DTT Booster – Edexcel Additional

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© Copyright The PiXL Club Ltd, 2017
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February 2016 © Copyright The PiXL Club Ltd, 2016 This resource is strictly for the use of member schools for as long as they remain members of The PiXL Club. It may not be copied, sold nor transferred to a third party or used by the school after membership ceases. Until such time it may be freely used within the member school. All opinions and contributions are those of the authors. The contents of this resource are not connected with nor endorsed by any other company, organisation or institution. www.pixl.org.uk The PiXL Club Ltd, Company number 07321607

How to deliver the DDT Booster Administer the short diagnosis test. Mark the test. Work through the therapy slides completing the model questions and answers. Complete the question slides for students to self or peer assess. Administer the final test.

Conduction and convection Edexcel Motion and Forces P2.3 P2.4 - Forces Model Questions If two equal and opposite forces (balanced) are acting on an object, describe its motion. In the diagram opposite, if the engine thrust was reduced, what effect will this have on the plane? Describe briefly how a jet engine produces thrust. Model Answers It could be stationary or moving with constant motion. The plane will slow down and lift will reduce so the plane will descend. Hot gases under pressure are forced out of the back of the jet, causing an equal and opposite reaction to push the jet forwards. Forces cause or try to cause motion. Forces are measured in Newtons N. Forces are usually found in pairs which can be either balanced or unbalanced. There are two sets of force pairs in the diagram above : Lift and Weight Thrust and Drag Lift is a result of air passing over the wings. Weight is due to gravity. Thrust is the forward driving force of the propeller. Drag is a result of air friction. In a jet engine the jet provides the forward thrust. CLICK to reveal MODEL ANSWER P1.1.3a/P1.1.1

Conduction and convection Edexcel Motion and Forces P2.3 P2.4 - Forces Model Question The bar and weights have a downward force of 800N. The weightlifter is lifting with a force of 1000N. a. What is causing the downward force? Calculate the resultant force and direction. In reality, why would they need to exert a force greater than that calculated? Model Answers Gravity. 1000 – 800 = 200N upwards. Also has to lift the weight of their arms. Resultant Forces This is a single force that has the same effect on an object as all the individual forces acting together. Remember: force is measured in Newtons, so if mass is given and the force is due to gravity, it must be changed to force (weight). Weight = mass x gravity gravity = 10N/kg http://www.expertsmind.com/CMSImages/887_Force%20Diagrams CLICK to reveal MODEL ANSWER P1.1.3a/P1.1.1

Conduction and convection Edexcel Motion and Forces P2.3 P2.4– Velocity and Acceleration Model Questions Calculate the speed of a bullet which travels 1.5km in 4s (give the answer in m/s). If the slope on a distance time graph is steeper, what does this tell you about the motion of the object? What does the flat section on the velocity/time graph opposite mean? Model Answers S = d = 1500 = 375m/s t 4 Object is moving at a higher speed. Constant velocity. Speed is the distance an object moves in a given time. Speed = distance (m) = m/s Distance/time Graph time(s) Slope of graph = speed. Velocity is like speed but in a given direction. Acceleration is how quickly speed changes. Acceleration = change in speed(m/s) = m/s2 time for change(s) Velocity/time graph Slope is the acceleration. Area under the graph is the distance covered. If the line goes below zero on this graph, the velocity is negative. CLICK to reveal MODEL ANSWER P1.1.3a/P1.1.1

Conduction and convection Edexcel Motion and Forces P2.3 P2.4 – Force and Stopping Stopping distances of cars. Thinking distance It takes a certain amount of time for a driver to react to a hazard and start applying the brakes. During this time, the car is still moving. The faster the car is travelling, the greater this thinking distance will be. The thinking distance will also increase if the driver's reactions are slower because they are: under the influence of alcohol drugs or tired. Braking distance The braking distance is the distance the car travels from where the brakes are first applied to where the car stops. The faster the car is travelling, the greater the braking distance will be. The braking distance will also increase if: The brakes or tyres are worn. The weather conditions are poor, such as an icy or wet road or debris on the road. Model Question Each of the factors in the sentences below affects the thinking distance or the braking distance of a vehicle. Which of these two distances is affected in each case? The road surface condition affects the ……………………………………... distance. (b) The tiredness of a driver affects his or her ……………………………………….. distance. (c) Badly worn tyres affects the …………………………………………….. distance. Model Answer (a) braking (b) thinking (C) braking CLICK to reveal MODEL ANSWER P1.1.3a/P1.1.1

Conduction and convection Edexcel Motion and Forces P2.3 P2.4 - Momentum Model Questions Calculate the momentum of a 0.02kg bullet travelling at 400m/s. Why does a crumple zone in a car help to reduce injury in a crash? A man of 80kg mass is in a car accident. Without a seatbelt he stops in 0.2s. With a seatbelt the time to stop increases to 0.8s. Calculate the force needed to stop him in each situation. Model Answers Momentum = m x v = 0.02 X 400 = 8kgm/s 2. Increases the time to change the momentum and so the force is reduced. No seatbelt 80/0.2 = 400N With seatbelt 80/0.8 = 100N The momentum of an object depends on its mass and its velocity Momentum (kgm/s) = Mass (kg) x Velocity (m/s) A large mass moving fast has a lot of momentum and so a large force is needed to stop it. Force (N) = mass (kg) x acceleration m/s2 This shows that an increase in the time to change the momentum (stop an object) results in much less force being applied. This is important for road safety as lots of safety features in cars rely on increasing the time to stop in a collision. e.g. seat belts, crumple zones and airbags. CLICK to reveal MODEL ANSWER P1.1.3a/P1.1.1

Conduction and convection Edexcel Motion and Forces P2.3 P2.4 –Potential and Kinetic Energy Gravitational potential energy is gained by raising an object against the force of gravity. PE (J)= mass(kg) x gravity(10) x height(m) Kinetic energy is the energy of moving objects KE(J) = mass(kg) x velocity(m/s)2 2 As the boy climbs the slide he does work to gain GPE. Work(J) = force(N) x distance(m) As he descends the slide, all this GPE is changed into KE. This ignores friction and air resistance. Air resistance limits the speed of a falling object to its terminal velocity. For a skydiver, this is about 200km/h Model Questions The boy has a mass of 24kg. Gravity = 10N/kg Height of slide = 2m. a. Calculate the work he does climbing to the top of the slide. How much GPE will he have at the top of the slide? How much KE will he have as he reaches the ground? (ignore friction and air resistance). Model Answers 1a. W = f x d = (24 x 10) x 2 = 480J b. Same as the work = 480J c. Same as GPE = 480J CLICK to reveal MODEL ANSWER P1.1.3a/P1.1.1

P2.3 P2.4 Motion and Forces - Questions The graph shows a d/t graph for a rambler. What is the speed for the first 10 hours? What is the average speed for the whole walk? How long did the rambler rest for? A v/t graph for a fairground ride What is the initial acceleration of the ride? What was happening between 5s and 8s? What happened after 8 s?

P2.3 P2.4 Motion and Forces - Answers The graph shows a d/t graph for a rambler. What is the speed for the first 10 hours? Speed = distance/time = 10km/10h = 1km/h What is the average speed for the whole walk? Total distance/total time = 14km/16h = 0.875km/h How long did the rambler rest for? 2 hours A v/t graph for a fairground ride What is the initial acceleration of the ride? acceleration = change in velocity/time = 8/2 = 4m/s2 What was happening between 5s and 8s? The ride is travelling at constant speed. What happened after 8 s? The ride decelerated to a stop.

Final test DTT Booster Students now complete the final test. Compare this to what they achieved in the diagnostic test.