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Forces and Motion — Free MYP3 Sciences Practice Questions
1QuestionAdvantages and Disadvantages of FrictionConcept Practice
2 marks~3 minCriterion A
A book rests on a slanted desk without sliding. Arrow X points upward along the surface of the desk.
a
Identify the force represented by arrow X. [1]
b
Explain why this force acts upward along the surface rather than straight downward. [1]
Solutions
2QuestionDrawing Graphs from DescriptionsConcept Practice
2 marks~3 minCriterion A
The distance-time graph below shows two sections of an object's motion.
Section A is a straight line sloping upward from left to right.
Section B is a horizontal straight line.
Section A is a straight line sloping upward from left to right.
Section B is a horizontal straight line.
a
State what Section B tells you about the motion of the object. [1]
b
Explain how the graph shows that the object was moving faster in Section A than it would be if the line were less steep. [1]
Solutions
3QuestionCalculating Speed Distance TimeConcept Practice
2 marks~3 minCriterion A
A car travels 150 km at a constant speed of 50 km/h.
a
Calculate the time taken for this journey. [1]
b
Using your answer to part (a), explain one safety reason why governments set speed limits on highways. [1]
Solutions
4QuestionCalculating Net Force on an ObjectConcept Practice
2 marks~3 minCriterion A
A box is acted on by two horizontal forces: 5 N to the left and 3 N to the right.
a
Calculate the magnitude of the net force acting on the box. [1]
b
State the direction of the net force. [1]
Provide your answers in the following format:
Magnitude (N): ___
Direction: ___
Provide your answers in the following format:
Magnitude (N): ___
Direction: ___
Solutions
5QuestionApplied Force Normal Force and TensionConcept Practice
2 marks~3 minCriterion A
The diagram shows a book resting on a horizontal table. Two forces act on the book: force directed vertically downward and force directed vertically upward.
a
Identify the force represented by arrow . [1]
b
Explain why force acts in the upward direction in this situation. [1]
Solutions
6QuestionDefinition and Effects of Balanced ForcesConcept Practice
2 marks~3 minCriterion A
A book rests on a table. Its weight acts downward. A second force acts upward on the book, as shown in the diagram.
a
Identify the force . [1]
b
Explain how and together keep the book at rest. [1]
Solutions
7QuestionAdvantages and Disadvantages of FrictionAssessment Practice
5 marks~8 minCriterion D
A car manufacturer tests two brake pad materials. Pad A stops a car in 4.2 seconds; Pad B stops the same car in 6.8 seconds. Pad A wears out after 18 months; Pad B lasts 36 months.
a
Explain how friction between a brake pad and the disc brings a moving car to a stop. [1]
b
Describe one disadvantage of using high-friction brake pads in a braking system, and explain one consequence of this disadvantage. [2]
c
Using the data above, analyse the trade-off a vehicle designer must consider when choosing between Pad A and Pad B. [2]
Solutions
8QuestionFactors Affecting Air and Water ResistanceAssessment Practice
6 marks~9 minCriterion B
A student drops paper cones of the same mass from a height of 2 m. Each cone has a different base diameter. The results are shown below.
| Base diameter (cm) | 5 | 8 | 11 | 14 |
|---|---|---|---|---|
| Fall time (s) | 1.2 | 1.5 | 1.9 | 2.4 |
a
Describe the relationship between base diameter and fall time shown in the data. [1]
b
Explain why a larger base diameter causes the cone to fall more slowly. [2]
c
The differences in fall time between consecutive measurements are s, s, and s. Using this pattern, predict the fall time for a cone with a base diameter of 17 cm. Justify your prediction. [3]
Solutions
9QuestionAdvantages and Disadvantages of FrictionAssessment Practice
4 marks~6 minCriterion C
A car brakes on a dry road and stops quickly. The same car brakes on an icy road and skids, taking much longer to stop.
a
State what friction is and identify the two surfaces where friction acts when a car brakes. [1]
b
Explain why the car stops safely on the dry road but skids on the icy road. [2]
c
A driver claims that doubling their speed will double their stopping distance on ice. Using your understanding of friction, assess whether reducing friction has a greater effect on stopping distance than increasing speed. Justify your answer. [1]
Solutions
10QuestionPlotting and Interpreting Distance-Time GraphsAssessment Practice
6 marks~9 minCriterion B
A toy car rolls from a ramp onto three horizontal surfaces. The table shows the distance travelled every 2 seconds.
| Time (s) | 0 | 2 | 4 | 6 | 8 |
|---|---|---|---|---|---|
| Smooth tile (m) | 0 | 2.0 | 4.0 | 6.0 | 8.0 |
| Carpet (m) | 0 | 1.2 | 2.4 | 3.6 | 4.8 |
| Grass (m) | 0 | 0.6 | 1.2 | 1.8 | 2.4 |
a
Calculate the speed of the car on carpet. [1]
b
Explain why the car travels more slowly on grass than on smooth tile. [2]
c
The car is tested on sandpaper, which is rougher than grass. Using the data, describe and justify the shape of the distance-time graph you would expect for sandpaper. [3]
Solutions
11QuestionDrawing Graphs from DescriptionsAssessment Practice
8 marks~12 minCriterion D
A bus leaves a depot from rest, accelerates steadily for 20 s to reach 10 m/s, travels at constant speed for 60 s, then decelerates steadily to a stop over 15 s. After waiting 30 s at a traffic light, it accelerates steadily for 10 s to 8 m/s, travels at constant speed for 40 s, then decelerates steadily to a stop over 10 s.
a
Calculate the distance travelled during each segment of the journey. [3]
b
On the grid provided, draw a distance–time graph for the full journey. Label both axes with quantities and units, and mark the total time and total distance at the final stop. [3]
c
The city council uses this motion model to set the bus timetable. Explain one way in which a real journey might differ from this model and describe one consequence this difference could have for passengers. [2]
Solutions
12QuestionMatching Graphs to Real-World ScenariosAssessment Practice
6 marks~9 minCriterion C
A cyclist leaves point P and rides 300 m to point Q at a constant speed of 5 m/s. She stops at Q for 30 seconds, then returns to P at 3 m/s. The vertical axis shows distance from P (m); the horizontal axis shows time (s).
a
Calculate the time taken for the return journey. [1]
b
Explain what the gradient of a distance–time graph represents, and calculate the gradient of each segment of Graph 1. [3]
c
Graph 1, Graph 2, Graph 3, and Graph 4 are described below. Identify which graph correctly represents the cyclist's motion and justify why each of the other three graphs is incorrect, using the terms gradient, speed, and stationary. [2]
Graph 1: rises from to , horizontal from to , falls to .
Graph 2: rises from to , horizontal from to , falls to .
Graph 3: rises from to , horizontal from to , falls to .
Graph 4: rises from to , falls immediately to with no horizontal segment.
Graph 1: rises from to , horizontal from to , falls to .
Graph 2: rises from to , horizontal from to , falls to .
Graph 3: rises from to , horizontal from to , falls to .
Graph 4: rises from to , falls immediately to with no horizontal segment.
Solutions
13QuestionCalculating Speed Distance TimeAssessment Practice
5 marks~8 minCriterion B
A student investigates how ramp height affects the speed of a toy car. The car is released from rest and travels 1 metre along the ramp. The time taken is measured with a stopwatch.
| Ramp height (cm) | 5 | 10 | 15 | 20 |
|---|---|---|---|---|
| Time taken (s) | 2.0 | 1.4 | 1.1 | 0.9 |
a
Calculate the speed of the car at each ramp height. Give your answers in cm/s using:
[2]
[2]
b
Describe the relationship between ramp height and the speed of the car. [1]
c
A student predicts the speed at a ramp height of 25 cm. State a reasonable predicted value and justify your prediction using the pattern in the data. [2]
Solutions
14QuestionDifference Between Speed and VelocityAssessment Practice
8 marks~12 minCriterion C
A self-driving car travels a winding mountain road at a constant speed of . The company claims the car is safer than human-driven vehicles because it "always maintains the same speed."
a
Describe the difference between speed and velocity. [2]
b
Explain why the car's velocity changes on the winding road, even though its speed stays constant. [2]
c
A passenger reads the company's claim. Analyse whether the claim is scientifically accurate, and explain one way the claim could affect public trust in the technology. [4]
Solutions
15QuestionCalculating Speed Distance TimeAssessment Practice
6 marks~9 minCriterion D
A car travels at . The driver reacts in , during which the car moves at constant speed. After the brakes are applied, the car decelerates uniformly and stops over a braking distance of .
The diagram below shows the car's motion from the moment the driver sees an obstacle until the car stops, with reaction distance and braking distance labelled.
The diagram below shows the car's motion from the moment the driver sees an obstacle until the car stops, with reaction distance and braking distance labelled.
a
Calculate the deceleration of the car during braking. [2]
b
Explain how stopping distance data can be used by engineers to set speed limits on roads. [2]
c
Identify and explain two limitations of the model used in part (a). [2]
Solutions
16QuestionCalculating Net Force on an ObjectAssessment Practice
5 marks~8 minCriterion C
A cart of mass is pulled along a frictionless track by a hanging mass attached over a pulley. The table below shows five trials with different hanging masses and the measured acceleration of the cart.
A student claims: "The net force on the cart equals the weight of the hanging mass."
| Hanging mass (kg) | 0.020 | 0.040 | 0.060 | 0.080 | 0.100 |
|---|---|---|---|---|---|
| Measured acceleration (m/s²) | 0.38 | 0.78 | 1.15 | 1.52 | 1.88 |
A student claims: "The net force on the cart equals the weight of the hanging mass."
a
Calculate the net force acting on the cart in each trial using . [2]
b
Calculate the weight of the hanging mass in each trial using , where . [1]
c
Compare your results from (a) and (b) and evaluate whether the data supports the student's claim. [2]
Solutions
17QuestionDrawing and Labeling Force DiagramsAssessment Practice
6 marks~9 minCriterion B
The table below shows the net force, mass, and acceleration of four objects.
| Object A | Net force = 10 N | Mass = 2 kg | Acceleration = 5 m/s² |
|---|---|---|---|
| Object B | Net force = 10 N | Mass = 5 kg | Acceleration = 2 m/s² |
| Object C | Net force = 20 N | Mass = 2 kg | Acceleration = 10 m/s² |
| Object D | Net force = 20 N | Mass = 4 kg | Acceleration = 5 m/s² |
a
Apply the pattern in the data to write a formula linking net force (), mass (), and acceleration (). [2]
b
Calculate the acceleration of Object E, which has a net force of 15 N and a mass of 3 kg. Show your working. [2]
c
Objects A and C have the same mass but different net forces. Analyse how changing the net force affects acceleration, using values from the table to support your answer. [2]
Solutions
18QuestionCalculating Net Force on an ObjectAssessment Practice
3 marks~5 minCriterion D
A playground designer is testing a swing set. One swing chain is pulled horizontally by two children pushing off the ground at the same time, each exerting a horizontal force of 50 N in the same direction. The manufacturer states each chain can safely hold a maximum force of 120 N.
a
Calculate the net horizontal force acting on the chain. [1]
b
Explain one limitation of using an average value of 120 N as the safe maximum force for all chains. [1]
c
The engineer designs the chain to withstand 200 N. Explain why designing for a force greater than the expected maximum makes the swing set safer. [1]
Solutions
19QuestionFriction and Air ResistanceAssessment Practice
6 marks~9 minCriterion B
A student pulls a 500 g wooden block at constant speed across different surfaces using a spring balance.
P400 sandpaper is smoother than P220 but rougher than glass.
| Sandpaper grade | P40 | P80 | P120 | P220 | Glass |
|---|---|---|---|---|---|
| Force (N) | 4.8 | 3.6 | 2.8 | 2.2 | 1.0 |
P400 sandpaper is smoother than P220 but rougher than glass.
a
Describe the pattern shown in the data. [1]
b
Explain why smoother surfaces require less force to pull the block at constant speed. [2]
c
Analyse the data to predict the force needed to pull the block across P400 sandpaper. Justify your prediction. [3]
Solutions
20QuestionContact and Non-Contact ForcesAssessment Practice
4 marks~6 minCriterion C
The diagram shows two scenarios.
Scenario 1: A hand pushing a book across a table.
Scenario 2: A magnet attracting a paperclip without touching it.
Scenario 1: A hand pushing a book across a table.
Scenario 2: A magnet attracting a paperclip without touching it.
a
Identify which scenario involves a contact force. [1]
b
Explain why the force in Scenario 2 is classified as a non-contact force. [1]
c
A student claims that removing the table from Scenario 1 would turn the push into a non-contact force. Analyse this claim and justify whether you agree or disagree. [2]
Solutions
21QuestionApplied Force Normal Force and TensionAssessment Practice
2 marks~3 minCriterion D
A student pushes a heavy wooden crate across a rough concrete floor. Despite pushing steadily, the crate does not move at first.
a
Describe one real-world change the student could make to get the crate moving, and identify two forces acting on the crate during the attempt to move it. [1]
b
Explain one limitation of using a simple force model to analyse this situation. [1]
Solutions
22QuestionDefinition and Effects of Balanced ForcesAssessment Practice
4 marks~6 minCriterion D
In a tug-of-war, Team A pulls a rope with a force of 2000 N to the left and Team B pulls with a force of 2000 N to the right. The rope remains stationary.
a
Apply the concept of balanced forces to explain why the rope does not move. [2]
b
Explain one limitation of using this scenario as a model of balanced forces. [2]
Solutions
23QuestionForce Arrows and Vector RepresentationAssessment Practice
6 marks~9 minCriterion B
A student investigates forces acting on a metal ring using three spring scales. The table shows the forces applied in each trial and the resulting motion.
Trial 1: 2 N at 0°, 2 N at 120°, 2 N at 240° → ring stationary
Trial 2: 3 N at 0°, 2 N at 120°, 2 N at 240° → ring moves toward 0°
Trial 3: 4 N at 0°, 3 N at 120°, 1 N at 240° → ring moves toward 120°
A new trial applies forces of 5 N at 0°, 3 N at 120°, and 2 N at 240°.
Trial 1: 2 N at 0°, 2 N at 120°, 2 N at 240° → ring stationary
Trial 2: 3 N at 0°, 2 N at 120°, 2 N at 240° → ring moves toward 0°
Trial 3: 4 N at 0°, 3 N at 120°, 1 N at 240° → ring moves toward 120°
A new trial applies forces of 5 N at 0°, 3 N at 120°, and 2 N at 240°.
a
Draw a scaled vector diagram of the three forces using the scale 1 cm = 1 N. Add the vectors head-to-tail and draw the resultant. [2]
b
Calculate the magnitude and direction of the resultant force for the new trial. [2]
c
Using the pattern from the three trials, explain what motion you would expect the ring to show in the new trial and justify your prediction using your resultant. [2]
Solutions
24QuestionPredicting Motion with Force DiagramsAssessment Practice
4 marks~6 minCriterion C
A book rests on a table. Two forces act on it: a gravitational force of downward and a normal force of upward.
a
State the two forces acting on the book and their directions. [1]
b
Explain why the book remains stationary, using the idea of balanced forces and net force. [2]
c
A second book is placed on top of the first. The normal force increases to but the gravitational force on the original book stays at . Analyse whether the forces on the original book are now balanced or unbalanced, and predict what this means for its motion. [1]
Solutions