Mass and Appropriate Unit Essay

Submitted By BenKrink
Words: 987
Pages: 4

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

Credits: Four

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

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

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

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

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

You will find the following formula useful.

|[pic] |[pic] |[pic] |[pic] |[pic] |
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QUESTION ONE: A Bicycle journey

A student cycles every day.

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

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

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

In your answer, you should:

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

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

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

In your answer, you should:

• show all your working for the calculations

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

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

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QUESTION TWO: Lifting an object

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