Jan Dangerfield Stuart Haring Series Editor: Julian Gilbey Cambridge International AS & A Level Mathematics: Mechanics Coursebook eS CAMBRIDGE UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB2 $BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314-321, 3rd Flor, Plot 3, Splendor Forum, Jasola District Centre, New Dethi 1100 79 Anson Road, #06-0406, Singapore 079906 ‘Cambridge University Press is part of the University of Cambridge. [t furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and rescareh atthe highest international levels of excellence worw.cambridec.org Information on this title: www-cambridge.orgl9781108407267 © Cambridge University Press 2018 ‘This publication i in copyright, Subject to statutory exception, and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written, permission of Cambridge University Press, First published 2018, 2 19 18 1716 15 1413 1211: 10987654 Printed in Malaysia by Vivar Printing A catalogue record for this publication is available from the British Library ISBN 978-1-108-40726-7 Paperback ISBN 978-1-108-56294-2 Paperback + Cambridge Onli ISBN 978-1-108-46223-5 Cambridge Online Mathematics, Mathematies, 2 years ‘Cambridge University Press has no responsibility forthe persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, ‘and does not guarantee that any content on such websites is, or will remain, ‘accurate of appropriate. Information regarding prices, ravel timetables, and other factual information given inthis work is correct at the time of fitst printing but ‘Cambridge University Press does not guarantee the accuracy’ of such information thereafter. FIGCSE isa registered trademark Past exam paper questions throughout are reproduced by permission cof Cambridge Assessment International Education, Cambridge Assessment International Education bears no responsibility for the example answers to questions taken from its past question papers which are contained in this publication. ‘The questions, example answers, marks awarded andor comments that appear in this book were written by the author(). In examination, the way marks would be awarded 10 answers like these may be different, NOTICE TO TEACHERS IN THE UK Its legal to reproduce any part ofthis work in material form (including photocopying and electronie storage) except under the following circumstances: (where you are abiding by a licence granted to your school ot institution by the Copyright Licensing Agency; (8) where no such licence exists, or where you wish to exceed the terms ofa licence, and you have gained the written permission of Cambridge University Press: (ii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions,Contents Series introduction vi How to use this book viii Acknowledgements x I Velocity and-acceleration 1 11 Displacement and velocity 2 1.2 Acceleration 9 1.3 Equations of constant acceleration i 1.4 Displacement-time graphs and multi-stage problems 15 1.5. Velocity-time graphs and multi-stage problems 2 1.6 Graphs with discontinuities 7 End-of-chapter review exercise 1 31 2 Force and motion in one dimension 35 2.1 Newton's first law and relation between force and acceleration 36 fi | 2.2. Combinations of forces 39 2.3 Weight and motion due to gravity 2 2.4 Normal contact force and motion in a vertical line 4 End-of-chapter review exercise 2 Sl 3 Forces in two dimensions 53 3.1 Resolving forces in horizontal and vertical directions in equilibrium problems 54 3.2. Resolving forces at other angles in equilibrium problems 59 @33 The triangle of forces and Lami’s theorem for three-force equilibrium problems a 3.4 Non-equilibrium problems for objects on slopes and known directions of acceleration 66 3.5. Non-equilibrium problems and finding resultant forces and directions of acceleration 7 End-of-chapter review exercise 3 1 Cross-topic review exercise 1 80i ESP earn ee, 4 Friction 82 4,1 Friction as part of the contact force 83 4.2 Limit of friction 90 4.3 Change of direction of friction in different stages of motion 95 Q44 Angle of friction 100 End-of-chapter review exercise 4 10s 5 Connected particles 108 5.1 Newton's third law 109 5.2 Objects connected by rods 10 5.3 Objects connected by strings na 54 Objects in moving lifis (elevators) 121 End-of-chapter review exercise 5 125 6 General motion in a straight line 128 6.1 Velocity as the derivative of displacement with respect to time 130 6.2. Acceleration as the derivative of velocity with respect to time 134 6.3. Displacement as the integral of velocity with respect to time 139 6.4 Velocity as the integral of acceleration with respect to time 148 End-of-chapter review exercise 6 153 Cross-topic review exercise 2 155 7 Momentum 157 7.1 Momentum 159 7.2. Collisions and conservation of momentum lol End-of-chapter review exercise 7 167 8 Work and energy 169 8.1. Work done by a force m1 8.2 Kinetic energy 7 8.3 Gravitational potential energy 179 End-of-chapter review exercise 8 1839 The work-energy principle and power 185 9.1 The work-energy principle 186 9.2. Conservation of energy in a system of conservative forces 193 9.3, Conservation of energy in a system with non-conservative forces 196 94 Power 201 End-of-chapter review exercise 9 206 Cross-topic review exercise 3 208 Practice exam-style paper 210 Answers 212 Glossary 232 Index 234enon Cure Nea ec Series introduction Cambridge International AS & A Level Mathematics can be a life-changing course. On the one hand, it isa facilitating subject: there are many university courses that either require an A Level or equivalent qualification in mathematics or prefer applicants who have it. On the other hand, it will help you to learn to think more precisely and logically, while also encouraging creativity. Doing mathematics can be like doing art: just as an artist needs master her tools (use of the paintbrush, for example) and understand theoretical ideas (perspective, colour wheels and so on), so does a mathematician (using tools such as algebra and caleulus, which you will learn about in this to course). But this is only the technical side: the joy in art comes through creativity, when the artist uses her tools to express ideas in novel ways. Mathematics is very similar: the tools are needed, but the deep joy in the subject comes through solving problems. You might wonder what a mathematical ‘problem’ is. This is a very good question, and many people have offered different answers. You might like to write down your own thoughts on this question, and reflect on how the change as you progress through this course. One possible idea is that a mathematical problem is a mathemati question that you do not immediately know how to answer. (If you do know how to answer it immediately, then ‘we might call it an ‘exercise’ instead.) Such a problem will take time to answer: you may have to try different approaches, using different tools or ideas, on your own or with others, until you finally discover a way into it. This ‘may take minutes, hours, days or weeks to achieve, and your sense of achievement may well grow with the effort it has taken. In addition to the mathematical tools that you will learn in this course, the problem-solving skills that you x will develop will also help you throughout life, whatever you end up doing. Itis very common to be faced with problems, be it in science, engineering, mathematies, accountancy, law or beyond, and having the confidence to systematically work your way through them will be very useful, This series of Cambridge International AS & A Level Mathematics coursebooks, written for the Cambridge Assessment International Education syllabus for examination from 2020, will support you both to learn the ‘mathematics required for these examinations and to develop your mathematical problem-solving skills. The new examinations may well include more unfamiliar questions than in the past, and having these skills will allow you to approach such questions with curiosity and confidence, In addition to problem solving, there are two other key concepts that Cambridge Assessment International Education have introduced in this syllabus: namely communication and mathematical modelling. These appeat in various forms throughout the coursebooks. Communication in speech, writing and drawing lies at the heart of what it is to be human, and this is no less truc in mathematics. While there is a temptation to think of mathematics as only existing in a dry, written form in textbooks, nothing could be further from the truth: mathematical communication comes in many forms, and discussing mathematical ideas with colleagues is a major part of every mathematician’s working life. As you study this course, you will work on many problems. Exploring them or struggling with them together with a classmate will help you both to develop your understanding and thinking, as well as improving your (mathematical) communication skills. And being able to convince someone that your reasoning is correct, initially verbally and then in writing, forms the heart of the mathematical skill of ‘proof’Ree ata) ‘Mathematical modelling is where mathematics meets the ‘real world. There are many situations where people need to make predictions or to understand what is happening in the world, and mathematics frequently provides tools to assist with this, Mathematicians will look at the real world situation and attempt to capture the key aspects of it in the form of equations, thereby building a model of reality. They will use this model to make predictions, and where possible test these against reality. If necessary, they will then attempt to improve the model in order to make better predictions, Examples include weather prediction and climate change modelling, forensic science (Co understand what happened at an accident or crime scene), modelling population change in the human, animal and plant kingdoms, modelling aircraft and ship behaviour, modelling financial markets and many others. In this, ‘course, we will be developing tools which are vital for modelling many of these situations. To support you in your learning, these coursebooks have a variety of new features, for example: Explore activities: These activities are designed to offer problems for classroom use. They require thought and deliberation: some introduce a new idea, others will extend your thinking, while others can support consolidation. ‘The activities are often best approached by working in small groups and then sharing your ideas with each other and the class, as they are not generally routine in nature, This is one of the ways in which you can develop problem solving skills and confidence in handling unfamiliar questions. Questions labelled as @, ED or ®: These are questions with a particular emphasis on ‘Proof’, ‘Modelling’ or “Problem solving’. They are designed to support you in preparing for the new style of examination. They may or may not be harder than other questions in the exercise. The language of the explanatory sections makes much more use of the words ‘we’, ‘us’ and ‘out’ than in previous coursebooks. This language invites and encourages you to be an active participant rather than an observer, simply following instructions (‘you do this, then you do that’). It is also the way that professional mathematicians usually write about mathematics. The new examinations may well present you with unfamiliar questions, and if you are used to being active in your mathematics, you will stand a better chance of being able to successfully handle such challenges, At various points in the books, there are also web links to relevant Underground Mathematics resources, ‘which can be found on the free undergroundmathematies.org website. Underground Mathematics has the aim of producing engaging, rich materials for all students of Cambridge International AS & A Level Mathemati and similar qualifications, These high-quality resources have the potential to simultaneously develop your ‘mathematical thinking skills and your fluency in techniques, so we do encourage you to make good use of them. ‘We wish you every success as you embark on this course, Julian Gilbey London, 2018 Past exam paper questions throughout are reproduced by permission of Cambridge Assessment International Education, Cambridge Assessment International Education bears no responsibility for the example answers to questions taken from its past question papers which are contained in this publication, ‘The questions, example answers, marks awarded andlor comments that appear in this book were written by the author(s). In examination, the way marks would be awarded to answers lke these may be different.How to use this book Throughout this book you will notice particular features that are designed to help your learning This section provides a brief overview of these features. In this chapter you will earn how to: oa TS tae Newtons thd lw fr objsts that ae in contact - calculate the motion or equilibrium of objscis comncted by rods calculate the motion or equilibrium of obs connete by stings Learning objectives in ate the im : and help you to * ok Prerequisite knowledge exec hat you need to hav identify ‘overed befor ty the questions to identify fore continuing with t a = Key pe the most important formulae, it boxes contain a summary ol hods, facts and instantaneous velocity Key terms are imp rtant terms in the topic that: learning, They are highlighted in orange Bed. 1h tep approaches to Blossary c - answering questions. The left side shows a fully worke solution, while ns a comment: explaining eac put al the informatio ' Suigaene | Tet hase’ othe pt as lerstanding of a co ntain guidance aboutOlona Recall, from Chapter 6, that when we differentiate displacement with respect to time we get velocity, and when we differentiate distance with respect to time wwe get speed. Newton’ third law relates forces between ‘objects and ther effects fon each other. You will earn about thisin Chapters Rewind and Fast forward boxes direct you to related learning, Rewind boxes refer to earlier learning, in case you need to revise a topic. Fast forward boxes reier to topics that you will cover at a later stage, in case you would lke to extend your study, The real world doesn’t often provide you with @ straightforward question to answer and instead requires you to make assumptions in order to model situations ‘The Modelling assumptions box describes the important assumptions that have been made inthe topic. Did you know? boxes contain interesting facts showing how Mathematics relates to the wider world. Chet fingndnteene Atthe end of each chapter there isa Checklist of learning and understanding, The checklist contains a summary of the concepts that were covered in the chapter. You can use this to quickly check that you have covered the main topics. Crone Cu Ti ~ Extension material goes beyond the syllabus. Itis highlighted by a red line to the left of the text You may want to have goat the Make it stop resource at the Vector Geometry station on ‘the Underground Mathematics website Web link boxes contain links to useful resources on the internet. Throughout each chapter there are multiple exercises containing practice questions. The questions are coded: © These questions focus on problem-solving © These questions focus on proofs. © These questions focus on modelling, ® You should not use a calculator for these questions. © These questions are taken from past examination papers Tie neeetceapear seit conisraalbershje questions covering all topics in the chapter. You can use this to check your understanding of the topies you have covered, The number of marks gives an indication ‘of how long you should be spending on the question You shauld spend more time on questions with higher mark allocations; questions with only one or two marks should not need you to spend time doing complicated calculations or writing long explanations. Cross-topic review exercises appear after several chapters, and cover topics from across the preceding chaptersee ena cid Acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted, While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting Past paper exam questions throughout are reproduced by permission of Cambridge Assessment International Education, Thanks to the following for permission to reproduce image: Cover image malerapaso/Getty Images Inside (in order of appearance) claudio arnese/Getty Images; GION MILMGetty Images; Oliver Furrer/Getty Images; VCG Wilson/Corbis via Getty Images; Kean Collection /Getty Images; Julen Garces Carro/EyeEm/Getty Images: powerofforever/Getty Images; Seb Oliver/Getty Images; Buena Vista Images/Getty Images; Education Images/UIGIGetty Images; Mike Chew/Getty Images; Stock Montage / Getty Images; PAUL ELLIS / AFP/Getty Images; Blend Images - FreamPictures/Shannon Faulk/Getty Images; CTRPhotos/Getty ImiCee ee ene nee ee erect cred Co Oe Where it comes from | What you should be able to do Cheek your skills IGCSE* /O Level Solve quadraties by factorising or using [1 Solve the following equations. Mathematics the quadratie formula. a x-2x-15 é ¢ ax2=Sy-7 IGCSE/0 Level Solve linear simultaneous equations, 2. Solve the following pairs of | | Mathematics simultaneous equations. a 2v43y=8 and Sy-2y= b 3v+2y D and y= 4-1 What is Mechanics about? How far should the driver ofa car stay behind another car to be able to stop safely in an emergency? How long should the fuse on a firework be so the firework highest point? How quickly should you roll « ball so it stops us near as possible to a tar How strong does a building have to be to survive a hurricane? Mechanies is the study of questions such as these. By modelling situations mathematically and making suitable Hi assumptions you can find answers to these questions. In this chapter, you will study the motion of objects and learn how to work out where an ‘object is and how it is moving at different times. This area of Mechanics is known as, ‘dynamics’, Solving problems with objects that do not move is called ‘staties you will study this later in the course. 1.1 Displacement and velocity An old English nursery thyme goes like this The Grand Old Duke of York He had ten thousand men, He marched them up to the top of the hill And he marched them down again His men had clearly marched some distance, but they ended up exactly where they started, so you cannot work out how far they travelled simply by measuring how far their finishing point is from their starting point You can use two different measures when thinking about how far something has travelled These are distance and displacement. Distance is a sealar quantity and is used to measure the total length of path travelled. In the rhyme, if the distance covered up the hill were 100m, the total distance in marching up the hill and then down again would be 100m + 100m = 200m,Corrie eV rel eure tees eg Displacement is a vector quantity and gives the location of an object relative to a fixed reference point or origin. In this course, you will be considering dynamies problems in only one dimension, To define the displacement you need to define one direction as positive. In the rhyme, if you take the origin to be the bottom of the hill and the positive direction to. be up the hill, then the displacement at the end is 0m, since the men are in the same location as they started. You can also reach this answer through a calculation. If you assume that they are marching in a straight line, then marehing up the hill is an inerease in displacement and marching down the hill is a decrease in displacement, so the total displacement is (+100 m) + (—100m) = Om, Since you will be working in only one dimension, you will often refer to the displacement as just a number, with positive meaning a displacement in one direction from the origin sand negative meaning a displacement in the other direction, Sometimes the direction and origin will be stated in the problem. In other eases, you will need to choose these yourselt. In many cases the origin will simply be the starting position of an object and the positive direction will be the direction the object is moving initially Ione Displacement is a measure of location from a fixed origin or starting poiat. I is a vector and so as ‘both magnitude and direction. If you take displacement ina given direction to be positive, then displacement in the opposite direction is negative We also have two ways to measure how quickly an object is moving: speed and velocity Speed isa sealar quantity, so has only & magnitude, Velocity isa vector quantity, so has both magnitude and direction, For an object moving at constant speed, if you know the distance travelled in a given time you can work out the speed of the object. Foran abject moving at constant speed speed distance covered time taken ‘This is valid only for objects moving at constant speed. For objects movin; constant speed you can consider the average speed. (Riise total distance covered total ime taken averuge speed Velocity measures how quickly the displacement of an object changes. You can write an equation similar to the one for speed. A sealar quantity, such as distance, has only ‘magnitude. A vector quantity, such as displacement, has ‘magnitude and direction. When you are asked for a vector ‘quantity such as isplacement or velocity, make sure you state the direction as wells the magnitude, Try the Discussing distance resource atthe Introducing cateulus station on the Underground Mathematics website (vww.underground mathematics org).en nena Re eS Cu (OT Siieed For an object moving at constant velocity velocity = Let's see what this means in practice. Suppose a man is doing a fitness test In each stage of the test he runs backwards and forwards along the length of a small football pitch. He starts at the centre spot, runs to one end ofthe pitch, changes direction and runs to the other end, changes direction and runs back to the ‘contre spot, as shown in the diagrams, He runs at 4ms~!and the pitch is 40 m long. To define displacement and velocity you will need to define the origin and the direction you will éall positive. Let’s call the centre spot the origin and to the right as positive. In the first diagram, he has travelled a distance of posit 10m, Because he is.10m in the positive direction, hi displacement is 10m, His speed is 4 ms“. Because he is moving in the positive direction, his velocity is, also 4s“ _ speed is still 4 ms“ and he is still moving in the negative direction so his velocity is still Ams“ eat tion so his velocity is st i 7 In the fourth diagram, he has travelled a total distance sn of 70m, but his displacement is still -10 m. His speed is still 4m “and he is moving in the positive direction again so his velocity is also 4m“! ‘The magnitude of the velocity of an object is its speed, Speed can never be negative. For example, aan object moving with a velocity of +10 ms“!and an object moving with a velocity of -10ms~! both have a speed of 10 ms“ We use vertical lines to As with speed, for objects moving at non-constant velocity you can consider the average velocity. | indicate magnitude of a vector: ren So, speed =|velocity| ‘et change in displacement Total time taken average velocity =err PEAS Cra EU Eres ct In the previous example, the man’s average speed is 4m“! but his average velocity is Om We can rearrange the equation for velocity to deduce that for an object moving at constant velocity v for time , the change in displacement s (in the same direction as the velocity) is given by: sao ‘The standard units used for distance and displacement are metres (m) and for time are seconds (5), Therefore, the units for speed and velocity are metres per second (usually written in mathematics and science as ms“ although you may also come across the ‘notation mis), These units are those specified by the Spstéme Internationale (SI), which defines the system of units used by scientists all over the world. Other commonly used units for speed include kilometres per hour (km/h) and miles per hour (mph). | workeD exaMPLes. | eruuise! A car travels 9km in 15 minutes at constant speed. Find its speed in ms" Answer 9km = 9000m and ‘Convert to units required for the answer, which 1Sminutes = 900s ‘are SI units. a s=0 Substitute into the equation for displacement so 9000 = 900v and solve. v=10ms! J worxeD exawrues.2 | A cyclist travels at Sms™ for 30s then turns back, travelling at 3ms~ for 10s. Find her displacement in the original direction of motion from her starting position. Answer So the total displacement is = 150+ (30) 20m es “Try the Speed vs reloety resource atthe Introducing eateutus station on the Underground Mathematics website na Yourusually only include units in the final answer toa problem and not in all the earlier steps, This is because itis easy to confuse units and variables. For example, s for displacement ean be easily mixed up with s for seconds Tes, Important to work in SL units throughout, so that the units are consistent.ee CEU Ot aR ea cei] rcecutsey A cyclist spends some of his journey going downhill at 1Sms~ and the rest of the time g | minute he travels 540 m, Find how long he spent going downhill, ping uphill at Sms In Answer Let / be the amount of time spent going downhill Define the variable. Then 60 ~ £is the amount of time spent going uphill. Write an expression for the time spent travelling uphill Total distance = 151+ 5(60-1) 151 +300 -5r= or 1 ‘Set up an equation for the total distance. ‘Two students are trying to solve this puzzle. Jes home and wants A cyclist eyes from home uphill to the shop at Sms, He then c to average 10 ms“ for the total journey. How fast must he eyele on the way home? The students’ solutions are shown here, Decide whose logie is correct and try to explain what is wrong with the other's answer, You may want to have fa go atthe Average ‘Call the speed on the return journey ¥ ‘Sms will take twice as long as it would speed resource at the going at 10 ms“, That means he has used A ‘The average of Sms! and v is Om $7! : Introducing caleulus Tiesiesetet Up meee og here ard bck in the ist Cire te part of the journey, so it is impossible to average - i aia cur is dasa : + Mathematics website. Es ‘Throughout this course, there will be questions about how realistic your answers are. ‘To simplify problems you will make reasonable assumptions about the scenario to allow you to soe them to a satisfactory degree of accuracy. To improve the ‘cement of your model with what happens in the real world, you would need to refine your model, taking into account factors that you had initially ignored. In some of the questions so far, you might ask ifit is reasonable to assume constant speed. In real life, speed would always change slightly, but it could be close enough to constant that it isa reasonable assumption.farce eer Ure lta) With real objects, sueh as bieycles or cars, there is the question of which part of the object you ure reerring to, You can be consistent and say itis the front of a vehiete, but when it isa person the front changes from the left leg to the right leg. You may choose to consider the pasition of the torso as the position of the person. In all the examples in this coursebook, you will cons very small, so you do not need to worry about these details. You will assume any Jer the object to be a particle, which is resulting errors in the calculations will be sufficiently small to ignore. This could cause a problem when you consider the gap between objects, because you may not have allowed for the length of the object itself, but in our simple models you will ignore this issue too. Po Once they have reached top speed, swimmers tend to moveat a fairly constant speed at ull, points during the stvoke. However, the race ends ‘when the swimmer touches the end of the pool, so its important to time the last two or three strokes to finish with arms extended. Ifthe stroke finishes early the swimmer might not do another stroke and instead keep their arms extended, but this means the swimmer slows i down, In a close race, another swimmer may ‘overtake if that swimmer times their strokes better, This happened to Michael Phelps when he ost to Chad Le Clos inthe final of the Men's 200m Buttery in the 2012 London Olympics ® 1 Acyetstcovers 120m in 158 a constant speed. Find her sped. © > sesprioner ru accansane sped of me" for 7 Fin the ditance sovrel 3 a Acheetah spotsa grazing gazelle 150m away and runs at a constant 25ms“to eateh it. Find how long the cheetah takes to catch the gazelle. bb) What assumptions have been made to answer the question? 4 The speed of light is 3.00 x 10% ms~ to 3 significant figures. The average distance between the Earth and the Sun is 150 million km to 3 significant figures. Find how long it takes for light from the Sun to reach the Earth on average. Give the answer in minutes and seconds. 5 The land speed record was set in 1997 at 12: the record was set {657 kmh". Find how long in seconds it took to cover Ikm when © 6 Arunnerrunsat Sms" for 7s before inereasing the pace 10 7ms" for the next 13s, a. Find heraverage speed b What assumptions have been made to answer the question?Ti Cae Se een anne (ered 7 10 u 2 O.« A remote control car travels forwards at 6 ms"! in Drive and backwards at 3ms~' in Reverse. The ear travels for 10s in Drive before travelling for 5s in Reverse, a Find its displacement from its starting point. b_ Find its average velocity in the direction in which it started driving forwards. © Find its average speed A speed skater averages 11 ms“ over the first 5s of a race, Find the average speed required over the next 10s erage 12 ms“ overall wa The speed of sound in wood is 3300ms~! and the speed of sound in air is 330ms7, A hammer hits one end of 133m long plank of wood. Find the difference in time between the sound waves being detected at the other cend of the plank and the sound being heard through the air An exercise routine involves a mixture of jogging at 4ms~!and sprinting at 7ms“!, An athlete covers 1km in 3 minutes and 10 seconds. Find how long she spent sprinting, ‘Two cars are racing over the same distance. They start at the same time, but one finishes 8 before the other The faster one averaged 45 ms~! and the slower one averaged 44ms“!, Find the length of the race. ‘Two air hockey pucks are 2m apart. One is struck and moves directly towards the other at .3ms“!, The other is struck 0.2s later and moves directly towards the first at L7 ms“ Find how far the first puck has moved when the collision occurs and how long it has been moving for A motion from point 4 to point C is split into two parts. The motion from A to B has displacement s; and takes time 4. The motion from B to C has displacement sp and takes time f, a Prove thatif 4 id from B to C fn, the average speed from A to C is the same as the average of the speeds from 4 to B b Prove that if s; = ss, the average speed from A to C is the same as the ave and from B to Cif, and only if, 4 =f of the speeds from A to B The distance from point 4 to point B is s. In the motion from 4 to B and back, the speed for the first part of the ‘motion is ¥; and the speed for the return part of the motion is». The average speed for the entire motion is v a Provethat ¥ nbn 1b Deduce that itis impossible to average twice the speed of the first part of the motion; that is, it is impossible to have v= 20)eT epee Ese eccl 1.2 Acceleration Velocity is not the only measure of the motion of an object. It is useful to know if, to measure how quickly velocity ise the velocity is changing. We use accelera Oro For an object moving at constant acceleration, change in velocity ime taken fan object has constant acceleration a initial velocity w and it reaches final velocity v in time 1, then acceleration = where 1,» and a are all measured in the same direction. An inerease in velocity is a positive acceleration, as shown in the diagram on the lef. A decrease in velocity is a negative acceleration, as shown in the diagram on the right. This is often termed a deceleration, positive postive isction Alirceton ints) any elie) intial Gime i wlosiy velocity velocity velocity Zme Das ms Toms [) Ifthe initial velocity is negative, what effect would a positive acceleration have on the car? Would it be moving more quickly or less quickly? What effect would a negative acceleration have on the ear in this situation? Would it ‘be moving more quickly or less quickly? When the acceleration is constant, the average velocity is simply the average of the initial and final velocities, which is given by the formula + (4+ »), This ean be used to find displacements using the equation for average velocity from Key Point 15 Sane a Ian object has constant acceleration a, initial velocity w and it reaches final velocity v in time 1, ‘then the displacement s is given by 1 Suen “The units of acceleration are msmE E Rey Eee Beatsed ‘celeration A parachutist falls from rest to 49ms“! over Ss. Find he Rest" means not Answer ‘Make sure you use the correct units, which 4 are ms Prccuatre A tractor accelerates from Sms“ to 9ms™ at 0.5 ms, Find the distance covered by the tractor over this time, Answer Substitute into a first to find 1. Substitute imo s = 4(u+ vy tofinds. Steet 1 A car accelerates from 4ims~! to Ooms“ in 3s at constant acceleration, Find its acceleration, 2 Acar accelerates from rest to 10 ms“! in 4s at constant acceleration. Find its acceleration, 3 Acaraccelerates from 3ms“" at an acceleration of (ms. Find the time taken to reach I2ms 4 Anaeroplane accelerates at a constant rate of 3ms* for 5s from an initial velocity of ams“, Find it velocity. s final 5. A speedboat accelerates at a constant rate of 1.5ms velocity for 45, reaching final velocity of 9 ms“ Find its initial 6 © ©sEe9s 6 Accardecelerates at a constant rate of 2ms” for 3s, finishing at a velocity of 8 ms“ Find its initial velocity. 7 Acar accelerates from an initial velocity of 4ms™ to a final velocity of 8ms~! at a constant rate of 0.5ms™ Find the car's displacement in that time.Chapter 1: Velocity and acceleration © Asorinser cower i Hin wcsleraning fom som Her ton oui 2. Calculate her aeceleation b What areungtnarfowe been msde sioner tsquationt © Avwagon is accelerating down «hill t constant aceleration. I took Is more to acelerate froma velocity of lms toa velocity of Sms“! than it took to accelerate from rest to a velocity of lms“, Find the acceleration. and arrives at 10 A driver sees a turning 100m ahead. She lets her car slow at constant deceleration of 0.4m: the turning 10s later. Find the velocity she is travelling at when she reaches the turni @ 11 A cyclist is travelling at a velocity of 10 ms“! when he reaches the top of a slope, which is 80m long. There is a bend at the bottom of the slope, which it would be dangerous to go round any faster than L1ms"', Because of gravity, if he did not pedal or brake he would accelerate down the slope at 0. ms, To go as fast as possible but till reach the bottom ata safe speed should the eyelist brake, do nothing or pedal? 1.3 Equations of constant acceleration In Worked example 1.5, you needed two equations to find the required answer. Wherever possible itis better to go directly from the information given to the required answer using Just one equation because itis more efficient and reduces the number of equations to solve, and therefore reduces the likelihood of making mistakes, There are five equations relating the five variables s, u,v, ¢ and ¢, Each equation relates Two of these equations were introduced in Section 1.2, although the first one is normally given in the rearranged form shown in Key Point 1.8. na In general, these ‘equations are only valid if the acceleration is constant, Oona In Chapter 6 you will, consider how saxeeraton, speed, distance and time are related when For an object travelling with constant acceleration a, for time ¢, with initial velocity «. final velocity rand change of displacement s, we have w+ 2as the acceleration is not “These equations are often referred to as the suvat equations, constant. You will derive these equations in Exercise IC.Cambridge International AS & A Level Mathematics: Mechanics Proc ats ts the slope, b Find the time taken for the go: Answer a. The time, ¢, is unknown, The final velocity, ris unknown, s=70 +2x2%70 289 HIT We know that y > 3, v=l?mst Lg b seurthat nausea P+3-70=0 (+ 100-7) =0 1-10 oF f= We know that (> 0.s0 # = 7s. a A go-kart travels down a slope of length 70m. It is given a push and starts moving at an initial velocity of 3ms"! and accelerates at a constant rate of 2ms~. Find its velocity at the bottom of art to reach the bottom of the slope. Itis often useful to list what information is given and what is unknown, Choose the equation with the known variables and the one required In this case, we know u, @ and s, and we want to find r. From the context, the velocity is increasing. from 3ms", so only the positive solution is required ‘A negative velocity would indicate movement in the opposite direction, Use a formula that involves given values rather than relying on your calculated values, as this will increase your chances of getting the correct answer even if your earlier answer was wrong. ‘Negative time would refer to time before the ‘go-kart started its descent, Only the positive solution is required.Chapter 1: Velocity and acceleration recientes A trolley has a constant acceleration. After 2s it has travelled 8m and after another 2s it has travelled a further 20m, Find its acceleration. Answer Let the initial speed be ¥, serene Let the speed after 2s be v3 Let the speed after 45 be 15, Acceleration, a, is unknown, or oe metxax®? 8-245 Ka x2 As dyed nnd giving ») = Ims" Soa = 3msCambridge International AS & A Level Math Bo @® 1 Foreach part, assuming constant acceleration, write down the equation relating the four variables in the question and use it to find the missing variable a Find s when a = 3ms®, u = 2ms“and 1 = 4s, b Find s when @ = 2ms®, v= 17msand 1=8s. © Find a when and ¢ Find a when e Find a when and y= 14s Find w when Sms? and 1 = 6s, 4s @ Find r when s= 24m, a if 1 Find s when @ 75ms*, u 2ms and @ 2x Assuming constant acceleration, find the first time r, for positive f, at which the following situations occur. a Find rwhen a = -2m w= l0ms and s = 24m, b Find rwhen @ = 0.5ms*, y= Sms" and s = 21m. ¢ Find when @ = Ims*, w= 3ms" and s = 20m, 3. Assuming constant acceleration, find y when s = 6m, w direction during the motion 4 Assuming constant acceleration, find w when s = 60m, y= I3ms“' and @ = ms changed direction during the motion, Sms and a = —2ms* if the object has changed if the object has not 5 a Assuming constant acceleration, find y when y= 18m, v= 3ms"! and a = 2ms7. b) Why isit not necessary to specify in this question whether the object has changed direction during the motion? 6 Accaris travelling at a velocity of 20 ms“ when the driver sees the traffic lights ahead change to red. He constant rate of 4ms™ and comes to a stop at the lights, Find how far away from the lights the driver started braking, 7 An aeroplane accelerates at a constant rate along a runway from rest until (aking off ata velocity of 60 ms: The runway is 400m long. Find the acceleration of the aeroplane. 8 Anacroplane accelerates from rest along a runway at a constant rate of 4ms~ 80ms to take off. Find how long the runway needs to be It needs to reach a velocity of list Sees that the traffic lights are red 40m ahead of her. She is travelling at a velocity of 20ms™ and comes to rest at the lights, Find the deceleration she experiences, assuming itis constant © 10 A driver sees the traffic lights change to red 240:m away when he is travelling at a velocity of 30ms~!, To avoid ‘wasting fuel, he does not brake, but lets the ear slow down naturally, The traffic lights change to green after 12s, atthe same time as the driver arrives atthe lights, a Find the speed at which the driver goes past the lights. b_ What assumptions have been made to answer the question?ar Cpe CEU Eerie) 11 Ina game of curling, competitors slide stones over the ice at a target 38m away. A stone is released directly towards the target with velocity 4.8 ms"! and decelerates at a constant rate of O.3ms7, Find how far from the target the stone comes to rest 12 A golf ball is struck 10m from a hole and is rolling towards the hole, It has an initial velocity of 24m"! when struck and decelerates at a constant rate of 0.3ms~, Does the ball reach the hole? @ 13 A criverioss ear repstrs that the traffic ights change to amber 40m ahead, The amber ight i «2s warning before turning red. The car is travelling at 17 ms“ and can accelerate at 4ms™ or brake safely at 8m s. What options does the car have? at and s = + (u+ yy. You can use these to derive the © 14 The fies: wo equations in Key Point 18 are» other equations. By substituting for v in the second equation, derive b Der th remaining wo equations, =r? and»? = +2 from te vgn wo equates © 1 Show tht an objet aceleratng with aceleration «from velocity to velocity, where O-<1u-<, over timers raveling ata velocity of “time 1; hati, that at the tie halvay through the motion the velocity of the object is the mean of the initial and final velocities. © 15 snow tharan objec accelerating with acceleration a from velocity «to velocity where O 10 the gap between them is given by g() when Brendzn overtakes Arthur, Answer a Let T be the time spent in deceleration. 0=5-0sT T =10s 1=T+10 =20s a Arthur travels at a constant speed of Sms“! for 10s and then decelerates at a constant rate of 0.55" b_ Brendan travels at a constant 4m starting from the same time and place. Show that Arthur and Brendan are travelling at the same speed after 12s and, hence, find the furthest Arthur gets ahead of Brendan,128 sy = 5K 1045 x (5-44) x2 = 59m, sp = 4x12 = 48m Therefore, the largest gap is 11m. Starting gap = 0 Attime ¢ 5 =H02 0-10 (84(5 4u-w)) sy =r a(t) = 0+50+5(r-10) 1 deo 4e-19) == 1 P+6r-25 Brendan overtakes when the gap is 0,50 1 +61-25= = 241 +100 = 0 5.37 or 18.6 Since the equations are valid only for > 10, 1= 186s, TEE Cencerr Crt Ur EC) © 1 seeten tne velocty-time graphs from the information given In each case take north obe the postive a. Rinesh starts from rest, moving north with a constant acceleration of 3ms~ for Ss, bb Wendi is moving north at 2ms~! when she starts to accelerate al a constant rate of 0.5ms™ for 6s. Dylon is moving south at @ constant speed of 4ms 1g north at 6ms~! when she starts decelerating at a constant rate of 0.3m until she comes @ 2 Sketcn the velocity-time graphs from the information given. In each case take upwards to be the positive direction, aA ball is thrown up in the air from the surface of a pond with initial velocity 20ms“!, It accelerates downwards under gravity with constant acceleration 10 ms", Once it has reached its highest point it falls until it hits the surface of the pond and goes underwater. Under the water it continues to accelerate with constant acceleration Ims~ for Is. A parachutist falls from a helicopter that is flying at a constant height. She accelerates downwards ata constant rate of 10ms” for 0.5s before the parachute opens. She then remains at constant speed for 5s. A hotair balloon is floating at a constant height before descending to & lower height. It descends with constant acceleration $s for 6s, then the burner is turned on and the balloon decelerates ata constant rate of 2s” until it isno longer descending d_ A firework takes off from rest and accelerates upwards for 7s with constant acceleration Sms~, before decelerating at a constant rate of 10 ms~ until it explodes at the highest point of its trajectory. @® 3 The graph shows the motion of a motorcyclist when he starts travelling along a r¢ms!) highway until reaching top speed. Find the distance covered in reaching that t speed. oS, @ 4 Thegraph shows the motion of a ball when itis thrown upwards inthe air until ¥(%=) it hits the ground. Find the height above the ground from which it was thrown, @® 5 Thesketch graph shows the motion of a boat, Find the distance the boat travels. during the motion, 169)een Ca CeO eee cea ae Uy u n 3B ‘The graph shows the journey a eyelist travelling in a straight line from home (ms!) to school. Find the distance between her home and the school. or 30 300 A racing car is being tested along a straight 1km course. t starts from rest, accelerating at a constant rate of lms for 5s. It then travels at a constant speed until a time rs after it started moving. Show that the 5 + 50(1 ~ 5). Henee, find how long it takes to complete the course, distance covered by time 1 is given by A rowing boat accelerates from rest at a constant rate of 0.4ms~ for Ss. It continues at constant velocity for some time until decelerating to rest at a constant rate of 0.8ms~. In total, the boat covers a distance of 30m. Find how long was spent at constant speed A cyclist accelerates at @ constant rate for 10s, starting from rest and reaching a speed of rms“. She then remains at that speed for a further 20s. At the end of this she has travelled 300m in total, Find the value of v A boat accelerates from rest at a rate of 0.2 ms" toa speed vms"t. It then remains at that speed for a further 30s. At the end of this it has travelled 400 m in total a Find the value of » bb» What assumptions have been made to answer the question? A crane lifts a block from ground level at a constant speed of ys“, After Ss the block slips from its shackles and decelerates at 10ms~. It reaches a maximum height of 6m. Find the value ofr. A caris at rest when it accelerates at Sms for 4s, It then continues at a constant velocity. At the instant the car starts moving, a truck passes it, moving al a constant speed of 22ms™. After IOs the truck starts slowing, at Ims7 until coming to rest. a Show that the velocities are equal after 12s and, hence, find the maximum distance between the ear and the truck, b- Show that the distance covered at a time rs from the start by the ear and the truck, for ¢ > 10, are given by 1 40+ 20(4— 4) and 220+ 22(r 10) ~ + (t= 10)?, respectively. Hence, find the time at which the ear passes the truck, Two eyolists are having a race along a straight road. Bradley starts 50m ahead of Chris. Bradley starts from rest, accelerates to 1Sms~ in 10s and remains at this speed for 40s before decelerati starts 5s later than Bradley. He starts from rest, accelerates to 16ms~ in 8s-and maintains this speed. a Show that Bradley is still ahead when he starts to slow down, and find how far ahead he is. b_ Find the amount of time Bradley has been cycling when he is overtaken by Chris, A driver travelling at 26ms" sees a red traffic light ahead and starts to slow at 3ms~ by removing her foot from the accelerator pedal, A little later she brakes at Sms7 and comes to rest at the lights after 6s. a Sketch the velocity-time graph of the motion, b_ Find the equations of the two sections of the graph. ¢ Hence, find the time when the driver needs to start braking,Chapter 1: Velocity and acceleration © Acermsieceurttonr sen ro x speed x mene conan scmiertion, 1 Cui amatiely deoetnetan oa constant deceleration until coming back to restr safter starting the motion. @ Show that the distance travelled is independent of the values of the acceleration and deceleration b_ Suppose instead the car spends a time Ts at speed v ms“! but still returns to rest after a total of 7s after starting the motion, Show that the distance travelled is independent of the values of the acceleration and deceleration, 1.6 Graphs with discontinuities What happens when a ball bounces or is struck by a bat? It would appear that the velocity instantaneously changes from one value directly to a different value. If this did happen instantaneously, the acceleration Would be infinite, In practice, the change in velocity happens over a tiny amount of time that itis reasonable to ignore, so we will assume the change is instantaneous, ‘The velocity-time graph will have a discontinuity, as shown in the following graph, as the velocity instantaneously changes. rims) ‘The displacement-time graph cannot have a discontinuity, but the gradient will, :ntaneously change, so the graph will no longer be smooth at the join between two sment-time graph will ins stages of the motion, For the velocity-time graph shown, the displac look like the following. ston) 4 Qos (On the velocity-time graph of an object that instantaneously changes velocity by bouncing or being struck, the change is represented by a vertical dotied line from the velocity before impact tothe velocity after impact,ee eae eae Or area I Eas In practice, the objects may not instantaneously change velocity. Inthe example ofa tennis ball being hit by a racket, the strings stretch very slightly and spring back into shape. Its during this time that the ball changes velocity. In the case of'a tennis ball striking a solid ‘wall or a solid object striking the ball, the ball may compress slightly during contact before springing back into shape. In these cases, the time required to change is so small that you can ignore it. By modelling the objects as particles, you can assume the objects Golf balls look and do not lose shape and the time in contact is sufficiently small to be negligible. Feel sotid, but in the instant aNer impact froma golf club Prccioc mise ‘moving at around 200 kmh the ball appears to squash so that its ength i only a A ball is travelling at a constant speed of 10ms™ for 2s until it strikes a wall, It bounces off the wall at Sms“! and maintains that speed until it reaches about 80% of its where it started. When it passes that point it decelerates at lms". Find the original diameter and times and displacements when each change in the motion occurs. its width increases, b_ Sketch a velocity-time graph and a displacement-time graph for the motion. Measure displacements as direction of motion as positive. | Answer a The distance to the wall is s=10x2=20m ‘ances fom the starting point and the original ‘The time between hitting the wall and returning to the starting point is, therefore, : Bs sor=6s ‘The time from starting to decelerate until it stops is 0-(5) 1 The distance covered is suse bccnnst so displacement is s=-12,5m b vimst) ot 119)Geet @i Chapter 1: Velocity and acceleration 4) An ive hockey puck slides along a rink at a constant speed of 10 ms“. It strikes the boards at the edge of the rink 20 m away and slides back along the rink at 8m until going into the goal 40 m from the board, Sketch a velocity-time graph and a displacement-time graph for the motion, measuring displacement from the starting point in the original direction of motion, A bowling ball rolls down am alley with initial speed 8ms“land decelerates at a constant rate of 0.8ms™. ier 2.5s it strikes @ pin and instantly slows down to 2ms“ It continues to decelerate atthe same constant rate until coming to rest. Sketch a velocity-time graph and a displacement-time graph for the motion. Ina game of blind cricket, a ball is rolled towards a player with a bat 201m away, who tries to hit the ball. On ‘one occasion, the ball is rolled towards the batsman at a constant speed of 4ms-!, The batsman hits the ball back directly where it came from with initial speed Gms" and decelerating at a constant rate of 0.5ms" ‘Sketch a velocity-time graph and a displacement-time graph for the motion, taking the original starting point as the origin and the original direction of motion as positive. A ball is dropped from rest 20m above the ground, It accelerates towards the ground at a constant rate of 1ms®, It bounces on the ground and leaves with a speed that is half the speed it struck the ground originally. The ball is then caught when it reaches the highest point of its bounce. Sketch a velocity-time graph and a displacement-time graph for the motion, measuring displacement above the ground. A ball is thrown towards a wall, which is 5m away, at 2.25ms". It slows down at a constant rate of 0.2ms™ until it strikes the wall. It bounces back at 80% of the speed it struck the wall originally, I again slows down at a constant rate of 0.2ms~ until coming to rest, Sketch a velocity-time graph and a displacement-time graph for the motion, measuring displacement from the wall, taking the direction away from the wall as positive. A billiard ball is on the centre spot of a 6m long table and is struck towards one of the cushions with initial speed 3.1m". It slows on the table at 0.2ms". When it bounces off the cushion its speed reduces t0 70% of the speed with which it struck the cushion, The ball is let until it comes to rest. a Skeich the velocity-time and displacement-time graphs for the ball, taking the centre of the table as the origin for displacement and the original direction of mation as positive, What assumptions have been made in your answer? A ball is released from rest 20m above the ground and accelerates under gravity at 10 ms. When it bounces its speed halves. If bounce n occurs at time f, the speed after the bounce is v,..Show that ¥, = 15~ 2.51, and deduce that, despite infinitely many bounces, the ball stops bouncing after 6s,ea ema ee eC eee cer oo fer e aCe CU nrg (© The equations of constant a ion of an object at different times. The gradient is hows how quickly an object is moving ata given time. The gradient is equal to the acceleration. The area under the graph is equal to the displacement FaeT CpG UE ce ey EnZoniennoes east 1A man and his young son play a game. The man rolls a ball along the ground. His son runs after the ball to fetch it a The ball starts rolling at 10 ms“! but decelerates at a constant rate of 2ms~. Find the distance covered ‘when it comes to rest. b_ Once the ball has stopped. the boy runs to fetch it. He starts from rest beside his father and accelerates at a constant rate of 2ms~ for 3s before maintaining a constant speed. Find the time taken to reach the ball 2 Acaris travelling at [Sms when the speed limit increases and the car accelerates at a constant rate of 3s until reaching a top speed of 30 ms"! a Find the distance covered until reaching top speed b_ Once the carisat top speed, there isa set of traffic lights 600m away: The ear maintains 30ms“ until it starts to decelerate at a constant rate of Sms~ to come to rest at the lights. Find the time taken from reaching top speed until it comes to rest at the traffic lights. 3. Ima race, the lead runner is 601m ahead of the chaser with 200m to go and is running at 4ms"!. The chaser is, running at $ ms“ a Find the minimum constant acceleration required by the chaser to catch the lead runner. b If the lead runner is actually accelerating at a constant rate of 0.05 ms, find the minimum constant acceleration required by the chaser to catch the lead runner. 4 A jet aeroplane coming in to land at 100m“! needs 800 m of runviay. | a Find the deceleration, assumed constant, the aeroplane can produce. b Onan aireraft earier the aeroplane has only 150m to stop. There are books on the aeroplane that catch arresting wires to slow it down, If the aeroplane catches the hook 50m afier landing, find the deceleration during the last 100m, ® 5 Thesketch shows a vetocity-time graph for a sled going down a slope. Sketch the sims) digplacement-time graph, marking the displacements at each change in the motion. uN eis) 6 The sketch shows a velocity-time graph for rowers in a race. sims) Given that the race is 350 m long and finishes at time 50s, find the value of »Cambridge International AS & A Level Mathematics: u 2 Pare ‘A footballer kicks a ball directly towards a wall 10m away and walks after the ball in the same direction at a constant 2s". The ball starts at 4ms~ but decelerates at a constant rate of 0.5 ms”. When it hits the wall it rebounds to travel away from the wall at the same speed with whic it hit the wall, a Find the time after the initial kick when the ball returns to the Footballer What assumptions have been made in your answer? An entrant enters @ model car into a race. The car accelerates from rest at a constant rate of 2ms”? down a slope, When it crosses the finishing line a firework is set off at the end of the course. The sound travels at 340ms", The time between the entrant starting and the firework being heard at the start of the course is 12s, a. Find the length of the course. b_ Find the actual time it took for the model car to complete the course, A lion is watching a zebra from 38m behind it, Both are stationary, The lion then starts chasing by accelerating at a constant rate of 3m s7 for Ss. Once at top speed the lion decelerates at 0.5 ms™. The zebra starts moving Isafter the lion started, accelerating at a constant rate of 2ms~ for 7s before maintaining a constant speed. @ Show that the lion has not caught the zebra after 8s b Show hat th gap beeen hematin, fr > arte art oh o's mton gen by 1514 5! and, ne, determine when heli ces hz, whe he fo gs set and how los i aes ‘A car is behind a tractor on a single-lane straight road with one lane in each direction. Both are moving at 15ms“!, The speed limit is 25ms™, so the car wants to overtaike, The safe distance between the car and the tractor is 20m, a To overtake, the ear goes onto the other side of the road and accelerates at a constant rate of 2ms™ until reaching the speed limit, when it continues at constant speed. Show that the distance the car is ahead of the tractor al time /s after it starts to accelerate is given by ~ 20 for 0 <1 = 5, and deduce that the ear is not 1a safe distance ahead of the tractor before reaching the speed limit b_ The car pulls in ahead of the tractor once it isa safe distance ahead. Find the total time taken from the start of the overtaking manoeuvre until the car has safely overtaken the tractor. ¢ To overtake safely on the single-lane road, when the car returns to the correct side of the road in front of the tractor there must be a gap between the car and oncoming traffic of at least 20m. Assuming a car travelling in the opposite direction is moving at the speed limit, find the minimum distance it must be from the initial position of the overtaking car at the point at which it starts to overtake. Two hockey players are practising their shots. They are 90 m apart and hit their balls on the ground directly towards each other. The first player hits his ball at 6ms~! and the other hits hers at 4 ms“, Both balls decelerate at 0,lms~, Find the distance from the first player when the balls collide. ‘The sketch shows a velocity-time graph fora skier going down a slope. Given that the skier covers 80m during the first stage of acceleration, find the total distance covered viens}Chapter 1: Velocity and acceleration © 25 Dotainsare teeing tovands eachother, one heading north at a constant speed of ums and the other heading south at a constant speed of yms~!, When the trains are a distance dm apart, a fly leaves the northbound train at a constant speed of wms-', As soon as it reaches the other train, it instantly turns back ‘travelling at rms”! in the other direction. Show that the fly meets the southbound train having travelled a wd 2rd and retums to the northbound train when the train has travelled a distance of distance of | So ea wey Wyre a ‘Two cars are on the same straight road, the first one sm ahead of the second and travelling in the same direction. ‘The first car is moving at initial speed v ms“ away from the second car. The second car is moving at initial speed ums"! where «>», Both cars decelerate at a constant rate of ams ‘a. Show that the second car overtakes at time innespective of the deceleration, provided the cars do not come to rest before the second one passes, bb Show also thatthe distance from the starting point of the second car to the point where it overtakes depends oon and find a formula for that distance sims} ‘A woman walks in a straight line, The woman's velocity ¢seconds after passing through a fixed point 4 on the line is »ms“, The graph of v against s consists of 4 straight line segments (see diagram). ‘The woman is at the point B when 1 = 60. Find [the woman's acceleration for 0 } ee ‘The weight of an object of mass mkg is given by IV = mg. It isthe force due to gravity, so is ‘measured in newtons. Eee Grd The value of g is actually closer to 9.8 ms, but even that varies slightly depending on other factors, Because of the rotation of the Earth, the acceleration of an object in freefall is lower at the equator than at the poles. Gravity is also weaker at high altitudes and may even be weaker at depths inside the Earth. There can also be very slight local variations: for example, due to being near large mountains of dense rock. For the purposes of this course, we will assume that g is 10 ms Above the surface of the Earth, the force duc to gravity decreases. The difference is negligible for small distances, but this becomes important in space. In deep space, the gravitational pulls of not only the Earth but also the Sun become negligible, Under Newton's first law, objects like Voyager I and Voyager 2 in the far reaches of the Solar System will continue to move with the same velocity until they reach close enough to another star to feel its gravitational effect ecauatred aA ball of mass 0.2kg is thrown vertically upwards out of a window 4m above the ground. The ball is, released with speed 8 ms“', Assuming there is no air resistance, find how long it takes to hit the ground, b IFinstead there is a constant air resistance of 0.1N against the direction of motion, find how long the ball takes to hit the ground. Answer a. Taking upwards as positive: Define clearly which direction is positive. With only gravity acting, the acceleration is ~¢ ifupwardsis positive. ‘On the way up and on the way down, there i 1 ie ‘no change in the forces, so the whole motion 4= 814 > x10)" eee . $f -8t-4=0 Accelerate Se eemaa ran : t=2or-04 1 is positive so the time to hit the ground is 2ar ame eure. Ten a et On the way up: ne D2g-0. veutat 0 =8+(-10.5)h = 0.762 So the time to reach highest point is 0.762s (to 3 significant figures) +2x(-10.5)s, 51 = 3.05 So distance travelled upwards is 3.05m (1 3 significant figures) (On the way down: oN 0.2¢N F=ma re 0.2g-0.1= 0.20 a=95 ts seurtzat ae d= 0h +5958 = 1.22(t0 3 significant figures) 98 s (3 significant figures) 1"