A trolley experiment uses a total moving mass of 0.80 kg. Resultant forces 0.40 N, 0.80 N and 1.20 N produce accelerations 0.50, 1.00 and 1.50 m/s².
.1
Calculate the acceleration predicted for a 1.60 N resultant force.
[2 marks]
.2
Evaluate whether the data support the proposed relationship, and identify one way to make the conclusion more reliable.
[3 marks]
5 marksFoundation and Higher
Spec and skills
Original practice question
Answer and supported method checks
Identical detectors at equal distances from two heated plates record infrared signal after the background reading has been subtracted. Both plates have the same area and temperature. Matt black gives 8.4 units and shiny silver gives 2.1 units.
.1
Calculate how many times larger the black-plate signal is.
[2 marks]
.2
Evaluate whether the measurements support using a shiny surface to reduce thermal radiation losses.
[3 marks]
6 marksFoundation and Higher
Spec and skills
Original practice question
Answer and supported method checks
A 15 Ω resistor carries a current of 0.40 A for 200 s. Its resistance remains constant.
.1
Calculate the resistor's power.
[2 marks]
.2
Calculate the energy transferred in 200 s.
[2 marks]
.3
Predict and explain the effect on power of doubling current at the same resistance.
[2 marks]
5 marksFoundation and Higher
Spec and skills
Original practice question
Answer and supported method checks
A car has thinking distance 10 m and braking distance 18 m on a dry road. On a wet road at the same initial speed, its thinking distance is still 10 m and braking distance is 30 m.
.1
Calculate the percentage increase in total stopping distance on the wet road.
[3 marks]
.2
Explain why wet conditions increase braking distance in this comparison.
[2 marks]
5 marksHigher
Spec and skills
Original practice question
Answer and supported method checks
A rock has mass 0.54 kg and volume 200 cm³. A pupil writes its density as 0.0027 kg/m³.
.1
Calculate the correct density in kg/m³.
[3 marks]
.2
Explain why the pupil's numerical division is not sufficient to justify the stated unit.
