

(a) (i) What does the gradient of a velocity-time graph represent?

______________________________________________________________

(ii) Explain why the gradient of the line CD is the same as line AB.

______________________________________________________________

______________________________________________________________

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 (iii) What does the area between the line AB and the time axis represent?

______________________________________________________________

(iv) State why the velocity at C is negative.

______________________________________________________________

______________________________________________________________

(v) State why the speed at C is less than the speed at B.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(5)

(b) The ball has a mass of 0.15 kg and is dropped from an initial height of 1.2 m. After impact
the ball rebounds to a height of 0.75 m.

Calculate

(i) the speed of the ball immediately before impact,

______________________________________________________________

______________________________________________________________

(ii) the speed of the ball immediately after impact,

______________________________________________________________

______________________________________________________________

(iii) the change in momentum of the ball as a result of the impact,

______________________________________________________________

______________________________________________________________

(iv) the magnitude of the resultant average force acting on the ball during impact if it is in
contact with the floor for 0.10 s.

______________________________________________________________

______________________________________________________________
(8)
(Total 13 marks)

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 The diagram represents part of an experiment that is being used to estimate the speed of an air
27. gun pellet.

The pellet which is moving parallel to the track, strikes the block, embedding itself. The trolley
and the block then move along the track, rising a vertical height, h.

(a) Using energy considerations explain how the speed of the trolley and block immediately
after it has been struck by the pellet, may be determined from measurements of h. Assume
frictional forces are negligible.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) The following data is collected from the experiment

mass of trolley and block 0.50 kg

mass of pellet 0.0020 kg
speed of trolley and block immediately after impact 0.40 m s–1

Calculate

(i) the momentum of the trolley and block immediately after impact,

______________________________________________________________

______________________________________________________________

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 (ii) the speed of the pellet just before impact.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)

(c) (i) State what is meant by an inelastic collision.

______________________________________________________________

______________________________________________________________

______________________________________________________________

(ii) Use the data from part (b) to show that the collision between the pellet and block is
inelastic.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)
(Total 11 marks)

A girl kicks a ball along the ground at a wall 2.0 m away. The ball strikes the wall normally at a
28.
velocity of 8.0 m s–1 and rebounds in the opposite direction with an initial velocity of 6.0 m s–1.
The girl, who has not moved, stops the ball a short time later.

(a) Explain why the final displacement of the ball is not 4.0 m.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(b) Explain why the average velocity of the ball is different from its average speed.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

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 (c) The ball has a mass of 0.45 kg and is in contact with the wall for 0.10 s. For the period of
time the ball is in contact with the wall,

(i) calculate the average acceleration of the ball.

______________________________________________________________

______________________________________________________________

(ii) calculate the average force acting on the ball.

______________________________________________________________

(iii) state the direction of the average force acting on the ball.

______________________________________________________________
(5)
(Total 8 marks)

The simplified diagram shows an experimental arrangement to investigate the collision of two
29. trolleys.

In the experiment, trolley A is travelling at speed v. It collides with and sticks to, the initially
stationary trolley B.

(a) State the measurements you would need to take so that you could determine the speed of

(i) trolley A before the collision,

______________________________________________________________

______________________________________________________________

(ii) trolleys A and B after the collision.

______________________________________________________________

______________________________________________________________
(3)

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 (b) Explain how you would verify that momentum was conserved in this collision, indicating
what other measurements would be required.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) State and explain what you would do to minimise the effects of friction on the motion of the
trolleys.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 7 marks)

(a) An egg of mass 5.8 × 10–2 kg is dropped from a height of 1.5 m onto a floor. Assuming air
30.
resistance is negligible, calculate for the egg

(i) the loss of potential energy,

______________________________________________________________

______________________________________________________________

(ii) the kinetic energy just before impact,

______________________________________________________________

(iii) the speed just before impact,

______________________________________________________________

______________________________________________________________

(iv) the momentum just before impact.

______________________________________________________________
(7)

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 (b) On hitting the floor, the egg is brought to rest in a time of 0.010 s. Calculate the magnitude
of the average decelerating force on the egg.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) The egg is now placed in a container that crumples on impact. Explain why this type of
container makes it far less likely that the egg will break.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 11 marks)

(a) Collisions can be described as elastic or inelastic. State what is meant by an inelastic
31. collision.

___________________________________________________________________

___________________________________________________________________
(1)

(b) A ball of mass 0.12 kg strikes a stationary cricket bat with a speed of 18 m s–1. The ball is
in contact with the bat for 0.14 s and returns along its original path with a speed of
15 m s−1.

Calculate

(i) the momentum of the ball before the collision,

______________________________________________________________

______________________________________________________________

(ii) the momentum of the ball after the collision,

______________________________________________________________

______________________________________________________________

(iii) the total change of momentum of the ball,

______________________________________________________________

______________________________________________________________

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 (iv) the average force acting on the ball during contact with the bat,

______________________________________________________________

______________________________________________________________

(v) the kinetic energy lost by the ball as a result of the collision,

______________________________________________________________

______________________________________________________________
(6)
(Total 7 marks)

(a) (i) Give an equation showing how the principle of conservation of momentum applies to
32. the colliding snooker balls shown in the diagram.

______________________________________________________________

(ii) State the condition under which the principle of conservation of momentum applies.

______________________________________________________________

______________________________________________________________
(3)

(b) A trolley, A, of mass 0.25 kg and a second trolley, B, of mass 0.50 kg are held in contact on
a smooth horizontal surface. A compressed spring inside one of the trolleys is released and
they then move apart. The speed of A is 2.2 m s–1.

(i) Calculate the speed of B.

______________________________________________________________

______________________________________________________________

______________________________________________________________

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 (ii) Calculate a minimum value for the energy stored in the spring when compressed.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(4)

(c) The rotor blades of a helicopter sweep out a cross-sectional area, A. The motion of the
blades helps the helicopter to hover by giving a downward velocity, υ, to a cylinder of air,
density ρ. The cylinder of air has the same cross-sectional area as that swept out by the
rotor blades.

Explaining your reasoning,

(i) derive an expression for the mass of air flowing downwards per second, and

______________________________________________________________

______________________________________________________________

______________________________________________________________

(ii) derive an expression for the momentum given per second to this air.

______________________________________________________________

______________________________________________________________

(iii) Hence show that the motion of the air results in an upward force, F, on the helicopter
given by

F = ρAυ2.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(5)

(d) A loaded helicopter has a mass of 2500 kg. The area swept out by its rotor blades is
180 m2. If the downward flow of air supports 50% of the weight of the helicopter, what
speed must be given to the air by the motion of the rotor blades when the helicopter is
hovering? Take the density of air to be 1.3 kg m–3.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 15 marks)
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 Take the acceleration due to gravity, gE, as 10 ms−2 on the surface of the Earth.
33.

The acceleration due to gravity on the surface of the Moon is . An object whose weight on

Earth is 5.0 N is dropped from rest above the Moon’s surface. What is its momentum after falling
for 3.0s?

A 2.5 kg m s−1

B 6.2 kg m s−1

C 15 kg m s−1

D 25 kg m s−1
(Total 1 mark)

A toy locomotive of mass 0.50 kg is initially at rest on a horizontal track. The locomotive is
34. powered by a twisted rubber band which, as it unwinds, exerts a force which varies with time as
shown in the table.

time/s 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0

force/N 0.20 0.18 0.15 0.12 0.10 0.08 0.05 0.02 0.00

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(a) (i) On the grid below plot a graph of force against time for the rubber band power
source.

(ii) State what is given by the area between the graph and the time axis.

______________________________________________________________
(4)

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 (b) The rubber band is wound up and released to power the locomotive. Use your graph to
show that the speed of the locomotive 8.0 s after the twisted rubber band is released is
1.6 m s–1. Ignore the effects of air resistance and energy losses due to friction.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) 8.0 s after release the locomotive collides with and couples to a toy truck, initially at rest,
which has a mass of 1.50 kg.

(i) Calculate the speed of the coupled locomotive and truck after collision.

______________________________________________________________

______________________________________________________________

(ii) Calculate the combined kinetic energy of the locomotive and truck immediately after
collision.

______________________________________________________________

______________________________________________________________

(iii) Show, with the aid of a calculation, whether or not the collision is elastic.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(5)
(Total 11 marks)

A solid iron ball of mass 890 kg is used on a demolition site. It hangs from the jib of a crane
35. suspended by a steel rope. The distance from the point of suspension to the centre of mass of
the ball is 15 m.

(a) Calculate the tension in the rope when the mass hangs vertically and stationary.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

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(b) The iron ball is pulled back by a horizontal chain so that the suspension rope makes an
angle of 30° with the vertical. Calculate the new tension in the suspension rope.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) The ball is now released from rest and hits a brick wall just as it passes through the vertical
position. It can be assumed that the ball is brought to rest by the impact with the wall in
0.2 s.

Calculate

(i) the vertical height through which the ball falls,

______________________________________________________________

______________________________________________________________

(ii) the speed of the ball just before impact,

______________________________________________________________

______________________________________________________________

______________________________________________________________

(iii) the average force exerted by the ball on the wall.

______________________________________________________________

______________________________________________________________

______________________________________________________________
(5)
(Total 9 marks)

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Mark schemes
D
1.
[1]

(a) total momentum before a collision = total momentum after

2. a collision or total momentum of a system is constant
or Σmv = 0 , where mv is the momentum

B1

no external forces acting on the system/ isolated system

B1
2

(b) (i) work done = F s

C1

63 000 J

A1
2

(ii) KE = ½ mv2 or F =ma and v2 = u2 + 2as

C1

combined speed v = 4.6 (4.58) m s–1

A1
2

(iii) reasonable attempt at a momentum conservation

equation (2 terms before and one term after any signs)

C1

(+ or -) 3600 v + (2400 × 12.5) = (6000 × 4.58) (e.c.f)

C1

16 m s–1 (cao ignoring sign)

A1
3

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 (iv) driver A is likely to experience the greater force

B1

force = rate of change of momentum

(Δmv/t) or F = ma

B1

time for deceleration on impact is (approximately)

the same

B1

change in velocity of driver B = 11.4 m s–1 (ecf from

(ii) and (iii))
and
change in velocity of driver A = 17.1 m s–1
(ecf from (ii) and (iii))
or
Δmv or Δv of A > Δmv or Δv of B

B1
4
[13]

D
3.
[1]

(a) total momentum of system constant/total momentum before =

4.
B1

total momentum after

isolated system/no external force

B1
2

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 (b) (i) clear explanation of method

B1

correct numerical working leading to 4.25 m s–1

B1
2

(ii) F = 0.31 × a speed

C1

use of speed difference [4.25 – 0.68]

C1

= 1.11 N [ecf]

A1
3

(iii) states that two momenta/forces related to hose and

wall are equal in size/appreciates reaction force

B1

transmitted by hose to Earth

and in opposite direction

B1
2
[9]

C
5.
[1]

A
6.
[1]

A
7.
[1]

A
8.
[1]

D
9.
[1]

(a) (i) 1.5 × 104/1.46 × 104 (14550) (kg m s–1)

10.
B1
1

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(ii) correct substitution into t = (mv – mu)/F
or (t =) 14550 ÷ 6.1 × 103 seen
(condone power of 10 error) [ecf from part ai]

C1

t = 2.39 s [ecf from part ai]

C1

correct substitution into s = (u + v)t/2

or (s =) 15 × 2.39 ÷ 2 seen
(condone incorrect value for a calculated t in substitution)

C1

s = 17.9 to 18 m [ecf from part ai]

A1
4

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(b) (braking distance) increases/‘longer’ to stop

M0

greater mass

A1

more momentum/more time with rate of change of momentum

equation

A1

same velocity change over longer time means greater

distance /appropriate equation of motion with s
as subject and longer time

A1

when using s = vt must identify v as average

or (braking distance) increases/‘longer’ to stop

M0

greater mass

A1

more ke (to convert)/more work to be done

A1

more work done by (same) force means greater distance/

appropriate equation with s as subject

A1

or (braking distance) increases/‘longer’ to stop

M0

greater mass

A1

smaller acceleration

A1

smaller acceleration for (same) change in velocity means greater

distance/appropriate equation of motion with s as subject

A1
3

Archbishop Beck Catholic Sports College Page 38 of 55

 [8]

D
11.
[1]

B
12.
[1]

D
13.
[1]

(a) 32.5 × 0.156 or 65 × 0.156: any mass × velocity

14.
C1

10.07/10.1/10 ignore sf

A1

kg ms–1 (accept Ns)

B1
3

(b) their a/3.80 (× 10–3) ignore power of 10 error

C1

2670 (N) ecf

A1
2
[5]

B
15.
[1]

(a) force = rate of change of momentum (1)

16. 1

(b) (i) area under graph represents impulse or change in momentum (1)
1

Archbishop Beck Catholic Sports College Page 39 of 55

 (ii) suitable method to estimate area under graph (1)(1)

[eg counting squares: 20 to 23 squares (1)

each of area 25 × 10–3 × 20 = 0.5 (N s) (1)
or approximate triangle etc (1)
½ × 250 × 10–3 × 90 (1)]

gives impulse = 11 ± 1 (1)

N s (or kg m s–1) (1)

4

(iii) use of impulse = Δ(mv) (1)

Δp = mv – (–mu) = m(v + u) or 11 = 0.42 (v + 10) (1)

giving 0.42 v = 6.8 and v = 16 (m s–1) (impulse = 12 gives 19 m s–1) (1)

answer to 2 sf only (1)

4

(c) final speed would be lower (1)

any two of the following points (1)(1)

• initial momentum would be greater [ or greater u must be reversed]

• change in momentum [or velocity] is the same [ or larger F acts for

shorter t]

• initial and final momenta are (usually) in opposite directions

• initial and final momenta may be in same direction if initial speed is

sufficiently high

[alternatively]

final speed = – initial speed (1)

gives final speed v = (26 ± 3) – initial speed u (1)

consequence is

• v is in opposite direction to u when u < 26

• v is in same direction as u when u > 26

• v is zero (ball stationary) when u = 26

any one of these bullet points (1)

3
[13]

Archbishop Beck Catholic Sports College Page 40 of 55

 B
17.
[1]

C
18.
[1]

D
19.
[1]

C
20.
[1]

B
21.
[1]

D
22.
[1]

(a) (i) clear working:

23.
attempts to evaluate area under line
(12 – 13 squares × 0.1 N s)
or ½ × 106(105) × 24 × 10–3 seen

B1

1.260 – 1.272 (N s) 1.2 – 1.3 for square counting

B1

(ii) area under graph/impulse = Δmv

B1

22.3 (22.8) (m s–1)

B1
4

(b) use of Pythagoras or tan–1 (6.1/22.3)

B1

or or tan–1 (6.1/20)

22.8 – 23.8(m s–1) 20.9 or 21(m s–1)

B1

14.9 – 15.5 (°) (15 – 16 (°)) 17/18(°)

B1
3
[7]
Archbishop Beck Catholic Sports College Page 41 of 55
 (a) use of E = mgh (1)
24.
2680 J (1)
2

(b) use of v2 = 2 as (1)

9.1 m s-1 (1)

2

(c) increases the time taken for the athlete to come to rest/reduced
deceleration

force = mass × acceleration/mass × change in velocity/time (1)

or momentum argument

or energy argument (1)

2
[6]

(a) (i) (change in momentum of A) = – (1) 25 × 103 (1)

25.
kg m s–1 (or N s) (1)

(ii) (change in momentum of B) = 25 × 103 kg m s–1 (1)

4

(b)

initial vel/m s–1 final vel/m s–1 initial k.e./J final k.e./J

truck A 2.5 1.25 62500 15600

truck B 0.67 1.5 6730 33750

(1) (1) (1) (1)

4

(c) not elastic (1)

because kinetic energy not conserved (1)
kinetic energy is greater before the collision (or less after) (1)
[or justified by correct calculation]
3
[11]

Archbishop Beck Catholic Sports College Page 42 of 55

 (a) (i) acceleration (1)
26.
(ii) both represent acceleration of free fall
[or same acceleration] (1)

(iii) height/distance ball is dropped from above the ground

[or displacement] (1)

(iv) moving in the opposite direction (1)

(v) kinetic energy is lost in the collision

[or inelastic collision] (1)
5

(b) (i) v2 = 2 × 9.81 × 1.2 (1)

v = 4.9 m s–1 (1) (4.85 m s–1)

(ii) u2 = 2 × 9.81 ×0.75 (1)

u = 3.8 m s–1 (1) (3.84 m s–1)

(iii) change in momentum = 0.15 × 3.84 – 0.15 × 4.85 (1)

= –1.3 kg m s–1 (1) (1.25 kg m s–1)

(allow C.E. from (b) (i) and (b)(ii))

(iv) F= (1)

= 13 N (1)

(allow C.E. from (b)(iii))

8
[13]

(a) kinetic energy changes to potential energy (1)

27. potential energy calculated by measuring h (1)
equate kinetic energy to potential energy to find speed (1)
[or use h to find s (1)
use g sinθ for a (1)
use v2 = u2 + 2as (1)]
[or use h to find s (1)
time to travel s and calculate vav (1)
v = 2vav (1)]
3

(b) (i) p(= mv) = 0.5(0) × 0.4(0) = 0.2(0) (1) N s(or kg m s–1) (1)

(ii) (use of mpvp = mtvt gives) 0.002(0) v = 0.2(0) (1)

v = 100 m s–1 (1)
4

Archbishop Beck Catholic Sports College Page 43 of 55

 (c) (i) kinetic energy is not conserved (1)

(ii) initial kinetic energy = × 0.002 × 1002 = 10 (J) (1)

final kinetic energy = × 0.5 × 0.42 = 0.040 (J) (1)

hence change in kinetic energy (1)

(allow C.E. for value of v from (b))

4
[11]

(a) displacement is a vector (1)

28. ball travels in opposite directions (1)
max 1

(b) velocity is rate of change of displacement

average speed is rate of change of distance
velocity is a vector [or speed is a scalar)
velocity changes direction

any two (1) (1)

2

(c) (i) a= (1)

= (–)140.m s–1 (1)

(allow C.E. for incorrect values of Δv)

(ii) F = 0.45 × (–) 140 = (–) 63N (1)

(allow C.E for value of a)

(iii) away from wall (1)

at right angles to wall (1)
[or back to girl (1) (1)]
[or opposite to direction of velocity at impact (1) (1)]
5
[8]

(a) (i) length of card

29. [or distance travelled by trolley A] (1)
time at which first light gate is obscured
[or time taken to travel the distance] (1)

(ii) time at which second light gate is obscured

[or distance travelled after collision and time taken] (1)
3

(b) momentum = mass × velocity (1)

mass of each trolley (1)
(check whether) pinitial = pfinal (1)
max 2

Archbishop Beck Catholic Sports College Page 44 of 55

 (c) incline the ramps (1)
until component of weight balances friction (1)
[or identify where the friction occurs (1)
sensible method of reducing (1)]
2
[7]

30. (a) (i) Ep = mgΔh (1)

= 5.8 × 10-2 × 9.8(1) × 1.5 = 0.85 J ✓

(ii) 0.85 J (1)

(allow C.E. for value of Ep from (i))

(iii) (use of Ek = ½mv2 gives) 0.85 = 0.5 × 5.8 × 10-2 × v2 (1)

(allow C.E. for answer from (ii))
(v = 29.3) v = 5.4 m s-1 (1)
2

(iv) (use of p = mv gives) p = 5.8 × 10-2 × 5.4 (1)

(allow C.E. for value of v from (iii))
= 0.31 N s (1)
7

(b)

(allow C.E. for value of p from (iv))

= 31 N (1)

[or a = = 540 (m s-2) (1)

F = 5.8 × 10-2 × 540 = 31 N (1)]

2

(c) egg effectively stopped in a longer distance (1)

hence greater time and therefore less force on egg (1)
[or takes longer to stop

hence force is smaller as

[or acceleration reduced as it takes longer to stop

thus force will be smaller]

[or some energy is absorbed by container

less absorbed by egg]
2
[11]

(a) kinetic energy is not conserved (1)

31. (1)

(b) (i) (p = mv gives) p = 0.12 × 18 = 2.2 N s (1) (2.16 N s)

Archbishop Beck Catholic Sports College Page 45 of 55
 (ii) p = 0.12 × (–15) = –1.8 N s (1)

(iii) Δp = 2.2 – (–1.8) = 4.0 N s (3.96 N s) (1)

(allow e.c.f. from(i) and(ii))

(iv) (1)

= 28 N (1) (28.3 N)
(allow e.c.f. from (iii))

(v) (Ek = ½mv2 gives) Ek = 0.5 × 0.12 × (182 – 152) = 5.9 J (1)
(6)
[7]

(a) (i) equation showing momentum before = momentum after (1)

32. correct use of sign (1)

(ii) no external forces (on any system of colliding bodies) (1)

3

(b) (i) (by conservation of momentum m1υ1 + m2υ2 = 0)

0.25 × 2.2 = (–)0.50υ2 (1)

υ2 = (–)1.1(0)ms–1 (1)

(ii) = total k.e. = × 0.25 × 2.22 + × 0.5 × 1.12 (1)

= 0.91J (1)
4

(c) (i) mass of air per second = ρAυ (1)

correct justification, incl ref to time (1)

(ii) momentum per second (= Mυ = υ2 Aρ) = υ2 Aρ (1)

(iii) force = rate of change of momentum (hence given result) (1)

upward force on helicopter equals (from Newton third law)
downward force on air (1)
5

(d) υ2 Aρ = (for 50% support) (1)

υ2 × 180×1.3 = (1)

gives υ = 7.2ms–1 (1) (or 7.3, g taken as 10)

if not 50% of weight, max 1 / 3 provided all correct otherwise (gives 10.2)
3
[15]

Archbishop Beck Catholic Sports College Page 46 of 55

 A
33.
[1]

(a) (i) points plotted correctly (1) (1) (deduct one for each incorrect)
34. sensible scales chosen (1)
line of best fit (1)

(ii) change in momentum [or impulse] (1) (accept 0.8)

max 4

(b) area under graph = 0.80±0.05 (1) (kgms–1)

υ= (1) = 1.6 ms–1

alternative:
state average force = 0.10(N) (1)
leading to correct derivation of 1.6ms–1 (1)
2

(c) (i) Δmυ = 0 [or statement] (1) υ = 0.40ms-1 (1)

(ii) kinetic energy = 0.16 J (1)

(iii) initial kinetic energy = 0.64 (J) (1)

kinetic energy lost so inelastic (1)
5
[11]

35. (a) T = mg = 890 × 10 = 8900 (1) N (1)

(accept alternative correct value using g = 9.81 N kg–1)
(2)

(b)

resolve vertically T cos 30° =mg (1)

T= = 10280 (1.03 × 104) N (1)

(2)

(c) (i) vertical height fallen = l(1 – cos θ) = 15(1 – 0.866) = 2.0(1) m (1)
(allow e.c.f. if h calculated wrongly)

Archbishop Beck Catholic Sports College Page 47 of 55

(ii) mυ2 = mgh or reference energy (1) υ = = 6.34 m s–1 (1)

(max 1 / 3 if equations of motion used)

(iii) (1)

(allow e.c.f of υ and m as before)

(5)
[9]

Archbishop Beck Catholic Sports College Page 48 of 55

Examiner reports
More than one third of the candidates incorrectly chose distractor C in this Question, where an
1. average force has to be calculated by applying F = Δmv / Δt. Just over half of them correctly
chose alternative D. Undoubtedly the error of so many candidates was to fail to appreciate the
vector nature of velocity and momentum. Distractor C would have been the correct answer had
the change in velocity been 35 – 30 = 5 m s−1.

(a) Most candidates were able to gain one mark for the definition. The most common errors
2. were either not giving the condition of no external force or failing to refer to the total
momentum in the definition. It was therefore unclear whether the definition referred to the
momentum of a body or the system of bodies. There was a minority who stated the
principle as ‘the momentum of a body remains constant unless a force acts on it’.

(b) (i) This was usually correct.

(ii) A significant proportion of the candidates tried using the principle of conservation of
momentum in this part. Those who appreciated that they had to use KE = ½ mv2
usually completed this successfully but some used an incorrect mass or failed to take
the square root.

(iii) There were many correct answers and many structured their responses sensibly.
Most were able to make a realistic attempt equating two momenta before the collision
to one momentum after. Many however failed to take account of the fact that the final
momentum would be to the left whilst the original momentum of A is to the right and
so the signs for these terms needed to be different, regardless of the convention they
used.

(iv) There were some excellent logical arguments presented in response to this question
and many gained full marks. Even weak candidates usually suggested that driver A
would feel the greater force but explaining why proved more difficult. Some realised
that use of F = ma or F = Δ(mv)/t was useful but many went on to discuss the
vehicles rather that the drivers. The most common omission was failure to state that
in the comparison the time for each driver to come to rest would be (approximately)
the same.

This question concerned the significance of the area under a force-time graph. When this
3. question was pre-tested just over half of the students gave the correct answer. The responses in
the examination shows that candidates prepare much more seriously for real examinations than
for pre-testing sessions, because it proved to be the easiest question in the paper.

(a) For full credit, candidates needed to state that the total momentum is constant (in some
4. appropriate way) and also to mention the absence of external forces. It was common to see
answers that featured one but not the other.

(b) (i) Although many candidates carried out computations which ended in a
numerical solution that was plausible, the general level of explanation (whether
algebraic or descriptive) was very poor. Many solutions consisted of a jumble of
numbers from which examiners could make little sense. This was a ‘show that’
question and candidates needed to be much more careful about the level of their
description in order to obtain full credit.

Archbishop Beck Catholic Sports College Page 49 of 55

 (ii) There were many poor attempts in this part also. The ostensibly correct solutions
often needed considerable work by examiners to determine the line of argument.
Those who write down equations at random (the dubious F = ma was a case in point)
need to be exceptionally clear in their solutions if their work is to be credible.

(iii) The explanation of why water sprayed onto a wall does not alter the Earths rotation
eluded many. Common misconceptions included the idea that nothing happened
because the Earth is massive and the water flow is not. Also many candidates wrote
wisely about the action and reaction forces at the wall but failed to gain credit
because they did not consider the whole system.

This question was an easy starter that required the application of “change of momentum = area
5. under force/time graph”. This question discriminated well, and just over two-thirds of the students
gave the correct answer. The most popular incorrect response was distractor D, no doubt
because the students who chose it overlooked the factor of ½ when calculating a triangular area.

Students often find that questions in which the result of a calculation is shown algebraically are
6. harder than ones in which the calculation is purely numerical. In this question, where the recoil
speed after an explosion was to be found in terms of kinetic energy. Just under half of the
students arrived at the correct expression, and the question did not discriminate very well. 27%
of the students selected distractor B, because they regarded the mass of the daughter nucleus
still to be M (instead of M – m) after it had emitted the ∝ particle.

This question tested basic facts concerning the quantities that are conserved when two bodies –
7. two skaters in this question – separate from each other with a release of kinetic energy. Almost
70% of the students gave the correct response. The most common incorrect response was
distractor B, the students involved not realising that kinetic energy must increase when two
stationary bodies start to move.

This question involved the calculation of an impulse from a force-time graph, and the consequent
8. velocity of a body at rest that was then subjected to the impulse. The question discriminated well.
Two-thirds of students arrived at the correct answer, whilst over a quarter of them selected
distractor B, which was double the expected velocity. This may be because they forgot a factor of
a half when calculating the area under a triangular graph.

An elastic collision between bodies of equal mass, one of which was stationary before the
9. collision, was the subject of this question. Students who had witnessed such a collision on an air
track, for example, should have had little difficulty in realising that the moving body stops whilst
the second body moves off with all of the first body’s momentum. Fewer than expected (56%)
gave the correct response. It is difficult to see why 36% of the students selected distractor B, in
which neither momentum nor kinetic energy would be conserved.

Archbishop Beck Catholic Sports College Page 50 of 55

 Part (a) (i) was a very straight forward calculation and almost 80% of students managed it
10. successfully.

Almost 50% of the students achieved all four marks in part (a) (ii). Of these, there were quite a
few who altered signs and mixed up u and v in equations of motion. A good number of students
correctly determined the time but then did not take into account that the fact that the velocity
changed.

Most students were able to make some progress with part (b) but few were able to produce a
response that fully answered the question. Many students were able to explain that a larger
change in momentum occurred over a longer time but stopped short of why this produced a
bigger braking distance. The explanations were often incomplete and lacked accuracy in their
use of physics. Some students struggled with using appropriate technical language and confused
terms such as power, momentum and force.

The principal hurdle in this question was to decide whether the moment of a force is a scalar or a
11. vector. The vector nature of momentum was known by almost all. Nearly two-thirds of the
candidates realised that a moment has an associated direction and gave the correct response.
Over a quarter chose distractor B, where moment is a scalar and momentum a vector.

This was the most discriminating question in the test. Its facility was 51%. Distractor C accounted
12. for 30% of the responses, probably because the candidates involved failed to notice that the
force was 5 N (rather than 15 N) for the initial 0.5 s on the force-time graph.

It is surprising that only 49% of the candidates arrived at the correct answer in this question.
13. Identifying the rate of change of momentum with force, and the unit of force with (mass ×
acceleration), ought to be relatively straightforward piece of physics for candidates at the end of
an A level course. Distractors A and C (where in each case the answer is a unit of momentum)
were both chosen by about 20% of the candidates.

There many completely correct solutions to this question. The most frequent error was to assume
14. that the change in momentum was equivalent to the initial momentum, although there were some
who thought that there was no change in momentum as the initial and final speeds were the
same. Many knew, or could work out, the appropriate unit.

In part (b) some used an approach based on the average acceleration of the ball. This approach
was accepted although; having calculated the change in momentum, a consideration of impulse
was the most straightforward way to proceed.

This question was a test of momentum and energy conservation laws for colliding trucks. Almost
15. all candidates realised that momentum would be conserved in this situation. Two-thirds of
candidates knew that kinetic energy would not be conserved and one third thought that it would
be conserved.

Archbishop Beck Catholic Sports College Page 51 of 55

 In this question candidates needed to appreciate the distinction between momentum and change
16. of momentum. In part (a), for example, the force is not the momentum per second but the change
of momentum per second. Parts (a) and (b) (i) were answered well. In (b) (i) either ‘impulse’ or
‘change of momentum’ were accepted as a correct answer, ‘momentum’ was not accepted
because it would only be true for a body initially at rest.

In part (b) (ii), a great variety of methods were used to estimate the area under the force-time
graph, and most candidates seemed able to work towards an acceptable value. Common errors
were incorrect scaling factors when changing the number of counted squares into an impulse,
and overlooking the 10-3 in milliseconds.

Part (b) (iii) required care over signs when calculating the change of momentum; since the ball
was stated in the question to return along its approach path it follows that u and v are in opposite
directions and take opposite signs. This difficulty caused a high proportion of candidates to end
up with an incorrect value for v, typically 36 m s–1 instead of 16 m s–1. Examiners were expecting
the final answer to be given to two significant figures, consistent with the data given in the
question, but many candidates gave three.

Part (c), where candidates had to discuss the consequences of the same impulse on a higher
approach speed, proved to be quite challenging. Some very good well-reasoned answers were
seen. The principal conclusion, provided the ball still returns off the boot, had to be that its
resulting speed would be lower. This is readily seen by realising that the initial momentum of the
ball is greater but the change in momentum is the same. Credit was given for worthwhile
principles in these answers, even if the wrong conclusion had been reached over the final speed.
Examiners were pleased to see some rather profound answers which pointed out that,
depending on how large the new approach speed, the ball could be stopped by the impulse or
even continue in its original direction.

This question was a test of the ‘impulse = change of momentum’ relationship. Almost two-thirds
17. of the candidates selected the correct response. Nevertheless, 25% of candidates chose
distractor A, showing a failure to understand the distinction between a change and a rate of
change.

The surprising outcome of this question was that just as many candidates chose the wrong
18. answer as the right one. This seems to have been caused by careless working. Forgetting that
the mass of the glider was 2000 kg could have led candidates to the conclusion that its velocity
would be 100 m s–1 (distractor D) instead of 50 m s–1, or perhaps they forgot the factor of ½
when finding the area of the triangle under the graph line. The facility of this question was 40%.

This question tested the change of momentum of a gas molecule making an elastic collision with
19. the walls of its container. Misunderstanding the vector nature of momentum, and therefore of the
change of momentum, was responsible for the 21% of candidates who chose distractor A.

Their reasoning is likely to have been that mv – mv = 0, rather than the correct mv – (–mv) =
2mv, which 69% of the candidates selected.

This question, on factual knowledge of the impulse – momentum relationship, was an easy
20. starter with a facility of 85%.

Archbishop Beck Catholic Sports College Page 52 of 55

 This question required candidates to determine the momentum of the water flowing out of a
21. garden hose in one second. This called for mathematical application as well as knowledge and it
was therefore much more demanding. 41% of the candidates selected the correct answer, and
the question was not a strong discriminator. The most popular incorrect distractor, chosen by
28%, was C (0.20). This numerical value could be found by multiplying the density of water by
the flow rate, ignoring the cross-sectional area value given in the question.

This was a straightforward test of candidates’ knowledge. It required candidates to decide

22. whether or not mass, momentum, kinetic energy and total energy would be conserved in an
inelastic collision. 85% of the candidates appreciated that everything except kinetic energy would
be conserved. Incorrect responses were fairly evenly spread around the other three distractors.

Only a minority of the candidates made progress with part (a) (i). The working in many responses
23. did not convey a correct physics approach to the problem. Multiplying the peak force by half the
time did not show that the aim was to determine the area, but rather that the aim was to find a
number that fitted that given in the question. It would help demonstration of a correct approach to
a problem, and in particular to ‘show that’ questions, if candidates were to include a subject for
the formula and/or numerical substitution.

Candidates were generally more successful in part (a) (ii), almost half the candidates gaining
both marks.

In part (b), candidates either coped very well or not at all with the straightforward task of finding
the resultant magnitude and direction of the vector addition of horizontal and vertical velocities,
both of which were given in the question. Many were unsuccessful because they could not
successfully use Pythagoras’ rule or identify the appropriate relationship to find the angle.

This was an unusual question and a considerable amount of work was required in parts (a) and
25. (b). There were many opportunities to make errors. Part (a) was answered quite well but
common errors were omitting the 103 factor, quoting both changes as positive and the usual unit
problem that appears in questions involving momentum.

Part (b) caused real problems for a significant proportion of candidates and calculation errors
were common. A significant proportion of candidates confused momentum with velocity and
although they were then were able to score marks for a correct calculation of kinetic energy,
arithmetic errors were common.

Part (c) provided evidence that there is a common misunderstanding of what is meant by an
elastic collision. A relatively frequent response was that this was an example of an elastic
collision because momentum was conserved.

Part (a) discriminated very well and although most candidates scored some marks, only the best
26. were awarded the maximum. The two sections least well done were part (iii) which asked what
the area under the line AB represented and part (v) which asked why the speed at C was less
than the speed at B. In answering part (v) a significant proportion of candidates did not realise
that the ball rebounded from the floor at C.

Part (b) also produced a variation of marks. Most candidates completed part (i) but found the
other parts of the question more difficult. There was considerable confusion over signs and initial
and final velocities in part (ii). This confusion was carried over into part (iii) and most candidates
made no allowance for the change in direction of momentum but simply subtracted the
magnitudes of the initial and final momenta. As in the past, the unit for momentum caused
problems and penalising a unit error at this point was quite common.

Archbishop Beck Catholic Sports College Page 53 of 55

 This question was also done well although a significant minority of candidates could not explain
27. in part (a) how the speed of the trolley and block might be determined from energy
considerations. Part (b) was done well apart from the usual confusion over the unit for
momentum.

The final part of the question produced more variable responses. Many candidates were able to
explain correctly what is meant by an inelastic collision but were unable to carry out the
necessary calculation to show that the collision of the pellet and the block was inelastic.

This question was answered well and the only common problem was the calculation of the
28. acceleration of the ball. Only the best candidates appreciated that in part (c) the change in
velocity was (–)14 m s –1. This was not a major handicap however as allowance for
consequential errors enabled most of the remaining marks to be scored.

This question was generally well answered throughout although it was clear that a significant
29. number of candidates were unsure how light gates are used to determine velocity. Ideas for
minimising friction were many and varied but very few candidates seemed aware of the concept
of a friction compensated slope.

The calculations in parts (a) and (b) were well done although the unit for momentum produced
30. the usual problems. Explaining the crumple zone in part (c) was often well answered although
some candidates’ answers did tend to lack focus. The idea that the time duration of the collision
was increased and that this was important, seemed to be well understood.

A surprising number of candidates failed to answer part (a) correctly and did not seem to be
31. aware that kinetic energy was central to any discussion on inelastic collisions.

In part (b) the calculations were generally well done although it was rare for a candidate to take
into account the change of direction in part (ii). Also the unit of momentum caused problems for a
significant proportion of candidates. In part (v) the calculation of the loss of kinetic energy
produced more difficulties than expected. The most common error was for candidates to first
subtract the velocities and then use the result to calculate the loss of energy.

In part (a) most candidates were able to write down an equation relating the momentum before
32. collision to the momentum after. However, many candidates failed to consider a sign convention
even though the directions of velocity were clearly shown in the diagram. In part (a)(ii) many
candidates did not state that no external forces act if momentum is to be conserved.

In part (b)(i) most candidates were able to calculate correctly the speed of trolley B after collision.
Such candidates went on to calculate the kinetic energy after collision and quoted this as the
minimum energy stored in the spring corresponding to an elastic collision.

Good candidates answered part (c) well and gained full, or near full, marks. However, this part
proved to be too testing for weaker candidates, with many such candidates not attempting it. In
part (c)(i) good candidates derived an expression for the volume of air flowing per second and
multiplied this by the density of air to obtain an expression for the mass of air flowing per second.
In part (c)(ii) the change in momentum per second is given by the mass per second multiplied by
the velocity of the air. There were very few good answers to part (c)(iii). By equating the change
in momentum with impulse an expression is obtained for the force exerted on the air. The force
exerted on the helicopter is equal in magnitude but opposite in direction to that exerted on the air,
a point missed by almost all candidates.

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 In part (d) it was common for candidates to forget to convert the mass of the helicopter to weight
and to ignore the fact that only 50% of the weight of the helicopter is supported by the downward
flow of air. The remaining 50% of the weight of the helicopter is supported due to the aerofoil
section of the rotor blades.

The provision of the labels on the axes in the question appeared to be helpful to candidates. The
34. great majority of candidates chose sensible scales and plotted the points clearly and accurately.
Some candidates had difficulty in drawing a line of best fit, either because they insisted that the
line had to pass through each of the points, or by not possessing a straight edge. In part (a)(ii)
many candidates stated that the area under the graph represented momentum rather than the
change in momentum.

In part (b) less than half of the candidates were able to use the area under the graph to show that
the speed of the locomotive is 1.6 ms–1.

There were many correct answers to part (c)(i), with the conservation of momentum clearly
stated or quoted in the form of an equation. The calculation of the combined kinetic energy of the
locomotive and the truck after collision was usually correct. In part (c)(iii) it was encouraging to
see that the majority of candidates referred to kinetic energy loss to show that the collision is
inelastic.

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