Q1.

Forces

The girl is kicking the football.

The arrows show the direction of two forces on the ball.

Draw TWO arrows on each of these pictures to show two forces on each football.

(a) Moving to the right through the air.

2 marks

(b) Not moving, on the ground.

2 marks

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Q2. Sinking and Floating

(a) The children made shapes with modelling clay.

The solid ball sank.

The boat floated.

Look at the picture.

Write the names of the TWO forces a and b acting on the boat.

Force a ........................................
1 mark

Force b ........................................
1 mark

(b) The ball and the boat each have a mass of 200g.

Explain how the forces a and b make the boat float.

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

......................................................................................................................
1 mark

(c) Stacey made four hollow balls of modelling clay, each of 200 g.

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 She hung the balls from a forcemeter, first in the air, then in water.

What pattern do you notice between the size of the hollow balls and the forcemeter
readings in water?

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

......................................................................................................................
1 mark

(d) Explain why the forcemeter readings are lower in water than in air.

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

......................................................................................................................
1 mark

Q3. Plumb Line

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 (a) Some children make a plumb line.

They tie modelling clay to the end of a piece of string.

They use the plumb line to check that things are upright (vertical).

Explain why the plumb line hangs straight down in a vertical line.

......................................................................................................................
1 mark

(b) Imagine that two children are holding plumb lines at two different points on
the Earth.

The plumb line for the child at point 1 mark has been drawn for you.

How would the plumb line for the child at point 2 hang?

Draw the plumb line on the diagram.

Page 4
 1 mark

Q4. Measuring Forces

(a) Saida used a forcemeter to weigh different masses.

She recorded her results as a line graph.

Look at the graph.

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 (i) What mass had a weight of 10 newtons?

............................... g
1 mark

(ii) What weight had a mass of 600 grams?

............................... N
1 mark

(b) Saida then made her own forcemeter using elastic bands.

She used different sized masses to make the scale.

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 What happens to the elastic bands when Saida hangs objects on her forcemeter?

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

......................................................................................................................
1 mark

(c) What is it that causes the force of gravity on the objects that Saida is weighing?

......................................................................................................................
1 mark

(d) The forcemeter measures the size of pushes and pulls.

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 Saida used her forcemeter to start a car moving.

Here is her table of results.

Distance moved by the car using different sized starting forces

Starting force in N 1 2 3 4 5

Distance moved in cm 18 52 140 235 316

Describe how the size of the starting force affects the distance moved by the car.

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

......................................................................................................................
2 marks

Q5. Scales

(a) These scales measure in newtons.

They work because the spring inside is compressed when an object is placed in the

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 pan.

Complete the sentence.

The newton is the unit used to measure ......................................................

1 mark

(b) Kerry and Jason adjust the scales to zero before weighing an object.

What is the weight of the object in this picture?

................................. N
1 mark

(c) Jason pushes down on the scales.

The pan pushes up on his hand.

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 What is causing the pan to push up on his hand?

......................................................................................................................
1 mark

(d) The teacher asked the children to turn the scales sideways and adjust the scales to
zero.

Jason pushes on the top of the scales and Kerry pushes on the base.

They hold the scales still.

Jason's push measures 80N.

What is the size of Kerry's push?

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 ......................................................................................................................
1 mark

Q6. Pendulum

(a) Karen and Samuel make a pendulum with some modelling clay and some string.

When Karen lets go of the clay ball, the pendulum swings backwards and forwards.

What force causes the pendulum to move when Karen lets go?

......................................................................................................................
1 mark

(b) They record how long it takes for the pendulum to swing 10 times.

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 Then they change the length of the string.
They time the pendulum again.
They do this with five different lengths of string.

Samuel plots the results on a graph.

Describe how the length of the string affects the time taken to swing.

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

......................................................................................................................
2 marks

(c) Jim and Funmi do the same experiment, with different lengths of string.
Jim’s graph looks like this.

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 Compare Jim’s graph with Samuel’s.
One of the points on Jim’s graph is drawn in the wrong place.

Circle the result on Jim’s graph which is most likely to be wrong.

1 mark

Q7. Weighing in liquids

(a) Jerome weighs a marble block in air and in water.

Weight is a force.

Look at the picture.

(i) Name the equipment that Jerome uses to measure the force of weight on the
block.

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

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 1 mark

(ii) What units does this equipment use to measure the force of weight?

Tick ONE box.

grams (g) kilometres (km)

degrees (°C) newtons (N)

1 mark

(b) The marble block weighs less in water than in air.

Weight of the marble block (units):

in air in water

1.3 0.8

Tick ONE box below to explain why the marble block weighs less in water.

The string shrinks Forces cannot act

in water. very well in water.

There is an upward There is an upward

force from the water. force from the air.

1 mark

(c) Jerome weighs the block in other liquids to see what happens.
Here are his results.

Weight of the marble block (units):

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 in salty water in oil in washing-up
liquid

0.7 0.9 0.5

Jerome says: ‘I think the marble block will weigh less in any
liquid I try than it does in air.’

(i) Do Jerome’s results suggest that his prediction is sensible?

Yes No

(ii) Use Jerome’s results to explain your answer.

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

............................................................................................................
1 mark

Q8. Rockets

(a) Alice makes a rocket and launcher.

She puts the rocket in the launcher.

She squeezes the launcher. A force makes the rocket shoot into the air.

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 Tick ONE box below to show where the force comes from.

the rocket the tube

the air in the bottle the air outside the bottle

1 mark

(b) On the diagram below, draw an arrow to show the direction of air resistance on
the rocket as it leaves the launcher.

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 1 mark

(c) Alice wants to find out if changing the length of the rocket makes a difference to how
far it travels.

Alice predicts that the longer the rocket, the shorter the distance the rocket will
travel.

She tests her prediction.

Here are her results.

(i) Was Alice’s prediction correct?

Yes No

(ii) Explain how the graph shows if her prediction was correct or incorrect.

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

............................................................................................................
1 mark

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 (d) Alice does the test more than once.

Why does she repeat the test?

Tick ONE box.

to make it a fair test to change her equipment

to make the rocket go

to check her results
further

1 mark

Q9. Bouncing Balls

(a) Some children found out how high a tennis ball bounces on different surfaces.

They dropped a tennis ball from a height of 100cm.

What equipment did they use to measure how high the ball bounces?

......................................................................................................................
1 mark

(b) They measured how high the ball bounced and recorded their results like this.

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 Surface How high ball bounced (cm)

grass 40

tarmac 51

concrete 61

clay 47

How did the children present their results?

Tick ONE box.

in a graph in a bar chart

in a pie chart in a table

1 mark

(c) Why did they drop the ball from the same height each time?

......................................................................................................................
1 mark

(d) What is the ONE factor they changed as they carried out their investigation?

......................................................................................................................
1 mark

(e) They carried out a second investigation.

They recorded the height the same ball bounced when dropped from different
heights onto the same surface.

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 Height of drop (cm) Height of bounce (cm)

50 32

100 62

150 88

200 115

Use the evidence from their two investigations to suggest which surface they used
for their second investigation.

Tick ONE box.

grass tarmac

concrete clay

1 mark

(f) Describe how the height of the drop affects the height of the bounce.

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

......................................................................................................................
2 marks

Q10. Stacking Masses

(a) Abdul has some stacking masses.

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 He puts one mass on the stacking tower.

He uses a forcemeter to pull the tower.

There is a force on the tower from the forcemeter.

Draw an arrow on the picture below to show the direction of this force.

1 mark

(b) Abdul measures the force needed to pull the tower. He notes the forcemeter reading
each time he adds a mass to the tower.

Look at the notes of Abdul’s results.

Describe what Abdul’s notes tell him about the number of masses and the size of
the force needed to pull them.
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 ......................................................................................................................

......................................................................................................................
2 marks

(c) Abdul puts his results into this table, but he makes a mistake.

Number of masses Forcemeter reading (N)

1 0.90

2 0.75

3 0.60

4 0.45

5 0.30

What is the mistake in Abdul’s table?

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

......................................................................................................................
1 mark

(d) Abdul notices his mistake. He corrects his table.

Then he says: ‘I wonder if I made any mistakes when I did my test?’

What should he do to check if he made any mistakes in his test?

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

......................................................................................................................
1 mark

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Q11. Threads

(a) Sam and Anna tested the breaking strength of six different kinds of thread.

They attached a thread to a forcemeter and Anna pulled.

Sam recorded the size of the force on the forcemeter when the thread broke.

The forcemeter they used.

Their teacher said this was not a safe way to investigate breaking threads.

What is a safety risk in their investigation?

..............................................................................................................……
1 mark

(b) Why was it difficult for them to collect exact results?

..............................................................................................................……

…..................................................................................................................
1 mark

(c) All the threads broke at a reading of 10 N.

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 Sam’s conclusion was: ‘All the threads are the same strength’.
Anna said: ‘I think all our readings are 10 N because we used the wrong
forcemeter’.

Look at the forcemeter they used.

Why did all the results being 10 N make Anna think they had used the wrong
forcemeter?

..............................................................................................................……

…..................................................................................................................
1 mark

(d) Complete the table to show what must be the same, what must be different and
what makes no difference in this investigation.

Tick ONE box for each statement.

The first one has been done for you.

Statements must be the must be make no

same different difference

The kinds of thread they use ...

The colours of the threads ...

The persons doing the pulling ...

If the strengths of the threads are the

same, the forces required to break
each one ...

If the strengths of the threads are

different, the forces required to break
each one ...

2 marks

Page 24
Q12. At the swimming pool

(a) Ian is at the swimming pool. He notices that the floor tiles around the pool have a
rough surface.

Why are tiles with a rough surface safer than tiles with a smooth surface for people
with wet feet?

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

......................................................................................................................
1 mark

(b) Ian floats on the water.

Why does Ian float on the water even though gravity is pulling him down?

......................................................................................................................
1 mark

(c) As part of a test, Ian swims across the pool wearing his clothes.

How are the forces different when he swims in his clothes compared with when he
swims in his swimming costume?

Tick TWO boxes.

There is more weight. There is more friction.

There is less weight. There is less friction.

1 mark

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Q13. Parachutes

(a) James makes a parachute out of a square piece of polythene. He attaches it to a 20

g mass.

He drops the parachute. The main forces acting on the parachute are shown in this
diagram.

What is the name of force A?

......................................................
1 mark

(b) James and Aneesa make three more parachutes using different sizes of polythene
squares.
They attach a 20 g mass to each parachute.
They drop all four parachutes from the same height.
They record the time taken for each parachute to fall to the ground.

Area of parachute (cm ) 2

Time taken to fall (seconds)

9 1.7

16 2.4

25 3.5

36 5.3

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 Describe the relationship between the area of the parachute and the time
taken for the parachute to fall to the ground.

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

.......................................................................................................................
1 mark

(c) James drops a 20 g mass from the same height with no parachute.
Aneesa records the time it takes the mass to fall.

Tick ONE box to show why the mass with no parachute fell fastest.

The mass with no parachute...

has less upwards force

is heavier.
on it.

has a bigger downwards

is more solid.
force on it.

1 mark

(d) In nature, a dandelion seed has a parachute-like structure attached to it.

How is the dandelion seed usually dispersed?

.......................................................................................................................
1 mark

Page 27
Q14. Falling paper

(a) Rosie stands on some steps.

She holds a piece of paper like this:

Rosie lets go of the paper.

Luke times how long it takes for the paper to land flat on the floor.

Tick ONE box to show how the force of gravity acts on the paper.

The force of gravity...

pushes downwards. pulls downwards.

pushes upwards. pulls upwards.

1 mark

(b) Rosie folds the paper in half.

She drops the paper again and Luke times it.

They repeat the test, folding the paper in half each time.
They measure the area each time they fold the paper.

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 In the table below they record the time it takes for different pieces of paper to fall to
the floor.

Number of times we folded the paper in

0 1 2 3
half

Area of the paper (cm ) 2

600 300 150 75

Time taken for the paper to land flat on

2.6 1.7 1.3 1.0
the floor (seconds)

How many times did they fold the paper that fell fastest?

......................................................
1 mark

(c) Describe the link between the area of paper and the time taken to land.

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

........................................................................................................................
1 mark

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 (d) The children have some ideas to explain why the paper fell at different speeds. Only
ONE idea is correct.

Whose idea is correct? .......................................................

1 mark

Q15. Toy truck

(a) Jo turns a key to wind up a toy truck.

When she lets go of the key the truck moves forward on the carpet.

Jo wants to find out if the number of complete turns of the key affects the distance
the truck travels.

Tick TWO boxes to show which two things Jo must keep the same to make her test
fair.

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toy truck person winding the key

tape measure the surface the truck is on

1 mark

(b) This graph shows Jo’s results.

How does the number of turns of the key affect the average distance the truck
travels?

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

........................................................................................................................
1 mark

(c) Jo repeats the test on a wooden floor.

She predicts, ‘The truck will travel the same distance on the smooth wooden floor as
on the carpet.’

The table shows how far the truck travels for different numbers of turns of the key.

Number of Average distance travelled (cm)

turns of key on carpet on wood
1 0 110

2 66 242

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 3 150 363

(i) Do the measurements in the table support Jo’s prediction?

yes no

(ii) Explain your answer using examples from the table.

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

...............................................................................................................
1 mark

(d) Why are the results different on carpet and wood?

Write about the force of friction in your answer.

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

........................................................................................................................
1 mark

Q16. Moon trip

(a) Astronauts travel to the Moon in a spacecraft.

Rocket engines push the spacecraft away from the Earth.

What name is given to the force that tries to pull the spacecraft back to Earth?

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

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 1 mark

(b) From the Earth, the Moon looks like a circle.

The astronauts know this is not its real shape.

What shape is the Moon?

......................................................
1 mark

(c) The Moon orbits the Earth.

Tick ONE box to show how many days it takes the Moon to orbit the Earth.

1 day 7 days

28 days 365 days

1 mark

(d) The astronauts can see the Earth from space. On one half of the Earth it is night. On
the other half it is day.

How does the Earth move to cause night and day?

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

........................................................................................................................
1 mark

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