CIE

iGCSE Physics
Workbook

1.3 – Challenging
Forces
Name:________________

Physics Teacher:______________

Syllabus Statements
P1.3 Mass and weight
State that mass is a measure of the quantity of matter in an object (at rest relative to the observer)
State that weight is a gravitational force on an object that has mass
Define gravitational field strength as force per unit mass; recall and use the equation: g = W/m and know that this is
equivalent to the acceleration of free fall
Know that near to the surface of the Earth, g is approximately 9.8 N/kg
Know that weights (and masses) may be compared using a balance
Describe, and use the concept of, weight as the effect of a gravitational field on a mass
Know that gravitational field strength is equivalent to the acceleration of free fall
P1.5 Forces
Effects of forces
Determine the resultant of two or more forces acting along the same straight line
Recall and use the equation F = ma and know that the force and the acceleration are in the same direction
Know that an object either remains at rest or continues in a straight line at constant speed unless acted on by a resultant
force
State that a resultant force may change the velocity of an object by changing its direction of motion or its speed
Describe, qualitatively, motion in a circular path due to a force perpendicular to the motion as: (a) speed increases if force
increases, with mass and radius constant (b) radius decreases if force increases, with mass and speed constant (c) an
increased mass requires an increased force to keep speed and radius constant (F = mv²/r is not required)
Describe (solid) friction as the force between two surfaces that may impede motion and produce heating
Know that friction (drag) acts on an object moving through a liquid
Know that friction (drag) acts on an object moving through a gas (e.g. air resistance)

1.2 Motion
Define speed and calculate average speed from: v = s/t
Define velocity as speed in a given direction
Recall and use the equation average speed = total distance travelled / total time taken
Define acceleration as change in velocity per unit time; recall and use the equation a= Δv/Δt
Sketch, plot and interpret distance–time and speed–time graphs
Know that an object moving with increasing speed is accelerating, and that an object moving with decreasing speed is
decelerating
Determine, qualitatively, from given data or the shape of a distance–time graph or speed–time graph when an object is: (a)
at rest (b) moving with constant speed (c) accelerating (d) decelerating
Determine from given data or the shape of a speed–time graph when an object is moving with: (a) constant acceleration
(b) changing acceleration (a) at rest (b) moving with constant speed (c) accelerating (d) decelerating
Calculate speed from the gradient of a straight line section of a distance–time graph
Calculate acceleration from the gradient of a speed–time graph
Calculate the area under a speed–time graph to determine the distance travelled for motion with constant speed or
constant acceleration
Know that a deceleration is a negative acceleration and use this in calculations
State that the acceleration of free fall g for an object near to the surface of the Earth is approximately constant and is
approximately 9.8 m/s²
Describe the motion of objects falling in a uniform gravitational field with and without air/ liquid resistance (including
reference to terminal velocity)
P1.1 Physical quantities and measurement techniques
Describe how to measure a variety of time intervals using clocks and digital timers
Determine an average value for a small distance and for a short interval of time by measuring multiples (including the
period of oscillation of a pendulum)
Understand that a scalar quantity has magnitude (size) only and that a vector quantity has magnitude and direction
Know that the following quantities are scalars: distance, speed, time, mass, energy and temperature
Know that the following quantities are vectors: force, weight, velocity, acceleration, momentum, electric field strength and
gravitational field strength
Determine, by calculation or graphically, the resultant of two vectors at right angles, limited to forces or velocities only

Key Words

Key Word Image Definition Chinese

2
 Translation
Air Resistance The Force acting against your movement in air. Caused 空阻
by collision with air particles.

Acceleration The rate of change of speed. 加速度

Balanced The forces on an object that cancel each other out. No 平衡力
Force resultant force.

Elastic A material that will return to its original shape after 弹性

being stretched or compressed.

Electrostatic The force of attraction or repulsion between positive 静电

and negative objects.

Gradient The steepness of a line. Calculated by 坡度

Change∈ y value
.
Change∈ x value
Gravitational This is weight. Gravity is a field that causes objects to 重力
force. weigh something.

Newton The unit for Force. [N] 牛顿

Resultant The overall Force remaining after you have added and 合力
Force subtracted all the forces from each other.

Scalar Something with only magnitude. Just a number. 标量

Terminal The maximum speed of an object. When the drag and 终端速度
Velocity the propelling force are balanced.

Tension The force pulling something to stretch it. For example, 紧张

tension in a rope during a tug of war.

Upthrust An upward force on an object in a liquid or gas. This 上升推力

force is caused by the particles wanting to get back
underneath the object that moved them.

Vector Something with both direction and magnitude. For 向量

example, a Force.

Weight The downward force on an object. Due to gravity 重量

pulling it towards the earth. This can be different on
different planets.

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1: Newtons Second Law
Knowledge and Understanding Check
Can you answer the following questions using your knowledge from last lesson and from before?

1. If a box is being pulled to the right with 15N and to the left with 8N, what is the resultant force on the
box?

………7N right……………….[3]
2. Give an example of a vector quantity.

……Velocity ………………………………………………………… [1]

3. Sketch a box below that is being acted upon by 3 forces that when added together give a resultant
force of 0N. (HINT: Draw any triangle, the length and direction of the sides are the forces).

[3]

4. Calculate the resultant forces on the objects below:

10N 12N 1.2N 4.5N

22N right 3.3N left

[4]

5. What is the mass of an object that weighs 635N? (g = 10N/kg)

635/10
………63.5kg……………….[3]

[Score /14]

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Key Ideas

1. Force is measured in Newton’s [N].

2. When forces are balanced the object will move at a constant speed (already moving) or will not move
at all (remain stationary)
3. When forces are unbalanced the object will change shape, speed or direction.
4. When forces are balanced the resultant force is zero.
5. When forces are unbalanced the resultant for is non-zero.

Rearrange and use the equation:

F=m× a
6. Describe Newton’s 2nd Law of motion

Force, Mass and Acceleration

Worked Examples – Resultant Force

What is the resultant force on the following objects? Represent it on the second trolley.
Resultant force

Worksheet – Calculating the Resultant Force (and Acceleration)

In each of the examples below calculate the resultant force and state its direction.
Challenge: Calculate the acceleration using: Force = Mass x Acceleration

1. 2.

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 4N 10N 25N 13N
1kg 6kg

Resultant Force = ……. ………... Resultant Force = ……. ………...

Acceleration = ……………………….. Acceleration = ……………………….
3. 4.

600N 124N 92N 110N

10kg 9kg

Resultant Force = ……. ………... Resultant Force = ……. …………

Acceleration = ……………………….. Acceleration = ……………………….
5. 6.
125 5.2

1kg
53kg

72N 11.2
N
Resultant Force = ……. ………... Resultant Force = ……. …………
Acceleration = …………………… Acceleration = …………………….
7. 8.
103N 66N

50N 50N 30N 22N

3kg 2kg

34N 60N
Resultant Force = ……. ………... Resultant Force = ……. …………
Acceleration = …………………… Acceleration = …………………….

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Key Ideas
1. An object will not change its velocity unless an unbalanced force acts upon it.
Force, mass and acceleration are linked in the equation:
Force=mass × acceleration
2. This means that if the same unbalanced force was applied to two objects of different masses. The
object with the smaller mass would accelerate more.

Worked Examples
1. What unbalanced force is required to accelerate a 6kg mass by 2m/s2?

2. An object experiences an unbalanced force of 16N and accelerates at 8m/s2. What must the mass of
the object have been?

Worksheet – Newton’s 2nd Law

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Complete the questions below using the equation you have just learnt. You must show all of your working
[equation, substitution, solution and units]
1. How much force is required to accelerate a 2 kg mass at 3 m/s2?

…………………..

2. How much force is required to accelerate a 12 kg mass at 5 m/s2?

…………………..

3. How much force is required to accelerate a 5 kg mass at 20 m/s2?

…………………..

4. Given a force of 100 N and an acceleration of 10 m/s2, what is the mass?

…………………..

5. Given a force of 88 N and an acceleration of 4 m/s2, what is the mass?

…………………..

6. What is the acceleration of a 10 kg mass pushed by a 5 N force?

…………………..

7. Given a force of 56 N and an acceleration of 7 m/s2, what is the mass?

…………………..

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 8. What is the acceleration of an 18 kg mass pushed by a 9 N force?

…………………..
9. Find the acceleration of the 2 kg block in the following diagram.

…………………..
10. Find the acceleration of the 500g block in the following diagram

…………………..
11. If a 600g object is accelerating at 2m/s2, what is the unbalanced force acting on it?

…………………..
2
12. Given a force of 560 kN and an acceleration of 3 m/s , what is the mass?

…………………..

2: Terminal Velocity

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Learning Outcomes:

1. Explain how an object reaches terminal velocity.

2. Investigate factors that affect how an object falls

Terminal Velocity

Key Ideas
1. At the point of release the only force acting on an object is weight.
2. This unbalanced force causes the object to accelerate
3. As the object accelerates the drag force begins to increase
4. As the object gains speed the drag force increases
5. Eventually the drag force is equal in magnitude to weight and the forces are balanced. This means
there will be no acceleration.
6. This causes the object to travel at a constant speed which we call terminal velocity.

Worksheet: Terminal Velocity

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Here is the velocity data for a base jumper.
1. Plot an appropriate graph and draw a smooth curve that passes through each point [5]

Time [s] 0 5 10 15 20 25 30 35 40 45 50 55 60

Velocity
0 28 43 48 50 50 50 49 12 10 10 10 10
[m/s]

2. Label the following onto the graph [5]:

Acceleration, Terminal velocity, Parachute opens, Deceleration,

Speed that jumper hit the ground.

3. Describe how the forces on the base jumper change during their journey. [5]

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

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Extension : Add free body force diagrams to the graph to show what is happening at each
stage. Number them 1-5

3: Terminal Velocity Investigated

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 Health and Safety Check!
In this demonstration you will work as a group to plot
Keep neodymium magnet
the motion of a ball falling through viscous liquid.
away from electronics
The tube will be split into sections.

You will be measuring the time it takes the ball to fall through section _________.

The distance between each of the sections is _____________.

We can then calculate the objects velocity using the following equation:

How will we know if the object has reached terminal velocity?

……………………………………………………………………………………………………………

Method/Diagram

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Results

Time [s] Velocity

Section
Timer 1 Timer 2 Average [m/s]

10

11

12

13

Plot your results on the graph below (distance on the x-axis, velocity on the y-axis)

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I4: Surface Area and Terminal Velocity

In this investigation you are going to investigate Health and Safety Check!
how the surface area of an object affects its terminal
Keep neodymium magnet
velocity. away from electronics
You will be using a number of different metal spheres.

What shape is the cross sectional area of a sphere? _________________

How will you measure and calculate the maximum cross sectional area of your sphere?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

Method

1. Measure and calculate the maximum cross sectional area of each of your spheres using your method
above.
2. Fill your measuring cylinder with a viscous liquid (leaving 5cm empty at the top of the measuring
cylinder
3. Put two markings on your cylinder with board marker as per the diagram below
4. Measure the distance between your markings.
5. Drop your ball into the liquid and time how long it takes the ball to pass between the markings.
6. Use the magnet to remove the ball bearing.
7. Repeat 3 times and take an average.
8. Repeat steps 5-7 for different sizes of ball bearings.

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Results

Time [ ] Velocity
Area [ ]
Attempt 1 Attempt 2 Attempt 3 Average [ ]

Conclusions

Use your results to answer the following questions.

1. Was there any relationship between surface area and terminal velocity? Can you explain this result by
linking to drag?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

2. Ideally all the ball bearings would have had the same weight, explain why this would have been better?
……………………………………………………………………………………………
……………………………………………………………………………………………

3. Why did we not start timing the ball as soon as it entered the surface of the liquid?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
4. Explain why the ball bearings are reaching terminal velocity inside the viscous fluid.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

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Stretch Worksheet – Newton’s 1st and 3rd Laws.

Use your MacBook and/or Textbooks to research Newton’s other laws.

 What are they?

 Why are they useful?
 When can be use them?

[Stuck: Try visiting the websites below to get you started!]

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https://www.physicsclassroom.com/class/newtlaws/Lesson-1/Newton-s-First-Law

https://www.livescience.com/46561-newton-third-law.html

http://hyperphysics.phy-astr.gsu.edu/hbase/Newt.html

4: Graphs of Motion

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Knowledge and Understanding Check
Can you answer the following questions using your knowledge from the previous lessons on this topic?

1. A resultant force of 600N acts on an object with a mass of 3kg. What acceleration will this cause?

……………………….[3]

2. An object accelerates from rest (0m/s) to 25m/s in 8s. What is the acceleration of this object?

……………………….[3]

3. How long will it take a car to come to a stop if it has an initial speed of 30m/s and has a deceleration of
6m/s2?

……………………….[3]

4. A car begins at a speed of 5m/s and accelerates at 5m/s2 over a distance of 45m, calculate the final
speed of the car.

……………………….[4]

[Score /13]

Learning Outcomes:

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 1. Identify the difference between a distance-time graph and a velocity-time graph.
2. Describe how speed can be found from a distance-time graph.
3. Explain how acceleration and distance travelled can be determined from a
velocity-time graph.

Motion Graphs
Distance -Time Graph Velocity-Time Graph

Key Ideas Key Ideas

In a distance-time graph, In a velocity-time graph,

distance is plotted on the y-axis velocity is plotted on the y-
and time is plotted on the x-axis axis and time is plotted on the
x-axis
The gradient on a distance-time
graph tells us the objects speed. The gradient on a velocity-
time graph tells us the objects
The gradient is calculated by the
acceleration.
following:
The area under a velocity-time
A horizontal line represents a graph tells us the distance
stationary object. travelled by the object
A horizontal line represents a
constant speed.

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Worked Examples – Motion Graphs

A. How fast is the object going from:

1. A to B?

2. B to C?

3. C to D?

B. 1. How fast is the object going in the first

2 seconds?
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2. How far did the object travel in the first

10 seconds?

C. Below is a distance-time graph. Can you sketch the associated velocity time graph for the journey?

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Challenging
Forces

Past Paper
Questions

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Q1.

The graph shows how the velocity of an aircraft changes as it accelerates along a runway.

(a) Use the graph to find the average acceleration of the aircraft.
(3)

Acceleration = ........................................................... m/s 2

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(b) Explain why the acceleration is not constant, even though the engines produce a
constant force.
(3)
.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

(Total for question = 6 marks)

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Q2.

Two students, Jenny and Cho, are investigating motion.

Jenny walks in a straight line.
Cho measures the distance Jenny has walked at 10 s intervals.
(a) State two measuring instruments the students should use.
(2)
1 ................................................................................................................................................

2 ................................................................................................................................................

(b) The table shows their measurements.

Draw a graph of distance against time for this data.

(3)

(c) How far had Jenny walked after 35 s?

(1)

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 Distance walked = ........................................................... m

(d) (i) Describe how Jenny's speed changed during the investigation.
(1)
............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

(ii) What feature of the graph shows this change?

(1)

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

(Total for question = 8 marks)

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Q3.

(a) Parachutes are used to slow down a spacecraft as it falls through the atmosphere.
Photograph G shows an Apollo spacecraft with three parachutes attached.

This spacecraft falls at a constant velocity.

(i) State the name of this constant velocity.
(1)
.............................................................................................................................................

(ii) Explain why this velocity stays at a constant value.

(3)
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................

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(iii) Photograph H shows an identical Apollo spacecraft. Only two of its parachutes
are working.

Explain how the constant velocity reached by this spacecraft compares with
the constant velocity of the spacecraft shown in photograph G.
(2)
.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

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 (b) Photograph I shows a Space Shuttle using a parachute when it lands on a runway.

Explain what would happen to the stopping distance of the Shuttle if this parachute
did not open.
(2)
.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

(Total for question = 8 marks)

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Q4.

A student investigates the motion of different falling masses by measuring the time taken for empty cupcake
cases to fall from a window.

(a) The student drops one case from the window.

He repeats the experiment with two cases stuck together, then with three cases and then with four.
Name two measuring instruments that he would need for his investigation.
(2)
1 ..........................................................................................................................................

2 ..........................................................................................................................................

(b) What are the dependent and independent variables in this investigation?
(2)
dependent variable
.............................................................................................................................................

independent variable
.............................................................................................................................................

(c) State one factor that the student should keep constant in order to make this investigation valid (a fair test).
(1)
.............................................................................................................................................

(d) The student draws this table to record his results.

Add suitable headings to his table.
(2)

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(e) State one way that the student can improve his investigation.
(1)
.............................................................................................................................................
.............................................................................................................................................

(f) The student notices that the cases accelerate and then fall at constant speed.

(i) The arrows in the diagrams show the size and direction of the forces acting on a case at different points
in its fall.
Label the forces on the middle diagram.
(2)

(ii) Explain why the case accelerates and then falls at constant speed.
(3)
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(Total for question = 13 marks)

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