Student book answers

Chapter 3

P2 3.1 Speed
In-text questions A How far something travels in a particular time.
B metres per second (m/s)
C The movement of a body compared to another.
Activity Marathon times
distance in a marathon = 42.2 km
time taken to run marathon = 2.5 h
average speed = distance ÷ time = 42.2 ÷ 2.5 = 16.88 km/h
Summary 1 distance, time, total distance, total time, relative (5 marks)
questions 2 Average speed = total distance ÷ total time = 100 m ÷ 12.5 s = 8 m/s (2 marks)
3 Their relative motion is 70 km/h either towards each other, if they haven’t passed yet,
or away from each other if they have already passed. (2 marks)
4 QWC question (6 marks). Example answers:
Lines are painted on the road a set distance apart. The camera takes a photograph of the
car on the road. The camera takes a photograph of the car a short time later. From the
position of the car the camera can work out how far the car has travelled. The camera can
use the time between the photographs to find the time using the equation speed =
distance ÷ time. The speed camera uses the information obtained from the two
photographs to calculate the speed of the car. If the car is travelling faster than the speed
limit it will travel too far in the time between the photographs.

P2 3.2 Motion graphs

In-text questions A The distance that something travels in a certain time
B The speed of an object.
Activity Working it out
speed = distance ÷ time = 60 ÷ 10 = 6 m/s

Summary 1 distance, time, slope, stationary, changing (5 marks)

questions 2a distance = 3900 m – 2400 m = 1500 m
time = 45 min – 35 min = 10 min = 10 × 60 = 600 s
speed = distance ÷ time = 1500 m ÷ 600 s = 2.5 m/s (4 marks)
b 0 m/s (1 mark)
3 QWC question (6 marks). Example answers:
Both graphs start at a distance of zero and finish at a distance of 3 km. The graph
for the car reaches 3 km faster than the graph for walking. Both graphs might have
horizontal sections. If the graph is horizontal the car or person has stopped. The
slope of the graph for the car is much steeper. Cars travel faster than people. The
car reaches school in a shorter time. The average speed of a car is much higher than
that of a person. Both graphs should include curved lines. Curved lines show periods
of changing speed.

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 Student book answers
Chapter 3

P2 3.3 Pressure in gases

In-text questions A They move more slowly.
B Atmospheric pressure decreases.

Activity Balloon pressure

The plan should include: a method of changing temperature – by location or changing
temperature of water, method of measuring volume – by circumference of balloon,
variables to control, range of temperature, the need to repeat measurements, and a
risk assessment.
Summary 1 collide with, bigger, smaller, less, fewer (4 marks)
questions 2a There is less oxygen as you go up a mountain because gas pressure is reduced.
The density of oxygen is low. (2 marks)
b It would take up too much space if it were not compressed. The oxygen pressure
will be very high if the gas is compressed. (2 marks)
3 QWC question (6 marks). Example answers:
The temperature inside the can is much higher. The temperature of the water around
the can is lower. The density of water and air molecules inside the can is much lower.
The density of water outside the can is higher. The atmospheric (water) pressure
outside the can is higher than the pressure inside. The atmospheric pressure from the
outside pushes in on all sides of the can. The pressure on the inside of the can is less,
so the can collapses.

P2 3.4 Pressure in liquids

In-text questions A It cannot be compressed into a smaller space.
B It gets bigger.
Activity Why does it float?
The bottom of the ferry is in contact with the water. The top of the ferry is in contact
with the air.
The water molecules and air molecules collide with the ferry.
There are more water molecules hitting the bottom of the ferry than there are air
molecules hitting the top.
The water pressure is higher than the air pressure.
The difference in pressure between the top and the bottom produces upthrust that
keeps the ferry afloat if the area is big enough.
The ferry floats when upthrust is the same as the weight of the ferry.

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 Student book answers
Chapter 3

Summary 1 all, increases, weight, bigger, upthrust (5 marks)

questions 2a Water pressure from the bottom creates the force upthrust. The clay boat floats
because the upthrust balances out the weight of the boat. (2 marks)
b The area is much smaller, the difference between the force pushing down and the force
pushing up is not enough for the upthrust to balance the weight. (2 marks)
3 QWC question (6 marks). Example answers:
The ping pong ball has a small weight.
When it is held at the bottom of the bucket there is the force of your hand pushing down.
The force from your hand is bigger than the upthrust due to the difference in pressure.
When you let the ball go the upthrust is bigger than its weight.
When the ball reaches the surface it floats.
The pressure on the bottom of the ball produces a (upthrust) force that depends on the
area of the ball in contact with the water.
The ball will sink until there is enough water in contact with the ball to produce enough
upthrust.

P2 3.5 Pressure on solids

In-text questions A At 90°, or normal to the surface.
B N/m2 or N/cm2

Activity Finding the force

B force = pressure × area

Summary 1 force, area, big, small, N/m (5 marks)

questions 2 area of two hands = 150 cm2 × 2 = 300 cm2
pressure = force ÷ area = 600 N ÷ 300 cm2 = 2 N/cm2 (3 marks)
3 QWC question (6 marks). Example answers:
pressure = force ÷ area
small area = large pressure
The pressure of lying on one nail = 700 N ÷ 0.25 cm2 = 2800 N/cm2
A bed of nails consists of 4000 nails, so the total area is bigger.
And the pressure is much less.
total area = 4000 × 0.25 cm2 = 1000 cm2
The pressure of lying on a bed of nails = 700 N ÷ 1000 cm2 = 0.7 N/cm2

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 Student book answers
Chapter 3

P2 3.6 Turning forces

In-text questions A newton metre (Nm)
B An object is in equilibrium if the total anticlockwise moments equals the total clockwise
moments.
C The point through which all the weight of an object seems to act.
Activity Sitting on a see-saw
If the child sits on one end she is 1 m from the pivot.
Clockwise moment = 150 N × 1 m = 150 N m
You need the anticlockwise moment to be the same:
600 N × distance from the pivot = 150 N m
Distance from the pivot = 150 N m ÷ 600 N = 0.25 m

Summary 1 turning, force, distance, equilibrium, law, weight, gravity (7 marks)

questions 2 moment = force × distance so, 5 N × 0.75 m = 3.75 Nm
3 QWC question (6 marks). Example answers:
A ruler or beam that you hang things from, or something that can balance.
A system of adding things to one side or the other.
An explanation of what is meant by a ‘moment’.
An explanation of the law of moments.
A scoring system that uses the law of moments, for example, predicting where you
have to put something before you add it.
An element of skill in terms of the items you can hang, or where you can put
them.

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 Student book answers
Chapter 3

P2 Chapter 3 summary
End-of-chapter 1 m/s, mph, km/s (3 marks)
questions 2 B (1 mark)
3a B (1 mark)
b D (1 mark)
c C (1 mark)
4a Carrier bags have narrow handles, so the pressure on the surface of your hand is
large. (2 marks)
b A smaller pressure is required when riding over mud/fields, so tyres are wider. (2
marks)
5a 70 mph – 50 mph = 20 mph faster/in the same direction (2 marks)
b 50 mph – 50 mph = 0 mph (1 mark)
6 Any six from:
Speed can be calculated from the slope/gradient of distance–time graphs.
Cyril started fastest, slowed down, and sped up again.
Gertie started at a steady speed, slowed down, then sped up.
Harold started slowest, sped up, stayed still, then sped up again. Harold slowed down
towards the end of the race.
Cyril finished first.
Gertie came second.
Harold finished last.
Cyril’s average speed was 30 cm ÷ 120 s = 0.25 cm/s
Gertie’s average speed was 30 cm ÷ 160 s = 0.19 cm/s
Harold’s average speed was 30 cm ÷ 200 s = 0.15 cm/s
Harold was the only snail to stop.
7a Clockwise moment = force × distance = 1.5 N × 0.3 m = 0.45 Nm (2 marks)
b anticlockwise moment = 0.45 Nm = force (exerted by muscle) × 0.03 m
force exerted by muscle = 0.45 Nm ÷ 0.03 m = 15 N (2 marks)
c The force is bigger because anticlockwise moment = clockwise moment (for the system
to remain balanced). The distance from the pivot is much less. (2 marks)
8 This is a QWC question. Students should be marked on the use of good English,
organisation of information, spelling and grammar, and correct use of specialist scientific
terms. The best answers will explain in detail how a bag of crisps appears to expand at a
higher altitude (maximum of 6 marks).
Examples of correct scientific points:
The bag of crisps contains air.
Air molecules collide with the inside of the bag.
Air molecules in the atmosphere collide with the outside of the bag
If the pressure is the same inside and outside the bag, the bag does not get bigger.
Atmospheric pressure decreases with height, because gravity pulls the air molecules
down.
There are fewer collisions between air molecules and objects as you go higher.
The air pressure inside the plane is less than the air pressure on the ground (inside the
crisp packet) so the bag gets bigger.

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 Student book answers
Chapter 3

Answer guide for Case Study

Developing Secure Extending

1–2 marks 3–4 marks 5–6 marks
• Correct description of • Discussion of change of • Detailed description of how
interaction of spacecraft with a pressure as you near the the pressure would change in
gaseous atmosphere and an surface of the unknown a gas atmosphere, and at
ocean of liquid. planet, and at various
various depths in the ocean.
depths in the ocean.
• Some discussion of whether
• Detailed explanation of why
the spacecraft would float or • Explanation of what affects
sink on an ocean. whether something floats things float or sink using the
or sinks in terms of liquid ideas of pressure differences
pressure and upthrust. and upthrust.

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This resource sheet may have been changed from the original.