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Forces and Motion — Free MYP2 Sciences Practice Questions
1QuestionAdvantages and Disadvantages of FrictionConcept Practice
2 marks~3 minCriterion B
A student rolls a toy car down a ramp onto three surfaces — carpet, tile, and sandpaper — and measures how far the car travels each time. The ramp height stays the same for every trial.
a
Identify the independent variable in this investigation. [1]
b
Identify one factor that must be kept constant to make this a fair test, and explain why changing it would affect the results. [1]
Solutions
2QuestionAdvantages and Disadvantages of FrictionConcept Practice
2 marks~3 minCriterion A
The diagram shows a bicycle brake system. An arrow points to the component that presses against the wheel rim when the brakes are applied.
a
Identify the component indicated by the arrow. [1]
b
Describe how this component uses friction to slow the bicycle. [1]
Solutions
3QuestionConstant Speed vs Changing SpeedConcept Practice
3 marks~5 minCriterion B
Two objects, A and B, travel the following distances over time.
| Time (s) | 0 | 2 | 4 | 6 | 8 |
|---|---|---|---|---|---|
| Object A (m) | 0 | 4 | 8 | 12 | 16 |
| Object B (m) | 0 | 2 | 6 | 8 | 14 |
a
Describe the pattern in the distance values for Object A. [1]
b
Identify which object moves at constant speed (equal distance covered in equal time intervals) and which moves at changing speed. [1]
c
Compare the motion of Object A and Object B using values from the data to support your answer. [1]
Solutions
4QuestionConstant Speed vs Changing SpeedConcept Practice
3 marks~5 minCriterion A
The distance-time graph shows two lines starting at the origin. Line A is straight and slopes upward. Line B curves steeply upward, then levels off.
a
Identify which line represents an object moving at constant speed. [1]
b
Explain how the shape of that line shows the speed is constant. [2]
Solutions
5QuestionSolving Word Problems with Speed and TimeConcept Practice
3 marks~5 minCriterion B
A toy car travels in a straight line. The table below shows its distance from the starting point at 1-second intervals.
| Time (s) | 0 | 1 | 2 | 3 | 4 |
|---|---|---|---|---|---|
| Distance (m) | 0 | 2 | 4 | 6 | 8 |
a
Identify the pattern shown in the distance-time data. [1]
b
Calculate the speed of the toy car. Show your working and include units. [1]
c
A second toy car travels 8 m in 4 s but covers different distances each second. Compare the motion of the two cars. [1]
Solutions
6QuestionCalculating Speed Distance TimeConcept Practice
2 marks~3 minCriterion A
A car travels along a straight road. It starts at the mark at and reaches the mark at .
a
State the distance travelled by the car. [1]
b
Calculate the speed of the car. [1]
Solutions
7QuestionCalculating Net Force on an ObjectConcept Practice
2 marks~3 minCriterion A
A box is pushed to the right with an applied force of . At the same time, friction (a force that opposes motion) acts to the left with a force of .
a
Identify the two forces acting on the box and state their directions. [1]
b
Calculate the net force (the overall combined force) acting on the box. Include its size and direction. [1]
Solutions
8QuestionGravitational Magnetic and Electrostatic ForcesConcept Practice
2 marks~3 minCriterion B
A bar magnet is held horizontally. Paper clips are placed near different parts of the magnet.
The diagram shows paper clips clinging to the ends of the magnet but not to the middle.
Describe the pattern shown, using the terms magnetic force, poles, and strongest. [2]
The diagram shows paper clips clinging to the ends of the magnet but not to the middle.
Describe the pattern shown, using the terms magnetic force, poles, and strongest. [2]
Solutions
9QuestionApplied Force Normal Force and TensionConcept Practice
2 marks~3 minCriterion A
The diagram shows a book resting on a table. Three force arrows are labelled A, B, and C. Arrow A points downward from the centre of the book, arrow B points upward from the book's bottom edge, and arrow C points horizontally to the right from the side of the book.
a
Identify which arrow represents the normal force acting on the book. [1]
b
Explain why that arrow represents the normal force. [1]
Solutions
10QuestionDefinition and Effects of Unbalanced ForcesConcept Practice
3 marks~5 minCriterion B
A student investigates how the mass added to a spring affects how much the spring stretches (its extension). The results are shown below.
| Mass added (g) | 50 | 100 | 150 | 200 |
|---|---|---|---|---|
| Spring extension (cm) | 2 | 4 | 6 | 8 |
a
Identify the independent variable in this investigation. [1]
b
Describe the relationship between mass added and spring extension shown by the data. [1]
c
Identify one variable that should be kept constant, and explain why keeping it constant makes the investigation fair. [1]
Solutions
11QuestionDefinition and Effects of Balanced ForcesConcept Practice
2 marks~3 minCriterion A
The diagram shows a book resting on a table. Force A (gravity — the downward pull of Earth) acts on the book. Force B (the normal force — the upward push from the table) also acts on the book.
a
Identify the two forces acting on the book. [1]
b
Explain why the book remains stationary. [1]
Solutions
12QuestionAdvantages and Disadvantages of FrictionAssessment Practice
8 marks~12 minCriterion D
A 1 kg block is pulled at constant speed across four surfaces. The bar graph shows the friction force measured for each surface.
Friction force (N): Wood = 4, Carpet = 8, Ice = 1, Sandpaper = 12
(a) Identify the surface with the highest friction force and the surface with the lowest friction force. [2]
(b) Explain how the data shows that friction depends on the type of surface. Use values from the graph in your answer. [2]
(c) For each situation below, state whether the friction shown in the data is an advantage or a disadvantage, and explain why using a value from the graph.
(i) A person wearing rubber-soled shoes walks across a carpeted floor. [2]
(ii) A person pushes a sled across ice. [2]
Friction force (N): Wood = 4, Carpet = 8, Ice = 1, Sandpaper = 12
(a) Identify the surface with the highest friction force and the surface with the lowest friction force. [2]
(b) Explain how the data shows that friction depends on the type of surface. Use values from the graph in your answer. [2]
(c) For each situation below, state whether the friction shown in the data is an advantage or a disadvantage, and explain why using a value from the graph.
(i) A person wearing rubber-soled shoes walks across a carpeted floor. [2]
(ii) A person pushes a sled across ice. [2]
Solutions
13QuestionReducing Friction in MachinesAssessment Practice
5 marks~8 minCriterion C
The graph below shows how the frictional force on a machine part changes as the thickness of the oil layer (lubricant) on its surface increases.
Data points — Oil layer thickness (mm) / Frictional force (N): 0.0 / 12.0, 0.1 / 8.5, 0.2 / 5.5, 0.3 / 3.5, 0.4 / 2.5, 0.5 / 2.0
Data points — Oil layer thickness (mm) / Frictional force (N): 0.0 / 12.0, 0.1 / 8.5, 0.2 / 5.5, 0.3 / 3.5, 0.4 / 2.5, 0.5 / 2.0
a
Describe the trend shown by the graph. [2]
b
Explain why a thicker oil layer reduces friction. Refer to the surfaces and the oil particles in your answer. [2]
c
A engineer suggests that increasing the oil layer beyond 0.5 mm will greatly reduce friction further. Using the graph, state whether you agree and give one reason. [1]
Solutions
14QuestionDrawing Graphs from DescriptionsAssessment Practice
5 marks~8 minCriterion C
A toy car travels at a constant speed (meaning it does not change) of 20 cm/s for 10 s, stops for 5 s, then returns to its starting point at 10 cm/s.
a
Identify the distance the car travels in the first 10 s. [1]
b
On the axes provided, draw and label a distance–time graph for the first two sections of the journey (0 s to 15 s). [2]
c
The student claims the car returns to its starting point during the journey. Using your graph and a calculation, explain whether this claim is correct. [2]
Solutions
15QuestionMatching Graphs to Real-World ScenariosAssessment Practice
4 marks~6 minCriterion D
A student walks to school. The distance-time graph shows three sections: A (steep upward slope), B (horizontal line), and C (less steep upward slope).
a
Identify which section (A, B, or C) matches each part of the journey: walking at a steady pace, stopping to tie a shoe, walking at a slower steady pace. [2]
b
Explain ONE limitation of using a distance-time graph to model a real walking journey. [2]
Solutions
16QuestionUsing Units Correctly in CalculationsAssessment Practice
5 marks~8 minCriterion C
A student measures a toy car travelling 30 cm in 5 seconds. She calculates:
a
Identify the error in the unit written in the student's answer. [1]
b
Calculate the correct speed of the toy car. Show your working and give the correct unit. [2]
c
Explain why using consistent units (matching units throughout a calculation) is important in science. Give one example to support your answer. [2]
Solutions
17QuestionCalculating Speed Distance TimeAssessment Practice
4 marks~6 minCriterion D
A family drives 240 km to a beach. The total journey time is 3 hours, which includes a 30-minute rest stop.
a
Calculate the average speed for the entire journey in km/h. [1]
b
Calculate the actual driving speed (the speed while the car was moving) in km/h. Show your working. [2]
c
Explain one reason why the average speed from this trip may not accurately predict the travel time for a future trip. [1]
Solutions
18QuestionEffect of Net Force on Acceleration and SpeedAssessment Practice
7 marks~11 minCriterion B
Three objects — A, B, and C — each have a mass of 2 kg. The speed–time graph below shows how each object speeds up over 4 seconds.
a
Calculate the acceleration of each object using the graph. [3]
b
Calculate the net force acting on each object using , where is force (N), is mass (kg), and is acceleration (m/s²). [2]
c
Compare the net force and acceleration values for A, B, and C. What pattern do you notice? [2]
Solutions
19QuestionCalculating Net Force on an ObjectAssessment Practice
6 marks~9 minCriterion D
A rugby player of mass 80 kg is tackled by two opponents at the same time. One opponent pushes the player forward with a force of 450 N. The other pushes the player backward with a force of 300 N.
a
Calculate the net force (the combined effect of both forces) acting on the player and state its direction. [2]
b
Using Newton's second law (), calculate the acceleration of the rugby player. Show your working. [2]
c
Explain one way that understanding net force and acceleration could help make rugby tackles safer, and identify one limitation of using physics alone to prevent injuries. [2]
Solutions
20QuestionDrawing and Labeling Force DiagramsAssessment Practice
5 marks~8 minCriterion C
A student draws a force diagram for a toy car being pushed across a rough carpet. The diagram shows only two forces: a push force pointing right and the weight of the car pointing downward.
a
Identify two forces missing from the student's diagram. [1]
b
Explain how leaving out these two forces makes the diagram less useful for predicting the car's motion. [2]
c
Describe one real-world situation where ignoring friction in a force diagram could lead to a safety problem. Explain the likely consequence. [2]
Solutions
21QuestionGravitational Magnetic and Electrostatic ForcesAssessment Practice
6 marks~9 minCriterion D
Maglev trains (magnetic levitation trains) hover above the track using magnetic force. This removes contact between the train and rail, allowing very high speeds. However, building and running maglev systems requires large amounts of money and a constant electricity supply.
a
Identify one advantage of using magnetic levitation in a train system. [1]
b
Explain why a maglev train can travel faster than a conventional wheel-on-rail train. [2]
c
Compare the benefits and challenges of maglev technology, and state whether a country like Japan should invest in it. Give a reason for your conclusion. [3]
Solutions
22QuestionGravitational Magnetic and Electrostatic ForcesAssessment Practice
6 marks~9 minCriterion C
The graph below shows the weight (in newtons, N) on the y-axis and mass (in kilograms, kg) on the x-axis for three objects on Earth.
| Object A | 2 kg | 19.6 N |
|---|---|---|
| Object B | 5 kg | 49.0 N |
| Object C | 8 kg | 78.4 N |
a
Identify the relationship between weight and mass shown by the graph. [1]
b
Calculate the gradient of the line. Include the correct unit. Show your working. [2]
c
A student says: "A 10 kg object on Earth would weigh about 90 N." Using the gradient you calculated, determine the exact weight and explain whether the student is correct. [3]
Solutions
23QuestionEquilibrium and Motion AnalysisAssessment Practice
8 marks~12 minCriterion D
A school is choosing between two seesaws. The seesaw is 4 m long with the pivot at the centre. Child A weighs 300 N and sits 2 m from the pivot. Child B weighs 400 N and sits 1.5 m from the pivot.
A moment (turning effect) = weight × distance from pivot.
A moment (turning effect) = weight × distance from pivot.
a
Identify whether the seesaw is balanced or unbalanced. [1]
b
Calculate the moment produced by each child and explain whether the seesaw is in equilibrium. [3]
c
The metal seesaw costs 2 000 dollars and a spring model costs 3 500 dollars. The spring model reduces sudden tipping. Compare the trade-offs of choosing the cheaper metal seesaw against the more expensive spring model, considering safety for younger and lighter students and whether the cost saving justifies the risk. [4]
Solutions
24QuestionDefinition and Effects of Balanced ForcesAssessment Practice
5 marks~8 minCriterion C
A student pushes a box on a table from both sides using force sensors. The readings (in Newtons) from five trials are:
The box does not move during any trial.
| Left force (N) | 10.1 | 9.8 | 10.3 | 10.0 | 9.9 |
|---|---|---|---|---|---|
| Right force (N) | 10.0 | 10.0 | 10.0 | 10.0 | 10.0 |
The box does not move during any trial.
a
Calculate the average left force and the average right force. [2]
b
Explain what the difference between the two averages tells you about whether the forces are balanced. [2]
c
The force sensor has a measurement uncertainty of ±0.1 N. Compare this uncertainty with the difference you found, and state whether the student's claim — that the forces are balanced — is valid. [1]
Solutions