SP1 Worksheets

SP1a.
1 Marble run
Your teacher may watch to see if you can…
● make careful measurements.
Aim
To measure the time it takes for marbles to run down different tracks, and to relate the time to different vector
and scalar quantities.
Apparatus Safety
● ramp ● metre rule
Pick up any marbles that fall
● clamp and stand ● string or tape measure onto the floor, in case someone
● modelling clay ● marble slips on them.
● stop clock
Method
A Use the modelling clay to make two straight lines along the ramp, so that the marble can run between them.
B Prop up one end of the ramp using the clamp and stand.
C Let the marble run down the ramp and time how long it takes to go from the top to the bottom.
D Repeat step C four more times, and calculate the mean time.
E Measure the length of the track the marble followed.
F Now change the modelling clay so the marble follows a curved path from the top to the bottom of the ramp.
The start and end points should be at the same points on the ramp as they were for the run in Step C.
G Repeat steps C and D, ending up with five measurements of the time the marble takes to run down the
curved path. Calculate the mean time.
H Measure the length of the curved path the marble follows down the ramp. You can do this by laying string
along the path and then measuring the length of the string.
Recording your results

1 Record distances X and Y and the
mean time the marble took to follow each
path.
Considering your results

2 Write down the distance the marble travels and the displacement of the marble at the end of its run for:
a path X b path Y.
3 Calculate the velocity of the marble for each track using the equation on the displaceme nt
right. velocity =
time
4 Down which track did the marble have the higher speed?
5 The velocity of the marble is the displacement divided by the time.
a Explain why you can say which marble had the higher velocity without doing any calculations.
b Explain why the speed and velocity are the same for track X but not for track Y.
© Pearson Education Ltd 2016. Copying permitted for

purchasing institution only. This material is not copyright free.
1
SP1a.2 Athletic event
The drawing shows an athletics event.
1 Cut out the picture and stick it to a sheet of paper.
2 Cut out the labels and arrange them around the picture. Draw lines to connect the labels to different parts of
the picture. You may add other things, such as arrows, if you wish.
displacement of the runners

distance the athletes will run weight = 400 N
at the end of the race
The athletes accelerate The runners have a constant

mass = 4 kg
here. speed here.
The runners have a constant The runners' velocity is distance the hammer travels
velocity here. changing here. during one swing
displacement of hammer The speed and velocity will

after one swing = m be the same along this track.

2
Vectors and scalars
SP1a.3 Strengthen
Name Class Date
S1 Sally walks 1 km from her home to school. When she arrives, she tells her science teacher ‘My velocity
to school this morning was 15 minutes’. What would her teacher say?
1 Write 'scalar' or 'vector' next to each of the following quantities.
a speed b displacement c time
d mass e velocity f distance
g energy h weight i force
2 The distance from Sally's home to school in a straight line is 0.8 km. Complete Sally's statements using
words from the box. You can use each word once, more than once or not at all.
a The distance I walked was b My was the same during

the journey but my
.
changed because the road has bends.
c The time I took for my journey was d My displacement when I arrived at school
. was .
0.2 0.8 1.0 10 15 km

min speed velocity
S2 Explain the difference between displacement and distance, and between speed and velocity. Give an
example of each.
3 Complete the following sentences using words from the box below. You can use each word once, more
than once or not at all.
All measurements have a (size). quantities only have a magnitude.
quantities have a direction as well as a magnitude.
Distance or displacement? is a scalar quantity. When you walk to school the
you travel can be estimated by the number of steps you take. is a vector quantity.
When you arrive at school, your is the distance in a straight line from your
home to school. You could work out this distance using a .
Speed or velocity? is a scalar quantity and is a vector quantity. Even if you
walk at the same during the journey, your will change when the direction you
are moving changes.
Vectors or scalars? is worked out using mass and velocity, and is
a change in velocity. They are both .
acceleration displacement distance energy magnitude map momentum scalar

scalars speed vector vectors velocity

3
SP1a.4 Vectors and scalars – Extend
E1 A car is going around a roundabout. Explain why we say that it is accelerating even if it is moving at a
constant speed.
1 What do the following words mean?

a vector
b scalar
c speed
d velocity
e acceleration
2 A car drives around a roundabout at 30 km/h.
a Explain whether the speed and the velocity are changing.
b Explain whether or not the car is accelerating.
3 Explain whether the people described below would need to know the distance or the displacement.
a Northwold is three miles to the north of Southvale and there is a mountain between them. The road
between the towns is 7 miles long.
i a car driver
ii an engineer planning a road tunnel
b Eastwood is 1 mile to the east of Westhill. There is a wide river in the valley between them and the road
between the towns is 6 miles long.
i a pilot
ii a cyclist
iii a mobile phone engineer deciding where to place phone masts
c Racing pigeons are driven hundreds of miles by road and then released. The winning pigeon is the one
that returns first.
i a pigeon owner
ii the lorry driver
4 Explain the difference between weight and mass in terms of vectors and scalars.
5 Describe three vector quantities and one scalar quantity not mentioned in the questions above.

4
Vectors and scalars
SP1a.5 Homework 1
Name Class Date
1 Al and Ben started at A and travelled north to B. Then they

turned east and went to C, then south to D and then
travelled west back to A. The distance in a straight line
between A and C is 500 m.
a When they were at point B they had travelled a
distance of metres.
Their displacement from point A was
metres north.
b When they were at point C they had travelled a
distance of metres from point A.
Their displacement from point A was
metres at a bearing of 53º east of north.
c When they were at point D they had travelled a total of metres from point A.
Their displacement from point A was metres (north/south/east/west).
d When they were back at point A they had travelled a total of metres.
Their displacement from point A was metres.
2 Al walked at a constant speed of 1.5 m/s. Ben jogged at 3 m/s. Complete the table to show Al's velocity for
each part of their journey.
Al's velocity Ben's velocity
A to B 1.5 m/s north

B to C
C to D
D to A 3 m/s west
3 The table below shows some things that can be measured. Tick the boxes to show if each one is a vector
or a scalar quantity.
Quantity Vector Scalar

a force
b weight
c mass
d acceleration
e displacement
f speed
g distance
h energy

5
Vectors and scalars
SP1a.6 Homework 2
1 Al and Ben started at A and travelled north to B. Then they
turned east and went to C, then south to D and then
travelled east back to A. The distance in a straight line
between A and C is 500 m.
Describe the distance they have travelled and their
displacement from A when they reach the following
points. The first one has been done for you.
a point B
distance = 300 m, displacement = 300 m north of A
b point C
c point D
d point A
2 Al walked at a constant speed of 1.5 m/s between A and B. Ben jogged at a velocity of 3 m/s northwards
from A to B.
Describe their velocities for the rest of their journey if they both maintained the speed at which they started.
3 Car X drives north at 30 km/h. Car Y drives south at 30 km/h. Explain which of these things are the same
for both cars after one hour.
● speed
● velocity
● distance travelled
● displacement
4 A maze is set out in a grid pattern, with all the corners right angles. 3 m north, 2 m west, 1 m south,
This means that all the paths in this maze go north, south, east or 1 m west, 2 m north, 6 m east,
west. A person in the maze follows the path described on the right. 2 m north
a What is her final displacement in a north/south direction?
b What is her final displacement in an east/west direction?
c What is the total distance travelled?
d What is the final displacement? You may need to draw a scale
diagram of the route on graph paper to help you to work this out.
Extra challenge
5 The following things can all be measured in physics. Explain which of these are vectors and which are
scalars.
a acceleration
b volume
c friction
d area

6
SP1a Progression Check
Name Class Date
Progression questions
Answer these questions.
1 What are vector and scalar quantities?
________________________________________________________________________________________
________________________________________________________________________________________
2 What are some examples of scalar quantities and their corresponding vector quantities?
________________________________________________________________________________________
________________________________________________________________________________________
3 What is the connection between the speed, velocity and acceleration of an object?
________________________________________________________________________________________
________________________________________________________________________________________
Now circle the faces in the ‘Start’ row in the table showing how confident you are of your answers.
Question 1 2 3
Start
Assessment
Using a different colour, correct or add to your answers above. You may need to use the back of this sheet or
another piece of paper. Then circle the faces in the ‘Check’ row in the table.
Question 1 2 3
Check
Feedback
What will you do next? Tick one box.
strengthen my learning strengthen then extend extend
Note down any specific areas you need to improve.
________________________________________________________________________________________
Action
You may now be given another activity. After this, note down any remaining areas you need to improve and
how you will try to improve in these areas.
________________________________________________________________________________________
________________________________________________________________________________________

7
SP1b.1 Measuring speeds
Your teacher may watch to see if you can…

● follow instructions
● take careful measurements.
Aim
To measure speeds in different ways.
1: Walking and running

Apparatus
● measuring tape ● stop clock
● chalk or playground cones/markers
Method
A Work with a partner. Measure out a length of 10 m on the playground. Use chalk or playground markers to
mark the ends.
B One person walks at a normal pace between the two markers. The other person measures the time it
takes.
C Now one person runs between the two markers. The best way to do this is to start running before the first
marker so that you are at a normal running speed when you reach it. The other person measures the time.
D Repeat steps B and C with the other person walking and running.

1 Draw a table to record your results. distance
speed =
2 Calculate the walking and running speeds, using the equation in the box. time

3 A walking speed often used for planning walks is 5 km/h (1.4 m/s). The world record for the 100 m running
sprint is just over 10 m/s. How do your walking and running speeds compare with these values?
Evaluation
4 Describe how you could find out how fast you can swim.
5 Measurements of the speed of athletes in major competitions are made using electronic equipment, not
stop clocks. Why do you think this is?
6 How accurate do you think the method you used above would be for measuring the speed of a racing car
and an aeroplane? Explain your answers.

1
2: Speed of sound in air
Apparatus
● measuring tape ● microphone
● stop clock ● datalogger
● clapper
Method
A Find an outdoor space with a wall (your teacher will tell you which part of the school grounds to use).
B Measure a distance of 50 m from the wall. This is the place you will stand.
C Clap your hands (or use a clapper) and listen for the echo. Use the stop clock to measure the time it takes
for the sound to travel from your hand to the wall and back again.
D Now clap repeatedly, and time your claps so that you clap at the same time as you hear the echo from the
previous clap. Once you have practised clapping like this, your partner measures the time for 10 claps.
E Measure the speed of sound again, this time using a microphone and datalogger to measure the time
between the clapper and the echo.

1 Record the time for a single clap and the time for 10 claps measured using a stop clock.
2 Record the time for a single clap using the microphone and data logger.

3 How far has the sound travelled between making the single clap and hearing the echo?
4 Calculate the speed of sound using the time for a single clap. The equation distance
you need is in the box. speed =
time
5 Divide the time for 10 claps by 10 to find the time for a single clap. Calculate the speed of sound using this
value for time.
6 Calculate the speed of sound from the time measured using the microphone and datalogger.
Evaluation
7 How accurate do you think your measurement of time is for a single clap and echo using the stop clock?
Explain your answer.
8 Explain the advantage of measuring the time for 10 claps.
9 How did the speed of sound using the microphone and datalogger measurements compare to the ones
using the stop clock measurements? Explain which you think is likely to be the most accurate.
10 The speed of sound depends on air temperature and pressure. An average value for sea level is 330 m/s.
a How does your calculated speed compare to this?
b If you did not obtain this value, suggest as many reasons you can why you got a different value.

2
3: Speed of sound in a solid
Apparatus
● measuring tape or metre rule ● 2 'stethoscope' microphones
● solid object, such as wooden bench ● datalogger
● small metal block
Method
A Fasten the two microphones to the solid you are going to test. One should be about 5 cm from one end of
the object, the other should be right at the opposite end of the object.
B Measure the distance between the microphones and write it down.
C Connect the two microphones to the datalogger so that it can measure the difference in the time at which
the sound reaches each microphone.
D Make a sound in the solid by hitting a metal block in the 5 cm gap at one end of the solid object.

1 Write down the times at which the sound reached the two microphones and the distance between them.

2 Calculate the speed of sound using the distance and the time. The equation distance
you need is in the box. speed =
time
Evaluation
3 How does the speed of sound in your solid compare to the speed of sound in air?
4 Explain why you cannot measure the speed of sound in a solid without using microphones and a
datalogger.
5 Explain why the two sensors need to be as far apart as possible.

3
Distance/time graphs and
SP1b.2 speed – Strengthen
Name Class Date
S1 A peregrine falcon flies at 50 m/s for 7 s. How far does it fly?
1 The boxes on the right show two equations linking speed, time and distance
distance. Which one do you need to use to answer the question A speed =
time
above?
2 Fill in the numbers below and then work out the answer. B distance = speed × time
= ×
= m
S2 Zahir starts a race fast, then gets a stitch and has to stop. When he starts running again he goes more
slowly than before. Sketch a distance/time graph to show Zahir's race if he runs at a constant speed in
each section of the race.
3 The four graphs below are all drawn with the same scales. They show different speeds. Write the speed
under each graph, choosing numbers from the box on the right.
0 m/s
2 m/s
4 m/s
6 m/s
speed = speed = speed = speed =
A sketch graph is a graph with no numbers on it (like the

ones in question 3). A sketch distance/time graph can
still give information about speed by showing different
gradients to represent faster or slower speeds.
4 Draw a sketch graph using the axes on the right to
show Zahir's race from question S2 above.
5 An athlete runs 100 m in 20 s. Calculate their speed.
speed = m/s

4
Distances/time graphs and
SP1b.3 speed – Extend
E1 Zahir starts a race fast, then gets a stitch and has to stop. When he starts running again he goes
more slowly than before. Zahir's speeds are 3 m/s for 60 s, 2 m/s for 90 s, and his rest lasted for
30 s. Plot a distance/time graph on graph paper to show his race.
1 a What is the speed and time for the first, fast part of Zahir's race?
b Use this information to calculate the distance that Zahir ran at this
speed.
2 a What is the speed and time for the last, slower part of Zahir's race?
b Use this information to calculate the distance that Zahir ran at this Remember, x
speed. represents distance.
3 Copy and complete this table using the information in question Time from start Distance from
E1 and your answers to questions 1 and 2. (Hint: you will need to of race (s) start (m)
add times and distances to complete the table.) 0 0
4 Use the information in the table to draw a distance/time graph
showing Zahir's race. Put time on the horizontal axis and
distance on the vertical axis.
5 David and Matt start swimming from opposite ends of a

25 m swimming pool. David swims at 0.5 m/s and Matt swims
at 0.75 m/s. To work out how far David has swum when he
meets Matt coming the other way, you need a
displacement/time graph showing the boys' displacement.
a Why do you need to use a displacement/time graph rather
than a distance/time graph?
b Draw a suitable graph and work out how far David has
swum when he meets Matt.
c The boys start again from opposite ends of the pool. Matt swims at the same speed as before
(0.75 m/s) but David speeds up from 0.5 m/s to 0.75 m/s after 10 s. Add a line on your graph to find
where they meet this time.
Hints for Question 6
Part a ● David and Matt meet when they are both the same distance from David's end of the pool.
● Matt's displacement is 25 m minus the distance he has swum.
Part b ● The boys swim at constant speeds, so the line on the graph for each boy will be a straight line.
● Work out the displacement of each boy after 30 seconds. Join each boy’s point to their starting
point. Remember that Matt's displacement at time 0 is 25 m.
● What is the significance of the point where the two lines cross?
Part c ● Calculate David's distance 10 s after the start. How far he will swim in the next 10 s at his new
speed? Plot that distance at 20 s and join this point to the point at 10 s.

5
Distance/time graphs
SP1b.4 Homework 1
Name Class Date
This is a distance/time graph for a cyclist travelling along a road.
This triangle can help

you rearrange the
equation for speed.
Cover up the quantity
you want to calculate,
then write what you
can see on the right of
your = sign.
Remember, x
represents distance.
1 a Which section of the graph shows where the cyclist waited at a junction?
b For how long did the cyclist wait?
2 a Which section of the graph shows where the cyclist was travelling the fastest?
b How can you tell from the graph that the speed was fastest here?
3 a How far did the cyclist travel in the first 50 s?
b Calculate the speed in the first 50 s.
speed = m/s
4 Part of the journey was uphill. Explain which part of the graph is likely to show this part of the journey.
5 A cheetah can run for a short time at 31 m/s (70 mph). How far can it travel in 19 s?
distance = m
6 A tortoise can crawl at a top speed of 0.2 m/s. How long will it take the tortoise to travel 15 m?
time = s

6
Distance/time graphs
SP1b.5 Homework 2
David and Matt are swimming lengths in a 25 m pool. Matt swims four lengths in 125 seconds at a
steady speed.
1 After four lengths, how far has Matt swum?
2 After four lengths, what is Matt’s displacement?
3 Calculate the speed at which Matt is swimming.
4 Explain what Matt’s velocity is during:
a the first length b the second length.
5 David swims at 1.25 m/s. How long does it take David to swim 100 m?
6 Matt swims his four lengths in 125 s, has a rest for 25 seconds, and then swims another four lengths at a
speed of 0.5 m/s.
a How long does it take Matt to swim his second lot of four lengths?
b Draw a distance/time graph to show Matt's swim.
The graph shows Anita’s walk on a trail

in the country.
7 Between which two points did Anita
travel the fastest? How do you
know?
8 Use the graph to find Anita’s speed
between:
a A and B
b B and C
c D and A.
9 The next day Anita ran around the
whole trail in 400 s. What was her
average speed?
Annie is considering two different coach journeys from Bristol to Birmingham.
Journey A takes 2 hours and does not stop. Journey B costs only half as much, but it takes 3 hours
The shortest distance by road between the 15 minutes and stops at 5 other towns on the way. This
two coach stations is 143 km, most of which journey is 160 km long, and most of it is on country roads
is on the motorway where the speed limit is with a speed limit of 22 m/s (50 mph). The speed limit in
31 m/s (70 mph). towns the coach passes through is 13 m/s (30 mph).
10 Calculate the average speed for each journey in m/s. Think carefully about the units you need to use in
your calculations.
11 Give as many reasons as you can why journey B takes longer than journey A.
Extra challenge
12 Matt swims four lengths of the 25 m pool in 120 seconds. Draw a displacement/time graph for Matt's four
lengths.

7
SP1b.6 Equation practice
You will be expected to recall the equation linking average speed, distance and time in your examination.
You should also be able to change the subject of the equation and to use the correct units.
1 Emma is running for the bus. She runs 100 metres in 25 seconds. Calculate her speed.
2 A jogger runs at a speed of 3 m/s. How far does he run in 120 seconds?
3 Mr Smith is walking his dog. He walks for

5 minutes (300 seconds) at a speed of
1.5 m/s. His dog runs at a speed of 5 m/s
for the same time. Distance (m) Time (s) Speed (m/s)
a How far does Mr Smith walk?
a 100 12
b How far does the dog run?
b 25 8
4 The table shows some results from an
athletics event. Copy the table and fill in c 400 8
the missing values. d 800 125
5 The winner of a 10 km road race took half
e 1000 160
an hour to complete the race. Calculate
her average speed. Give your answer in f 2000 6.25
metres per second.
g 500 6
6 The winner of the 20 km race ran at an
average speed of 4 m/s. How long did he
take to complete the race?
7 The graph on the right shows

distance and time for Sajid's
3 km road race.
a Calculate Sajid's speed
for each section of the
race (sections A to E).
b Calculate Sajid's average
speed for the whole race.
8 Sam walks 12 km and it takes
him four hours. What is his
average speed? Give your
answer in metres per second.
x = distance (m) distance travelled = average speed × time

s = speed (or
average speed)
(m/s)
vertical difference between two points on a graph
t = time (s) gradient =
horizontal difference between two points on a graph

8
SP1b Progression Check
Name Class Date
1 How do you use the equation relating average speed, distance and time?
________________________________________________________________________________________
________________________________________________________________________________________
2 In metres per second, what are the typical speeds that someone might move at during the course of a day?
________________________________________________________________________________________
________________________________________________________________________________________
3 How do you represent journeys on a distance/time graph?
________________________________________________________________________________________
________________________________________________________________________________________
Question 1 2 3
Start
Assessment
Question 1 2 3
Check
Feedback
________________________________________________________________________________________
Action
________________________________________________________________________________________
________________________________________________________________________________________

9
SP1c.1 Acceleration due to gravity
Your teacher may watch to see if you can:

● follow instructions carefully.
Aim
To measure the acceleration in free fall.
Introduction
Falling objects accelerate because the force of gravity is pulling them downwards. We can measure the
acceleration caused by gravity (g) by measuring the velocity of a falling object at two points during its fall.
Apparatus
● two light gates
● datalogger
● card weighted at one end with modelling clay
● metre rule
● clamps and stand
Method
A Measure the length of the piece of card.
B Set up the apparatus as shown in the diagram. Enter the
length of the card into the computer or datalogger (this is
necessary to measure the speed of the card).
C Hold the card above the top light gate and drop it so that
it passes through both light gates.
D Read the values for the two velocities from the
datalogger, and also the time it took for the card to pass
between the two gates. Record the results in your table.
E Repeat steps C and D for different starting heights.

1 Draw a table like this for your results.
Starting height Velocity at top Velocity at bottom Time between Acceleration

2
(cm) light gate light gate light gates (m/s )
(u, in m/s) (v, in m/s) (t, in s)
Calculate the acceleration for each drop, using the equation in the box. v − u
a=
t

2 a Are the acceleration values for the different drops similar or do they vary?
b If they vary, is there a pattern? You may need to draw a graph to see if a pattern exists.
c If the results are similar, calculate the mean acceleration.

1
SP1c.2 Acceleration – Strengthen
Name Class Date
S1 Explain how positive, negative and zero accelerations change the velocity of a moving object.
1 Complete the following sentences using words from the box. You can use each word once, more than once
or not at all.
Speed is a quantity and velocity is a quantity.

quantities have both a size and a .
The two objects on the right both have the same . They have different
, because one is moving in the opposite direction to the other. This is
shown by the sign.
Acceleration is a change in , so it is also a quantity.
An acceleration in the same direction as an object is moving will make a moving
object . An acceleration in the opposite direction to the movement of an
object will make the object ( ). An acceleration of
will not change the velocity of an object.
decelerate direction magnitude minus scalar slow down

speed up vector velocities velocity zero
S2 A car travelling at 40 m/s comes to a halt in 8 seconds. What is the car’s acceleration and how far does it
travel while it is stopping?
2 The box on the right shows the equation for calculating acceleration. v − u
a=
a Use the information in question S2 to complete the table. t
b Calculate the value of (v – u). Symbol represents… value in unit

question
a acceleration ??
c Calculate the acceleration.
v
u
t 8 s
3 The box on the right shows the equation relating velocities, acceleration and distance. v 2 − u2
Use your answers to question 2 to fill in the gaps below, and then work out the x=
2×a
answer.
(0 m/s × 0 m/s) − (______ m/s × ______ m/s)
x =
2 × ______
distance = m

2
SP1c.3 Acceleration – Extend
Name Class Date

2
E1 A train is travelling at 35 m/s. It slows down with an acceleration of –0.5 m/s . How much time does it
take to stop and how far does it travel while it is stopping?
1 a Rearrange the equation to make t the subject (cover the t with your finger,
and what you can see gives you the right hand side of your equation).
b What is the starting velocity (u) in the question?
c What is the final velocity (v) in the question?
d What is the change in velocity (v – u)?
e What does the minus sign in your answer to part d indicate?
f Calculate the time it takes the train to stop.
2 The box on the right shows the equation relating velocities, acceleration and distance. v 2 − u2
2 2 x=
a Calculate the value of v and u . 2×a
2 2
b Substitute the values of v , u and a into the equation and calculate the distance.
2
3 A car accelerates from 0 km/h to 100 km/h (28 m/s) in 5 s. It can decelerate at 5 m/s if the driver applies
the brakes fully.
a What is the acceleration of the car?
b How long does it take the car to stop from a speed of 100 km/h if the driver applies the brakes fully?
4 A tennis ball is hit vertically upwards and leaves the racquet with a velocity of +20 m/s.
a Explain why the acceleration due to gravity (g) in this question should be given a negative value.
b Calculate the velocity of the ball after 2 s. (Hint: you may find it easier to first calculate the change in
velocity over the 2 s, and then work out the final velocity.)
c Calculate the velocity of the ball 4 s after it started moving.
d Your answer to part b should have been a negative value. Explain what this means.
5 When a gun is fired, the bullet accelerates while it is travelling along the barrel of the gun. It takes
2
0.001 seconds for a bullet to travel along a particular gun. The acceleration of the bullet is 200 000 m/s .
a How fast is the bullet travelling when it leaves the gun?
b How long will it take for the bullet to come to a stop if it is fired vertically upwards? Ignore any effects of
air resistance.
c If the bullet lands back on the gun, and ignoring the effects of air resistance, it will be travelling at the
same speed at which it was fired. How long will it be in the air altogether?
d Calculate the length of the gun barrel. You will need to use some of the answers to earlier parts of the
question.

3
SP1c.4 Acceleration – Homework 1
Name Class Date
1 Work out the value of acceleration for each bicycle. Use the equation in the box. v − u
a=
Draw an arrow in the space above each diagram to show the direction in which the t
acceleration is acting.
a b
u = 8 m/s v = 12 m/s t = 4 s u = 11 m/s v = 5 m/s t = 3 s
2
a= m/s
2 a= m/s
2 Calculate the following accelerations.

a At the start of a race, a sprinter accelerates from rest to 10 m/s in 2 seconds.
b At a set of traffic lights, a lorry slows down from 30 m/s to 0 m/s in 20 seconds.
3 You drop a tennis ball to the ground. What is the acceleration of the ball as it leaves your hand?
2
4 A car accelerates from rest (0 m/s) to 50 m/s in 5 seconds. Its acceleration is 10 m/s .
a Which of the equations below do you need to use to calculate how far it travels while it is accelerating?
Tick one box.
v − u v 2 − u2 v 2 − u2
t= x= a=
a 2×a 2× x
b Which piece of information in the question do you not need to answer the question?
c Calculate how far the car travels while it is accelerating.
distance x = metres

4
SP1c.5 Acceleration – Homework 2
1 Work out the missing value for each bicycle, and describe in words what is happening to the bicycle.
a b
u = 10 m/s v = 15 m/s t = 5 s u = 12 m/s v = 6 m/s t = ?? s

2
a = ?? m/s
2 a = -3 m/s
c u = 12.5 m/s v = ?? m/s t = 3 s d u = ?? m/s v = 11 m/s t = 4.5 s

2 2
a = −2.5 m/s a = −2 m/s
2
2 a A dog chasing a cat accelerates from rest at 2 m/s . How long will it take the dog to reach a velocity of
10 m/s?
2
b The cat starts at a velocity of 5 m/s. It accelerates at 1.5 m/s for 3 s. What is its final velocity?
2
3 A ball dropped from a sixth floor window accelerates at 10 m/s . After 2 seconds it hits the ground. It
bounces back with a velocity of −15 m/s.
a What is the symbol used to represent the acceleration due to gravity?
b What is the ball’s velocity when it hits the ground?
c What is meant by a velocity of −15 m/s?
d What is the change in velocity of the ball when it bounces?
e The ball is in contact with the ground for 0.2 s when it bounces. What is its mean acceleration while it is
in contact with the ground?
2 2
4 Use the information in question 2 and your answers to work out how far the dog v –u =2×a×x
and the cat travel while they are accelerating.
Extra challenge
2
5 When the ball in question 3 rises after bouncing, it has the same downwards acceleration of 10 m/s as
when it was falling.
a How long does it take for the ball to reach its highest point? (Hint: What is the ball’s velocity when it is at
its highest point?)
b The distance, x, travelled by an object when the acceleration is constant is given (u + v ) × t

by the equation in the box. Use this to find the height from which the ball in x=
2
question 3 was dropped.
c How high did it bounce?

5
SP1c.6 Equation practice 1
You will be expected to recall the equation linking change in velocity, acceleration and time in your
examination. You should also be able to change the subject of the equation and to use the correct units.
1 The table shows the time it takes for a car to Initial Final Acceleration Time
2
accelerate in different situations. Copy the velocity velocity (m/s ) (s)
table and calculate the missing accelerations. (m/s) (m/s)
2 A cyclist decelerates from 12 m/s to 2 m/s. Her
2 a 0 15 7.5
acceleration is –2.5 m/s . How long does this
change of speed take? b 10 20 5
3 A car accelerates from rest to a velocity of c 5 30 25
2
10 m/s. Its acceleration is 0.5 m/s . How long
does this change of speed take? d 25 10 3
4 A cyclist is travelling at 15 m/s and applies the brakes. Her acceleration is –3 m/s. How long does it take
her to come to a stop?
2
5 A car accelerates at 1.25 m/s for 20 seconds. What is its change in velocity?
2
6 a A ball is dropped. What is its velocity after 3 seconds? The acceleration due to gravity is 10 m/s .
b What would the ball's velocity be 3 seconds after it was dropped on the Moon, where the acceleration
2
due to gravity is 1.6 m/s ?
7 A rocket accelerates at 4g when it is launched. How fast is it moving 10 seconds later?
2
8 A car is travelling at 10 m/s. It accelerates at 2.5 m/s for 10 seconds. What is its final velocity?
9 Show that a cyclist slows 'Show that' in an exam question means you need to demonstrate
from 6 m/s to 2 m/s when that the statement that follows is true. In this case, you need to carry
2
they decelerate at 0.5 m/s out a calculation to work out the final speed from the initial speed,
for 8 seconds. acceleration and time given. Your answer should come out as 2 m/s!
2
10 A cyclist brakes for a second with an acceleration of –4 m/s . If he was travelling at 5 m/s before he braked,
what is his final velocity?
11 A ball is thrown vertically upwards with a velocity of 10 m/s. What is its velocity 1.5 seconds later? The
2
acceleration due to gravity is 10 m/s . (Hint: the acceleration due to gravity is in the opposite direction to the
initial velocity of the ball, so the acceleration is negative.)
2
12 A spacecraft accelerates at 0.2 m/s for 3 minutes and reaches a velocity of 236 m/s. Calculate its initial
velocity.
13 A spacecraft changes velocity from 400 m/s to 364 m/s over one hour. Calculate its acceleration.
14 A fighter plane is descending at 30 m/s. The pilot ejects, and the ejector seat accelerates him upwards at
2
120 m/s for 2 seconds. What is his velocity at the end of the 2 seconds? (Hint: think about the direction in
which he accelerates compared to the direction the plane is moving.)
5 2
15 A bullet leaves a rifle with a velocity of 1500 m/s. Its acceleration is 5 × 10 m/s . How long did it take to
travel through the barrel?
5 2 -3
16 A different rifle accelerates the bullet at 2 × 10 m/s , and the bullet spends 5 × 10 seconds inside the
barrel. How fast is it moving when it leaves the barrel?
v = final velocity (m/s)

change in velocity
u = initial velocity (m/s) acceleration =
time taken
2
a = acceleration (m/s ) (v – u)
a=
t
t = time (s)

6
You will not be expected to recall the equation linking initial and final velocities, acceleration and distance in
your examination. However you will be expected to be able to change the subject of the equation and to use
the correct units.
The following equation links initial and final velocities, acceleration and distance travelled (x).
2 2
v –u =2×a×x
1 A car travels 100 m as it accelerates from rest to 25 m/s. Calculate its acceleration.
2 A car accelerates from 10 m/s to 20 m/s over a distance of 80 m. Calculate its acceleration.
2
3 A cyclist comes to a stop from a velocity of 15 m/s. The acceleration is –3 m/s . How far does the bicycle
travel while it is braking?
2
4 A rocket is launched with an acceleration of 35 m/s . How far has it travelled when it reaches a velocity of
700 m/s?
5 A car is travelling at 10 m/s. It accelerates to 35 m/s over a distance of 225 m. Calculate the acceleration.
6 The driver of a car travelling at 10 m/s brakes hard and brings the car to a stop over a distance of 10 m.
a Calculate the deceleration of the car.
b How far would the car travel while braking to a stop from 20 m/s, if the deceleration was the same?
7 An oil tanker is sailing at 8 m/s. It takes 3 km to come to a stop. Calculate the deceleration.
8 A bullet leaves a musket (an old type of gun) with a velocity of 150 m/s. The barrel of the musket is 115 cm
long. Calculate the acceleration of the bullet as it leaves the barrel.
9 A rifle has a barrel 80 cm long. The bullet leaves the barrel at a velocity of 800 m/s. Calculate the
acceleration of the bullet as it leaves the barrel.
10 Calculate the final velocities of the following vehicles.
2
a A car that accelerates from rest at 3 m/s over a distance of 100 m.
b A car that accelerates from an initial velocity of 10 m/s over a distance of 150 m. The acceleration is
2
2 m/s .
2
c A car that brakes from 15 m/s over a distance of 20 m. The acceleration is –4 m/s .
11 A spacecraft is moving at 15 km/s when its engine is fired for 15 minutes. The engine provides an
2
acceleration of 0.003 m/s . During this time the spacecraft travels 15 000 km. Calculate its final velocity.
12 Calculate the initial velocities for these vehicles:
2
a a car that accelerates at 2 m/s over a distance of 50 m to reach a velocity of 20 m/s.
2
b a car that brakes to provide a deceleration of –3 m/s , and comes to a halt over a distance of 40 m.
2
c a bicycle that accelerates at 0.5 m/s over a distance of 10 m to reach a velocity of 8 m/s.
2
13 A boy is sliding on ice. Once he is on the ice he decelerates at –2 m/s and comes to a stop after sliding for
6 m. How fast was he running just before he started sliding?
2
14 An airliner takes 2 km to come to a stop when it lands. If it decelerates at –1.4 m/s once it touches down,
calculate its velocity just before touch-down.
15 A car is travelling at 30 m/s. The driver brakes hard when she sees an obstacle in the road. If the
2
deceleration of the car is –6 m/s and the obstacle is 60 m away when she applies the brakes, show that
she will hit the wall.
DO NOT MAKE A DOUBLE-SIDED COPY OF THIS WORKSHEET

7
Hint for questions 1 to 9
v = final velocity (m/s)

u = initial velocity (m/s)
2
a = acceleration (m/s )
x = distance (m)
2 2
(final velocity) – (initial velocity) = 2 × acceleration × distance
2 2
v –u =2×a×x
Hint for questions 10 to 15
To calculate v: To calculate u:
2
When you have found v , take the square root to
find v.
2
When you have found u , take the square root to find u.

8
SP1c Progression check
Name Class Date
1 How do you calculate accelerations from a change in velocity and a time?
________________________________________________________________________________________
________________________________________________________________________________________
2 How are acceleration, initial velocity and final velocity and distance related?
________________________________________________________________________________________
________________________________________________________________________________________
3 What is the acceleration of free fall?
________________________________________________________________________________________
________________________________________________________________________________________
Question 1 2 3
Start
Assessment
Question 1 2 3
Check
Feedback
________________________________________________________________________________________
Action
________________________________________________________________________________________
________________________________________________________________________________________

9
SP1d.1 Ticker tape graphs
Your teacher may watch to see if you can:

● follow instructions carefully
● produce an accurate velocity.
Aim
You are going to accelerate a trolley down a runway and produce a ticker tape that records its change of
velocity. You will then use the ticker tape to construct a velocity/time chart.
Apparatus Safety
● runway and support, e.g. ● ticker tape
Do not allow the trolley to run off
wood blocks ● plain paper the end of the bench
● dynamics trolley ● sticky tape
● ticker timer ● scissors
● power supply ● ruler
Method
A Set up the runway as shown in the diagram. It must be steep enough so that the trolley accelerates
noticeably as it runs down the runway.
B Cut a length of ticker tape that is the same length as the runway. Pass the tape through the ticker timer
and fasten the end to the trolley using sticky tape.
C Hold the trolley near the top of the runway. Turn on the ticker timer and allow the trolley to run down,
pulling the tape through the ticker timer. Switch off the ticker timer.
D Remove the tape from the trolley and label it Slope 1.
E Repeat steps B to D with a steeper runway, but this time label the tape Slope 2.

1 Take the tape for Slope 1. Cut the tape through the dot (or set of overprinted dots) produced just before the
trolley was released. Count 10 dot-to-dot spaces and cut the tape again through the next dot. (If the dots
are too close together to distinguish them, then you will have to estimate the 10 spaces.)
2 Starting from your last cut, count 10 more spaces and cut again. Make sure you keep the strips of ticker
tape in order. Number your sections from 1 onwards as you cut them.
3 Repeat this until you have a collection of consecutive tape sections, each one longer than the one before it.
4 Draw a horizontal line on a piece of paper and stick the pieces of tape vertically in order along this line,
starting with section 1, as shown in the diagram on the next page.

1
SP1d.1 Ticker tape graphs
5 Measure the lengths of the sections of ticker tape Slope 1

with a ruler and record them in a table like the one Section Length (cm) Velocity
on the right. (cm/s)
6 The ticker timer marks 50 dots each second. The
1
time between dots is 0.02 s, so the time taken to
make 10 dots is 0.2 s. 2
Use this information to calculate the velocity for
each section and complete the table. Use the distance for 10 dots (cm)
velocity (cm/s) =
equations in the box. time taken to make 10 dots (s)
length of ticker tape section
velocity (cm/s) =
0.2 s
7 Write the calculated velocity on each relevant section. As the length of each strip represents the velocity,
sticking your strips next to each other gives you a graph, representing the velocity/time bar chart for the
trolley as it ran down Slope 1.
8 Draw the best straight line you can to show the slope of the chart. Try to pass through the top centre of
each section of tape.
9 Repeat steps 1 to 8 for the ticker tape for Slope 2.

10 Is your line a straight line? What does this tell you about the change in velocity in each section? What does
this tell you about the acceleration?
11 How does the chart for Slope 2 compare to that for Slope 1?
12 Calculate the gradient of the line for each graph. This will be the acceleration of the trolley for both slopes.
Evaluation
13 How could you change the experiment to give better results? (Hint: Think about the lengths of ticker tape
used.)

2
SP1d.2 Shooting script
Some film students are planning to film a car chase for a short-action sequence. They need to
decide how fast the getaway car is travelling and how long each part of the sequence lasts.
Then they can work out where to put the cameras and how to add the other props and effects.
The table shows the time and a description of the action.
Time interval Description of action Velocity at Velocity at Distance

from start of start of time end of time travelled in the
action (s) interval (m/s) interval (m/s) time interval (m)
0–5 Getaway car accelerates 0 30
from rest
5−15 Races along main road at 30 30
a velocity of 30 m/s
15–17 Slams on the brakes to 30 15
avoid a tanker crossing
the road
17–20 New steady velocity 15 15

20–22 Accelerates as police car 15 20
appears
22–25 Tyre bursts and getaway 20 0
car comes to a halt at the
end of the scene
1 Use the data to draw a velocity/time graph for the car in this action sequence.
2 From the graph, in which time interval does the car have the greatest acceleration? How can you tell?
3 a In which time intervals is the car travelling at a steady velocity?
b How is this shown on the graph?
4 a In which time intervals is the car slowing down?
b How is this shown on the graph?
5 Use the graph to find the value of the acceleration for each time interval.
6 Use the graph to work out the distance travelled in each time interval.

3
Velocity/time graphs
SP1d.3 Strengthen
Name Class Date
S1 The table on the right gives some data for a train journey.
Draw a velocity/time graph from this and join the points Time (s) Velocity (m/s)
with straight lines. Label your graph with all the things you 0 0
can tell from it. Show your working for any calculations
you do. 20 10
30 30
1 Finish drawing the velocity/time graph on the axes below.
2 Label the part(s) of the graph where the train is: 60 30
a accelerating b decelerating (slowing down) 120 0
c at a constant speed.
3 Label the slope on the graph
that shows the greatest
acceleration.
4 Follow the steps below to calculate the acceleration during the first 20 seconds.
For the first part of the graph change in velocity = m/s – m/s
change in time = s– s
change in velocity
acceleration = =
change in time
5 Calculate the acceleration for the other sections on the graph. Use rough paper for your working out.
a For 20 to 30 seconds b For 30 to 60 seconds c For 60 to 120 seconds

acceleration = acceleration = acceleration =
6 Follow the steps below to calculate how far the train travelled between 20 and 30 seconds.
a Calculate the area of the b Calculate the area of the c Add the two areas together.
rectangle. triangle
distance = m
area = s area = 0.5 × s
× m/s × m/s
= m = m
7 Calculate the distance for the other sections on the graph. Use rough paper for your working out.
a For 0 to 20 seconds b For 30 to 60 seconds c For 60 to 120 seconds

distance = distance = distance =
8 Use your answers to questions 6 and 7 to calculate the total distance travelled from 0 to 120 seconds.

4
SP1d.4 Velocity/time graphs – Extend
E1 In a fitness test, students run up and down the sports hall. They have to run faster after each time
they turn around. Sketch a velocity/time graph for 4 lengths of the hall, if each length is run at a
constant speed.
1 A sketch graph is a graph with no numbers on it. A sketch velocity/time graph

can still give information about speeds and directions of movement.
a Students start their fitness test at a walking pace. The direction in which
they start walking is the positive direction. Draw a set of axes like the one
shown on the right. Draw a line on the graph to show them starting from
rest and accelerating to walking speed (this will not take very long) and
then maintaining a constant walking speed.
b When they have walked the length of the sports hall they turn around and
walk back, slightly faster. (Velocity drops to zero as they reach the wall.)
i How will their speed for the second length compare to their speed for the first length?
ii Explain how long it will take them to go the length of the sports hall a second time, compared to the
first length.
iii What sign will their velocity have for this second length?
iv Add to your graph to show this second length.
c Continue the line on your graph to show the students completing two more lengths of the sports hall.
2 The table on the right gives some data for a train journey. Time (s) Velocity (m/s)
a Draw a velocity/time graph using this information. Join the points with 0 0
straight lines.
20 10
b Calculate the distance travelled for each section of the graph.
30 30
c Draw a distance/time graph for the same journey. Use the same
horizontal scale. 60 30
3 Draw up a table or write a list of bullet points to summarise the similarities 120 0
and differences between distance/time and velocity/time graphs.
4 You have learned that the area under a velocity/time graph gives the
distance travelled. The following two statements are better ways of
describing what the area tells us.
A On a speed/time graph the area below the line gives the distance
travelled.
B On a velocity/time graph the sum of the areas between the graph and
the time axis gives the displacement (remembering that areas below
the time axis will have a negative value for displacement).
The graphs on the right may help you to think about these statements. These graphs show the
journey of a lift from the
ground floor to the top of a
building and back again.
Explain statements A and B using ideas about scalars and vectors. In your answer:
● sketch a new version of the graph you drew for question 1 that shows speed against time
● explain the difference between speed and velocity, and between distance and displacement
● refer to the graph you drew for question 1.

5
SP1d.5 Homework 1
Name Class Date
1 This is a velocity/time graph for a horse and rider travelling along a straight track. (A gallop is faster than
a trot.)
a Draw a line from each label to the correct part of the graph.
b Which acceleration was greater? Tick the correct answer.
speeding up into a gallop speeding up into a trot
Explain your choice.
2 a Calculate the acceleration in part

C of this graph.
b Calculate the acceleration in part D of the graph.
c Calculate the distance travelled in the first five seconds. (Hint: Calculate the distance travelled in part A
by working out the area of a triangle. Calculate the distance travelled in part B by working out the area
of a rectangle.)
vertical difference
gradient = area of rectangle = base × height area of triangle = 0.5 × base × height
horizontal difference

6
SP1d.6 Homework 2
1 Calculate the
acceleration for each of
the sections labelled A
to D in the graph on the
right.
2 Calculate the distance
travelled in the first 5
seconds shown on the
graph.
3 This is a distance/time graph for a cyclist travelling along a road.
Draw a velocity/time graph for the same journey.
Extra challenge
4 The table gives values of time and velocity

for a ball thrown up into the air. Time (s) Velocity (m/s)
a Use the data to plot a velocity–time 0 30

graph. Use axes like the ones on the 1 20
right and use graph paper.
2 10
b When is the ball stationary?
c What is the ball’s acceleration? 3 0
d How high did the ball rise in the air? 4 -10
e What distance did the ball travel in the 5 -20

first 6 seconds?
6 -30
f Explain what the displacement of the
ball was after the first 6 seconds.

7
SP1d.7 Equation practice 1
You will be expected to be able to analyse velocity/time graphs in your examination. This includes
calculating acceleration from the gradient of a line on the graph, and calculating the distance travelled from
the area under the graph.
The velocity/time graph shows part of a journey.
1 Identify where the object is:

a travelling at a constant speed
b speeding up (has a positive acceleration)
c decelerating (has a negative acceleration)
2 Calculate the acceleration of the object for the time between:
a 0 and 10 seconds Check your answers against the graph.
b 20 and 30 seconds ● If you have worked out a negative

acceleration, is the line for this section
c 50 and 65 seconds sloping downwards?
d 65 and 70 seconds ● Is the greatest acceleration for the part
of the line with the steepest slope?
e 80 and 100 seconds
3 Calculate the distance the object travels between:

a 10 and 20 seconds
b 30 and 50 seconds
c 0 and 10 seconds
d 80 and 100 seconds
e 20 and 30 seconds
f 50 and 70 seconds

8
This graph shows a different journey.
4 Explain why you don't need to carry out any calculations to work out the acceleration in sections B, D
and G.
5 Calculate the acceleration for the following sections of the graph:
a A
b C
c E
d F
e H
6 Calculate the distance travelled for the following sections of the graph:
a B
b G
c C
d E
e G and H
vertical difference between two points on a graph area of rectangle = base × height
gradient =
horizontal difference between the same two points area of triangle = ½ × base × height

9
You will meet a number of different equations as you study physics. In the examination you will be given a
list that includes some of these equations, but you will be expected to recall others.
These questions involve all the equations you have met in this unit. For each question you need to choose
the equation you need to answer the question.
This equation will be given to you on an equation sheet in the examination:
2 2
(final velocity) – (initial velocity) = 2 × acceleration × distance
2 2
v –u =2×a×x
2
1 The catapult on an aircraft carrier accelerates a fighter jet at 35 m/s . The fighter is moving at 75 m/s when
it takes off.
a Calculate how long the runway on The question gives an acceleration and a final velocity,
the aircraft carrier needs to be. and part a asks you to calculate a distance. You also know
that the initial velocity of the fighter is zero. Which equation
b Work out how long it takes to
includes all four of these variables?
accelerate the fighter to flying
speed.
For part b you need a equation that links initial and final
c A crew member walks at 1.5 m/s.
velocities, acceleration and time.
Use your answer to part a to
calculate how long it will take her
to walk along the runway. For part c you need a equation that links velocity (or speed),
distance and time.
2 When a fighter lands on the aircraft carrier, a hook dangling beneath it catches on a wire across the
runway. This can stop a fighter in 2 seconds from a velocity of 70 m/s.
a Calculate the deceleration of the fighter when it catches the wire.
b Use your answer to part a to calculate how far the fighter travels while it is slowing down. (Hint: you
need to use a different equation.)
3 A radio-controlled car is travelling at 1.5 m/s when the driver turns the power off. The car comes to a halt
over a distance of 3 m.
a Calculate the deceleration of the car.
b Use your answer to part a to work out the time it takes for the car to come to a halt.
4 A swimmer jumps from a board 2 m above the level of the water.
2
a How fast is she moving when she hits the water? (Hint: The acceleration due to gravity is 10 m/s , and
you can ignore the effects of air resistance.)
b She decelerates when she hits the water. Use your answer to part a to help you to calculate the
deceleration if she comes to a stop 3 m below the surface of the water.

10
SP1d Progression Check
Name Class Date
1 How do you compare accelerations on a velocity/time graph?
________________________________________________________________________________________
________________________________________________________________________________________
2 How can you calculate acceleration from a velocity/time graph?
________________________________________________________________________________________
________________________________________________________________________________________
3 How can you use a velocity/time graph to work out the total distance travelled?
________________________________________________________________________________________
________________________________________________________________________________________
Question 1 2 3
Start
Assessment
Question 1 2 3
Check
Feedback
________________________________________________________________________________________
Action
________________________________________________________________________________________
________________________________________________________________________________________

11
SP1 Word Sheet
SP1a Vectors and scalars

Word Pronunciation Meaning
acceleration ack-sell-er-ay-shun A measure of how quickly the velocity of something is
changing. It can be positive if the object is speeding
up or negative if it is slowing down. Acceleration is a
vector quantity.
displacement The distance travelled in a particular direction.
Displacement is a vector, distance is not.
distance How far something has travelled. Distance is a scalar,
and has no direction.
force At the simplest level a force is a push, pull or twist.
Forces acting on an object can cause it to accelerate.
Force is a vector quantity.
magnitude mag-nee-tyood The size of something, such as the size of a force or
the measurement of a distance.
mass A measure of the amount of material that there is in
an object. Mass is a scalar quantity.
momentum mO-men-tum A measure of motion, mass multiplied by velocity.
Momentum is a vector quantity.
scalar quantity skay-lar A quantity that has a magnitude (size) but not a
direction. Examples include mass, distance, energy
and speed.
speed A measure of the distance an object travels in a given
time. Usually measured in metres per second (m/s). It
is a scalar quantity.
vector quantity A quantity that has both a size and a direction.
Examples include force, velocity, displacement,
momentum and acceleration.
velocity The speed of an object in a particular direction.
Usually measured in metres per second (m/s).
Velocity is a vector, speed is not.
weight The force pulling an object downwards, it depends
upon the mass of the object and the gravitational field
strength. Weight is a vector.
SP1b Distance/time graphs

average speed The speed worked out from the total distance travelled
divided by the total time taken for a journey. speed =
distance travelled /time
distance/time graph A graph of the distance travelled against time for a
moving object. The gradient of a line on a
distance/time graph gives the speed.
instantaneous speed The speed at one particular moment in a journey.
gradient A way of describing the steepness of a line on a graph
in numbers. It is calculated by taking the vertical
distance between two points and dividing by the
horizontal distance between the same two points.

1
SP1 Word Sheet
SP1c Acceleration
deceleration dee-sell-er-ay-shun When an object is slowing down.
SP1d Velocity/time graphs

velocity/time graph A graph of velocity against time for a moving object.
The gradient of a line on the graph gives the
acceleration and the area under the graph gives the
distance travelled.

2

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What experiments are described for measuring the motion of marbles down ramps?

What experiments are described for measuring the motion of marbles down ramps?

What are vectors and scalars and how do they differ?

What are vectors and scalars and how do they differ?

SP1a.

Recording your results

Considering your results

© Pearson Education Ltd 2016. Copying permitted for

displacement of the runners

The athletes accelerate The runners have a constant

displacement of hammer The speed and velocity will

© Pearson Education Ltd 2016. Copying permitted for

Name Class Date

1 Write 'scalar' or 'vector' next to each of the following quantities.

a speed b displacement c time

d mass e velocity f distance

g energy h weight i force

a The distance I walked was b My was the same during

0.2 0.8 1.0 10 15 km

acceleration displacement distance energy magnitude map momentum scalar

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1 What do the following words mean?

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Name Class Date

1 Al and Ben started at A and travelled north to B. Then they

Al's velocity Ben's velocity

A to B 1.5 m/s north

Quantity Vector Scalar

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© Pearson Education Ltd 2016. Copying permitted for

Name Class Date

strengthen my learning strengthen then extend extend

Note down any specific areas you need to improve.

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Your teacher may watch to see if you can…

1: Walking and running

Recording your results

Considering your results

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Recording your results

Considering your results

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Recording your results

Considering your results

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Name Class Date

S1 A peregrine falcon flies at 50 m/s for 7 s. How far does it fly?

speed = speed = speed = speed =

A sketch graph is a graph with no numbers on it (like the

5 An athlete runs 100 m in 20 s. Calculate their speed.

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5 David and Matt start swimming from opposite ends of a

Hints for Question 6

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Name Class Date

This is a distance/time graph for a cyclist travelling along a road.

This triangle can help

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a the first length b the second length.

The graph shows Anita’s walk on a trail