PRELIMINARY PHYSICS FOR NSW – STUDY GUIDE SERIES

MODULE 1 KINEMATICS

Student Name:

YEAR 11
First Published 2017 by ERScience, Educational Resources for Science, PO Box 563, Matraville, 2026.
Enquires: Email: [email protected]
Copyright  D. Stevenson 2017

National Library of Australia Cataloguing-in-Publication entry

Stevenson, David, 1952 -

Preliminary Physics for NSW - study guide series

ISBN 978-0-6481873-0-1

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
transmitted, in any form or by any means, electrical, magnetic media, mechanical, photocopying, recording
or otherwise, without prior written permission from the publisher.

Copyright free within the Purchasing Institution.

The information provided is compiled from the best knowledge available. However, since the syllabus can
change over time check the NESA website and download a copy of the latest syllabus.

Acknowledgements
We would like to thank NESA for permission to reproduce copyright material.

About the author

David Stevenson completed his degree in Scotland and worked in London for British Oxygen as a
development scientist. David then moved into science teaching and has taught in the UK, Southern Africa,
Victoria and in New South Wales. He was Head of Science for thirteen years and has lectured and tutored
students extensively. He has also marked the Physics HSC and has substantial experience writing
preliminary and HSC examination papers.
David has authored other books including Chemical Safety Guide for Science Laboratories in NSW and
Health and Safety in NSW schools.

For the student

This series of study guides is meant to be used in conjunction with your school work, the aim being to
reinforce the important principles and concepts of the stage 6 NSW Physics course. Students should teach
themselves by absorbing the basic facts and concepts, then working through the many worked examples
and questions.
Revision questions are supplied at the end of each study guide to check your understanding and model the
style of questions which may be used in assessment tasks. This study guide, Kinematics, covers motion in
both one and two dimensions.

This Kinematics module is part of the Preliminary Physics for NSW - study guide series which consists of
the following:
Working scientifically
Kinematics - module 1
Dynamics - module 2
Waves and Thermodynamics - module 3
Electricity and Magnetism - module 4
Table of contents for Module 1 – Kinematics
Introduction to Kinematics ......................................................................................................................................... 1
Working Scientifically ............................................................................................................................................. 1
Inquiry questions .................................................................................................................................................... 1
Variables .................................................................................................................................................................. 2
Question sheet 1.1 ......................................................................................................................................... 3
Motion in a straight line.............................................................................................................................................. 4
Vectors and scalars ................................................................................................................................................ 5
Question sheet 1.2 ......................................................................................................................................... 6
Describing motion qualitatively ......................................................................................................................... 8
Describing motion with scalar and vector quantities ..................................................................................... 9
Question sheet 1.3 ....................................................................................................................................... 10
Graphing motion ............................................................................................................................................... 13
Question sheet 1.4 ....................................................................................................................................... 14
Adding and subtracting vectors ...................................................................................................................... 15
Adding vectors .................................................................................................................................................. 15
Subtracting vectors........................................................................................................................................... 16
Question sheet 1.5 ....................................................................................................................................... 17
Relative velocity ................................................................................................................................................ 18
Question sheet 1.6 ....................................................................................................................................... 19
Mathematical modelling and graphs .............................................................................................................. 23
Question sheet 1.7 ....................................................................................................................................... 25
Mathematical modelling ................................................................................................................................... 28
Question sheet 1.8 ....................................................................................................................................... 30
Kinematics revision questions - motion in a straight line ........................................................................ 32
Motion on a plane ..................................................................................................................................................... 34
Resolving a vector into two perpendicular components ............................................................................. 35
Adding two perpendicular components of a vector ..................................................................................... 35
Question sheet 1.9 ....................................................................................................................................... 36
Components ...................................................................................................................................................... 37
Question sheet 1.10 ..................................................................................................................................... 39
Subtracting vectors in two dimensions .......................................................................................................... 40
Relative velocity in two dimensions ............................................................................................................... 41
Question sheet 1.11 ..................................................................................................................................... 43
Student evaluation of the Kinematics module .............................................................................................. 46
Kinematics revision questions .................................................................................................................... 47

Learning Across the Curriculum Icons

You will notice that the syllabus and these study guides have some strange looking icons throughout. These are described as
“Learning Across the Curriculum Icons” and give students and teachers some additional guidance on cross-curriculum priorities,
general capabilities and other areas identified as important learning for all students. The icons are as follows:
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
General capabilities
Critical and creative thinking
Ethical understanding
Information and communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal and social capability
Other learning across the curriculum areas
Civics and citizenship
Difference and diversity
Work and enterprise
NSW Physics Stage 6 syllabus © NSW Education Standards Authority for and on behalf of the Crown in right of the State of New South Wales, 2017.
Kinematics glossary
acceleration The rate of change of velocity with time. Acceleration is a vector
quantity.
acceleration due to gravity, g The acceleration of an object freely falling when there is no air
resistance. Near the surface of the Earth g is 9.8 m s-2.
acceleration-time graph A graph that shows how acceleration varies with time.
air resistance Friction acting on an object moving through air.
average acceleration The acceleration of an object measured over a time interval.
average velocity The velocity of an object measured over a time interval.
collinear Points that lie on the same straight line.
components of a vector Two vectors which act at right angles, the vector sum of which is
the original vector.
constant acceleration Acceleration which does not change during a time interval.
constant velocity Velocity which does not change during a time interval.
deceleration Decrease in the velocity of an object.
displacement Change of position in a particular direction. Displacement is a
vector quantity requiring magnitude and direction.
displacement-time graph A graph that shows how displacement varies with time.
distance The length moved between two points. Length is a scalar quantity
and has magnitude only.
final velocity The velocity an object has at the end of a time interval. The final
velocity is represented by the symbol v.
free fall Motion only under the influence of a gravitational field.
friction Friction is an opposing force; it acts in the opposite direction to an
object’s motion.
independent Not dependent on other quantities.
initial velocity The velocity an object has at the beginning of a time interval. The
initial velocity is represented by the symbol u.
instantaneous The value of a quantity at an instant of time, such as instantaneous
velocity, or acceleration.
kinematics The study of how motion occurs, including distance, displacement,
speed, velocity, acceleration and time without considering what
causes the motion.
magnitude The size of a quantity.
qualitative Descriptions of quantities that are not numerical, for example, a fast
car.
quantitative Data measured numerically, for example, 100 km hr-1.
quantity A property that can be measured, for example, mass, time, etc.
rectilinear motion Motion in a straight line.
relationship Information that can link two variables, for example, force and
acceleration. The relationship is often expressed mathematically.
risk assessment Evaluations carried out to identify, assess and control hazards.
scalar Quantities with direction only, for example, distance.
SI system The international system of units these being: ampere, kelvin,
kilogram, metre, mole, second and candela.
speed The ratio of distance to time. Speed is a scalar quantity.
uniform Not changing, constant.
variables Quantities that can change.
vector Quantities with direction and magnitude, for example, acceleration.
velocity The ratio of displacement to time. Velocity is a vector quantity.
velocity-time graph A graph that shows how velocity varies with time. The slope of the
graph is acceleration and area under the graph is displacement.
ERScience Preliminary Physics for NSW – Study Guide Series

Introduction to Kinematics
Motion is a fundamental observable phenomenon. The study of kinematics involves describing, measuring
and analysing motion without considering the forces and masses involved in that motion. Uniformly
accelerated motion is described in terms of relationships between measurable scalar and vector quantities,
including displacement, speed, velocity, acceleration and time.
Representations – including graphs and vectors, and equations of motion – can be used qualitatively and
quantitatively to describe and predict linear motion.
By studying this module, students come to understand that scientific knowledge enables scientists to offer
valid explanations and make reliable predictions, particularly in regard to the motion of an object.

Outcomes
A student:
 designs and evaluates investigations in order to obtain primary and secondary data and information
PH11/12- 2
 conducts investigations to collect valid and reliable primary and secondary data and information
PH11/12-3
 selects and processes appropriate qualitative and quantitative data and information using a range of
appropriate media PH11/12-4
 analyses and evaluates primary and secondary data and information PH11/12-5
 solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes PH11/12-6
 describes and analyses motion in terms of scalar and vector quantities in two dimensions and makes
quantitative measurements and calculations for distance, displacement, speed, velocity and
acceleration PH11-8
NSW Physics Stage 6 syllabus © NSW Education Standards Authority for and on behalf of the Crown in right of the State of New South
Wales, 2017.

Working Scientifically
A major emphasis of the Physics course is skills in working scientifically. In this kinematics module,
students are required to focus on how they can design, evaluate and conduct investigations to study trends
in data and solve problems. This study guide has been designed so you will have opportunities to develop
these skills in kinematics. The importance given to these skills is highlighted by the allocation of marks in
assessment tasks such that:
• 60% are on skills in working scientifically
• 40% are on knowledge and understanding of course content.

Inquiry questions
Inquiry questions form the backbone of this course and help develop your skills in working scientifically.
You will be introduced to the inquiry questions early on with space to provide an answer. Then, after you
have completed the relevant material, you will be presented with the inquiry question again but this time
you should be able to demonstrate a greater depth of understanding in your answer.

Before continuing with this module revision on variables is provided.

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Preliminary Physics for NSW – Study Guide Series ERScience

Variables
The independent variable is what we change or control in an investigation, often this is time.

The dependent variable is the response, what happens, to the change in the independent variable, for
example, velocity may change as time changes.

The controlled variable is what is kept constant to make it a fair investigation. For an object in free fall this
may be gravitational acceleration, g.

Consider a practical investigation where we are asked to find the time required to change the colour of
bread we toast. We have the following:
• independent variable - time
• dependent variable - colour of the toast
• controlled variables - type of bread, thickness, make of toaster, temperature of bread, for example,
room temperature or frozen.

Outline how you would:

• design the practical investigation
• write and evaluate a risk assessment
• conduct the practical investigation
• investigate and collect data
• evaluate your data
• summarise and communicate the results of the practical investigation.

This is your opportunity to start developing the outcome “solves scientific problems using primary and
secondary data, critical thinking skills and scientific processes PH11/12-6”

If you require help, consult the working scientifically study guide.

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Question sheet 1.1

1. In a practical investigation, the independent variable is one that:
(A) is not changed
(B) the student changes
(C) the student observes
(D) none of these is correct

2. In a practical investigation, the dependent variable is one that:

(A) is not changed
(B) the student changes
(C) the student observes
(D) none of these is correct

3. In a practical investigation, the controlled variable is one that:

(A) is not changed
(B) the student changes
(C) the student observes
(D) none of these is correct

4. When investigating a company’s average income per year over 20 years, the independent variable is:
(A) years
(B) income
(C) average
(D) it is impossible to say

5. Which variables are likely to effect:

(a) the growth of a tree .……………………………………………………………………….
(b) the time to cook rice ………………………………………………………….…………....
(c) the number of times you go to the toilet in a day ……………………………….…….…..
(d) the mark for your exam in Physics ………………………………………………….…….
6. Identify the independent (I), dependent (D) and the controlled variables (C) for:

(a) The braking distance of a car depends of the car tyre.

I: …………………….… D: ……………..…………….….... C: …..………………………

(b) The time to run a kilometre depends on the person’s running speed.

I: …………………….… D: ……………..…………….….... C: .……………………….…

(c) The height of grass depends on the water they receive.

I: …………………….… D: ……………..……………..….... C: …..………………………

(d) Orange trees receiving the most water produce the most oranges.

I: …………………….… D: ……………..……………..….... C: …..………………………

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Motion in a straight line

The first section of this module deals with motion in a straight line, that is one-dimensional. This is also
referred to as rectilinear motion.

Students
• describe uniform straight-line (rectilinear) motion and uniformly accelerated motion through:
- qualitative descriptions
- the use of scalar and vector quantities (ACSPH060)

• conduct a practical investigation to gather data to facilitate the analysis of instantaneous and average
velocity through:
- quantitative, first-hand measurements
- the graphical representation and interpretation of data (ACSPH061)

• calculate the relative velocity of two objects moving along the same line using vector analysis

• conduct practical investigations, selecting from a range of technologies, to record and analyse the
motion of objects in a variety of situations in one dimension in order to measure or calculate:
- time
- distance
- displacement
- speed
- velocity
- acceleration

• use mathematical modelling and graphs, selected from a range of technologies, to analyse and derive
relationships between time, distance, displacement, speed, velocity and acceleration in rectilinear
motion, including:
1
– 𝑠⃗ = 𝑢⃗⃗t + 2 𝑎⃗t2
– 𝑣⃗ = 𝑢 ⃗⃗ + 𝑎⃗t
- 𝑣⃗ 2 = 𝑢⃗⃗2 + 2𝑎⃗𝑠⃗ (ACSPH061)
NSW Physics Stage 6 syllabus © NSW Education Standards Authority for and on behalf of the Crown in right of the State of New South
Wales, 2017.

Inquiry question: How is the motion of an object moving in a straight line described and predicted?
With all inquiry questions consult with class members, come to a consensus and then summarise your answer in the
space provided.

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Vectors and scalars

Vectors are quantities with a direction and magnitude (size)
for example displacement = 8 km south west
 
magnitude direction
Scalars are quantities with a magnitude but no direction
for example distance = 15 m
 
magnitude no direction
Vectors are represented in this study guide by bold, italic type, for example, v, for the vector quantity
⃗⃗.
velocity. When you write a vector quantity then draw an arrow over it, for example, 𝒗

When we take measurements in Physics we use the SI system. This means that measurements, for example,
length should be in metres, time in seconds, and temperature in kelvin. More details of the SI system are
provided in the working scientifically study guide.

Displacement and distance (m)

Distance is a scalar quantity and has size only. Displacement is a vector quantity and has both size and
direction. We use the symbol s to represent displacement. The difference between distance and
displacement is illustrated below.
distance N
start
distance = 15 km

displacement = 10 km SE

time = two hours

displacement (s)

end

The displacement is the shortest distance between the start and end and has both magnitude and direction.
The distance is the path followed and has magnitude only.

Speed and velocity (m s-1)

Speed is a scalar quantity and has size only. Velocity is a vector quantity and has both size and direction.
We use the symbol v to represent velocity. The difference between speed and velocity can be illustrated
with the following calculation taken from the values above.
change of distance 15
speed = = = 7.5 km h−1
change of time 2

change of displacement 10
velocity = = = 5 km h−1 south east
change of time 2

Acceleration (m s-2)
Acceleration is a vector quantity and has both magnitude and direction. The symbol a is used to represent
acceleration. There is no scalar equivalent of acceleration.

change of velocity ∆𝒗
acceleration = = where ∆ means a change
change of time ∆t

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Preliminary Physics for NSW – Study Guide Series ERScience

change of distance
Speed is the rate of change of distance speed =
change of time

Because distance is a scalar quantity then speed is a scalar quantity.

change of displacement
Velocity is the rate of change of displacement velocity =
change of time

Because displacement is a vector quantity then velocity is a vector quantity.

change of velocity
Acceleration is the rate of change of velocity acceleration =
change of time

Because displacement is a vector quantity, velocity is a vector quantity and hence acceleration is a vector
quantity.

When completing questions write answers out fully. Proper setting out of your work will make a big
difference to help your understanding and improve your assessment marks. Get into good habits and start
as you intend to continue!
Question sheet 1.2
1. What is the difference between a vector and a scalar? Give examples of both.
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2. A man walks 500 m north and then 300 m south in a time of 20 minutes.
(a) What is his total displacement?
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(b) What is the total distance he has walked?
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(c) Calculate the man’s average speed in m s-1.
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(d) Calculate the man’s average velocity in m s-1.
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3. Two vectors in one dimension have magnitudes such that A = 10 m and B = 5 m. Which is not a possible
resultant of the two vectors?
(A) 5m
(B) - 15 m
(C) + 15 m
(D) 2m

4. An ant moving along the floor follows a semi-circular path, going half way around
the circumference of a circle of radius, r. The distance travelled, and the
r
displacement of the ant, are respectively:
(A) πr and πr r
(B) 2r and πr
(C) πr and 2r
(D) πr and zero

5. A person starts in Newcastle, drives to Gosford, 90 km away in one hour, stays in Gosford one hour,
then drives back to Newcastle in two hours. What is the average speed of the round trip?
(A) 0.0 km h-1
(B) 22.5 km h-1
(C) 45.0 km h-1
(D) 90.0 km h-1

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ERScience Preliminary Physics for NSW – Study Guide Series
6. A ball is moving in one dimension. We use the convention that displacement to the right of the origin is
positive.
v v v start
+s

displacement = 0

What are the directions of displacement and velocity throughout the motion?
(A) negative, negative
(B) negative, positive
(C) positive, negative
(D) positive, positive

7. A ball is moving in one dimension. We use the convention that displacement to the right of the origin is
positive.
start
v v v
+s

displacement = 0

What are the directions of velocity and acceleration throughout the movement?
(A) positive, positive
(B) negative, positive
(C) negative, negative
(D) positive, negative

8. The diagram below shows a straight track along which an object can move. If the object moves from
point A to C and then back to B, what is its resulting displacement?

(A) + 3m
(B) + 5m
(C) + 13 m
(D) + 15 m

9. An object moving with uniform acceleration changes its velocity from 25 m s-1 north to 45 m s-1 north
in 5.0 s. What is its acceleration?
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10. A car is travelling north. Is it possible for it to have a velocity to the north and an acceleration south?
Explain your answer.
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Module 1 Kinematics 7
Preliminary Physics for NSW – Study Guide Series ERScience
Describing motion qualitatively
When describing the motion of an object we can do so qualitatively, that is descriptive. If we consider the
motion of a trolley travelling along a straight line, this is what is meant by rectilinear motion, then we have
different types of motion, for example:

Constant displacement
This is when the trolley is stopped and has no velocity and acceleration.
stationary
no velocity
trolley horizontal low friction surface

Constant velocity
This is often described as uniform motion. This is when the trolley is moving uniformly along a horizontal
low friction surface. The trolley has constant velocity and no acceleration. Displacement increases
uniformly with time.
constant
velocity
trolley horizontal low friction surface

Constant acceleration
The trolley’s velocity is increasing at a constant rate in the direction it is travelling, for example,
accelerating down a slope. The displacement increases non-uniformly, the velocity increases uniformly and
acceleration has a constant value in the same direction as the velocity. This is described as uniformly
accelerated motion.
increasing
velocity

trolley
acceleration is constant
down the slope

height

Constant deceleration
The velocity is decreasing in the direction of travel. That is the acceleration is in the opposite direction to
the velocity. The trolley moves up the slope with decreasing velocity. The displacement decreases non-
uniformly, the velocity decreases uniformly and acceleration has a constant value in the opposite direction
to the velocity. This is described as uniform deceleration.

acceleration is constant
down the slope decreasing
velocity

height
trolley

8 Module 1 Kinematics
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Describing motion with scalar and vector quantities
We can use the technical language of Physics to describe motion with vector and scalar quantities. For
example, when describing the velocity of a car, we must include direction, this might be to the north or to
the left, etc. Consider the motions we discussed qualitatively on the previous page.

Constant displacement
The trolley’s displacement is fixed. It is not moving and so has no velocity and acceleration. The
displacement might be + 0.50 metres to the right of the starting position. We often denote directions to the
right as positive and left as negative. This also applies to directions of velocity and acceleration as both
being vector quantities require magnitude and direction.
stationary
+ 0.50 m no velocity
horizontal runway

Constant velocity
The trolley’s displacement increases uniformly with time. As velocity is the rate of change of displacement
then this is constant velocity. As we are describing vector quantities we should indicate direction. Here we
might have: v = + 0.2 m s-1 and a = 0 m s-2.

velocity acceleration
+ 0.2 m s-1 0 m s-2

horizontal runway

Constant acceleration
The trolley’s displacement increases non-uniformly with time. The velocity however increases uniformly.
As the velocity increases uniformly then this gives constant acceleration. The displacement and velocity
will both change depending on the trolley’s location however acceleration is constant and only depends on
the angle of the runway assuming we ignore friction. Here we might have a = + 0.3 m s-2 down the slope.
The velocity will also be positive.

acceleration = + 0.3 m s-2

increasing
velocity

height

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Constant deceleration
The trolley’s displacement decreases non-uniformly with time. Velocity decreases uniformly. As velocity
decreases uniformly then this gives a constant acceleration but in the opposite direction to the velocity. If
the velocity is directed to the left or negative then the acceleration is directed to the right or positive. Here
we might have at one instant in time, v = - 0.6 m s-1 and a = + 0.3 m s-2.

velocity is up the slope

acceleration for example, - 0.6 m s-1
+ 0.3 m s-2 at this position

height

More on sign convention

A common convention is that directions to the right are taken as positive, however, sometimes you may
reverse this so directions to the left are positive. Just make sure you state your convention clearly, usually
with an arrow and plus or minus sign. This also applies with the acceleration due to gravity, sometimes
down is taken as positive but there is no reason not to have down as negative if this make more sense to
you in a question. Remember this is a convention not a rule.

The following examples illustrate these conventions:

+ = going right  vA = – 5 m s-1 vB = + 5 m s-1
usually A B
– = going left 
0
-1
Objects A and B have the same speed = |v| = 5 m s , but they have different velocities.

The direction of acceleration can also be represented with a +/– sign

+ = going down ↓ this is a convention and
or both are correct but not
– = going down ↓ in the same question!

Question sheet 1.3

1. Describe qualitatively your motion from leaving home in the morning till arriving at school.
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2. Investigate two or more smartphone apps that allow you to quantitatively measure the same motion
as in question 1.

Write a review of these apps discussing their ease of use, what they are best at measuring, for example,
walking, running, car travel, their ability to draw graphs, etc. This is you using the ICT, information
and communication technology capability as represented by the icon shown in the syllabus.
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Module 1 Kinematics 11
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Instantaneous and average velocities
When we take measurements of velocity, we have two types, instantaneous, the velocity at one moment in
time, and average, the velocity over a longer time. Usually, unless we have constant velocity, instantaneous
and average velocity are different. When we investigate the motion of a car we might find that its velocity
is continually changing. We might travel 100 km in two hours but during that time we could have had an
instantaneous velocity of 110 km h-1 but an average velocity of 50 km h-1.

Practical investigation – instantaneous and average velocity

We can analyse the difference between instantaneous and average velocity through quantitative, first-hand
measurements. This means you, hence first hand, need to make measurements of distance and time, hence
quantitative, and so calculate velocity at one moment in time, instantaneous, and over a longer period, hence
average. A common way to take measurements is shown below. The time to travel a fixed distance using a
stopwatch is measured and from this the average velocity calculated. Simultaneously, measurements are
made with a data logger, which records how velocity changes with time. The two measurements of velocity
can then be compared.
motion sensor
and data logger

height

Results
Average velocity
distance travelled = …………… total time taken = ……… average velocity = ……………..

Instantaneous velocity
Velocity obtained from the data logger at one moment in time. This will depend on where you take your
measurement as the instantaneous velocity changes continuously.

Instantaneous velocity at about the midpoint of the motion = ……………….

Instantaneous velocity at about the end of the motion = ……………………..

Comment on the difference between the instantaneous and average velocity values. In your comments
include mention of:
• When you would expect the instantaneous velocity to be less than the average velocity.
• When you would expect the instantaneous velocity to be greater than the average velocity.
• When you would expect the instantaneous and average velocities to be the same.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Graphs from the data logger can also be analysed to provide information about average and instantaneous
velocity.

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Graphing motion
Graphs of displacement against time can be used to investigate average and instantaneous velocity. The
instantaneous velocity of an object at a specific time, can be found from a displacement-time graph. If the
graph is a straight line then the gradient gives the velocity, in this case average and instantaneous velocity
have the same value. If the graph is not a straight line but a curve then the gradient of the tangent at a
specific time, for example, P must be found. This is illustrated below.

constant velocity changing velocity

s s

Δs P
Δs

Δt Δt
t t
vaverage = Δs/Δt vinstantaneous at P = Δs/Δt

By inspecting a displacement-time graph, we can see if the velocity is constant, increasing or decreasing.
The graph below shows that the gradient of the tangent is decreasing, hence the velocity is decreasing,
showing deceleration.

s
t
s
t

t
Sample problem 1.1
The displacement-time graph below shows the motion of an accelerating object:
(a) calculate the instantaneous velocity at 7 seconds
(b) calculate the average velocity over 7 seconds.

Solution:
The instantaneous velocity at point P is found s (m)
from the gradient of the tangent at time 7 s in this
case giving 12/3 = 4.0 m s-1.
The average velocity at 7 s is found from the P
14 Δs = 12 m
total displacement divided by the time, in this
case 14/7 = 2.0 m s-1.
Δt = 3 s

7
t (s)

Note: as velocity is increasing then the instantaneous velocity at seven seconds is greater than the average
velocity over the seven seconds.

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Question sheet 1.4

1. The displacement-time graph below shows the motion of an object:
(a) describe the motion of the object from t = 0 to 4 seconds
(b) calculate the instantaneous velocity at 10 seconds
(c) calculate the average velocity over 18 seconds.

s (m)
12

(a) …………………… 10

8
(b) ……………………
6

(c) ……………………
4

0
0 2 4 6 8 10 12 14 16 18 t (s)

2. The speedometer of a car shows three readings:

• a reading by a moving pointer 60 90

120

• a reading giving the total distance the car has 30 150

travelled in its life

• the trip distance reading. 0 180

km / h
35637 km 139 km

(a) According to the driver, the total time that the car has been on the road was 792 hours. Given the
information shown in the speedometer and the information from the driver what kind of speed can
be calculated?
………………………………………………………………………………………………………
(b) Calculate the speed from the information given in part (a).
………………………………………………………………………………………………………
(c) The diagram shows the speedometer when the trip had taken 1.5 hours. What kind of speed can be
calculated using this information and the speedometer?
………………………………………………………………………………………………………
(d) What quantity is shown by the pointer? How much is it?
………………………………………………………………………………………………………
(e) Explain why we are using the term speed and not velocity in this question.
………………………………………………………………………………………………………
……………………………………………………………………………………………………….

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Adding and subtracting vectors
Vectors are often represented by an arrowhead line.
To do this:
Draw on the page an arrow showing north. This is usually N
head of vector
orientated with the north pointing to the top of the page.
arrow shows direction
NE rather than SW
Draw your vector. The length represents the magnitude
and the direction by the arrowhead and angle.
tail of vector

Adding vectors
When adding vectors use the ‘head to tail’ rule. To add vector a to vector b, move vector a, keeping its
length and orientation the same, until its head touches the tail of b. The resultant is the vector from the tail
of a to the head of b.

Note: a + b = b + a so we could add the head of b to the tail of a.

Sample problem 1.2

Add 3 m s-1 north to 4 m s-1 north.

Solution:
First sketch a small diagram then add the vectors using the head to tail rule.

north

-1
u=3ms

resultant
-1
=7ms
u = 3 m s-1 u=4ms
-1

-1
u=4ms

Note: The head to tail rule has been followed. The resultant is 7 m s-1 north. The resultant always starts
from the tail of the first vector and goes to the head of the last vector.

Sample problem 1.3

A man swims in a river at 1 m s-1 in the opposite direction to a current of 3 m s-1. What is the swimmer’s
resultant velocity?

Solution:
Sketch a small diagram and then add the vectors using the head to tail rule.

man current
1 m s-1 + 3 m s-1

From the vector diagram the resultant velocity is 2 m s-1 in the direction of the current.

Hence the importance of learning about rips when swimming at the beach.

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Subtracting vectors
The rule for vector subtraction is to add the negative vector. The negative vector is one with the same
magnitude but opposite direction. For example, subtract vector b from vector a.

a - b = a + (- b)

Sample problem 1.4

Subtract 4 m north from 3 m north.

Solution:
Use the vector subtraction rule, vector a – vector b is given by a + (- b)

a -b a vector addition
= a + (-b)

resultant = 1 m South

3 m north added to 4 m south, the negative of 4 m north, gives a resultant of 1 m south.

Finding the change in velocity

A common example where we subtract vectors is finding the change in velocity (Δv). If a ball hits the
ground and bounces up its velocity is changed. The change in velocity is a vector quantity and is found by
subtracting the initial velocity, u from the final velocity, v.

v = v – u or v = v + (-u)

Sample problem 1.5

A ball hits the ground with an initial velocity, u, of 8 m s-1 and bounces upward, v, at 6 m s-1. Find the
change in velocity of the ball.

Solution:
First sketch a small diagram of the situation.

u = 8 m s-1 v = 6 m s-1

ground

Next sketch a vector diagram of the change in velocity v = v + (-u)

8 m s-1
-u
a vector addition
v = v + (-u)
6 m s-1
v

Hence the change in velocity is 14 m s-1, the magnitude, away from the ground, the direction.

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Question sheet 1.5

1. Subtract these vectors
(a) 25 m south - 12 m north
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
(b) 4 m north - 3 m south
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
2. If a car travelling south at 50 m s-1 slows down to 20 m s-1 south, what is the change in velocity? (Hint
identify which value is v and which is u).
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
3. A batsman hits a cricket ball travelling at a velocity of 30 m s-1 straight back down the pitch with a
velocity of 50 m s-1. Calculate the change in velocity of the ball.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
4. A bouncy ball hits the ground at 12 m s-1 and rebounds at the same speed. Calculate the change in
velocity of the ball.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
5. A car has a velocity of 15 m s-1 east. After 18 s it has increased its velocity to 32 m s-1 east. What is its
acceleration?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
6. A car has a velocity of 12 m s-1 east. After 22 s it has changed its velocity to 23 m s-1 west. What is the
cars acceleration?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
7. What is the acceleration of a ball that bounces off a wall in 0.30 s if the incoming velocity is 55 m s-1
and the recoil velocity is 35 m s-1?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

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Relative velocity
You are driving east along the highway at 100 km h-1. The car in the next lane looks like it is not moving
relative to you, while a car traveling in the opposite direction looks like it is traveling at 200 km h-1. This
is your perception even though the speedometers in all three vehicles say that each car is traveling at
100 km h-1.

Explaining these observations

The car you are in is travelling on the highway at 100 km h-1 east, with respect to the road but is at rest
relative to you. To get a result of zero for the velocity of your car relative to you, we subtract 100 km h-1
east, your velocity with respect to the ground, from the velocity of the car with respect to the ground. This
method also works to find the velocity of a car travelling towards you such as an oncoming car. Subtracting
your velocity from the velocity of other objects is the same as adding the opposite of your velocity to these
velocities.

Summary:
The velocity of A relative to B uses the vector subtraction rule: v A relative to B = vA – vB or vA + (-vB)

Examples where we experience relative velocity

• moving walkway at airport
• walking on a boat, train or aeroplane
• boat travelling along a flowing river

Sample problem 1.6

Car A is travelling east at 20 m s-1 and car B is travelling west at 35 m s-1. What is the velocity of car B
relative to car A.

Solution:
The convention here is that directions to the east are positive.
VB relative to A = VB – VA = VB + (-VA) = - 35 + (- 20) = - 55 m s-1 where minus means west
35 m s-1
20 m s-1

car A car B
(observer)
The velocity of car B relative to car A is 55 m s-1 west. This means that a person in car A would see car B
move towards them with a velocity of 55 m s-1 west.

To add vectors, we use the head to tail rule: a + b = b + a

To subtract vectors, we add the negative vector: a - b = a + (-b)

Relative velocity: VA relative to B = VA – VB = VA + (-VB)

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Question sheet 1.6

1. A boat with a maximum speed of 4 m s-1 relative to the water is in a river flowing at 3 m s-1. What is
the maximum velocity the boat can obtain relative to the shore? The minimum velocity?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………………………………………………………………….
2. You are travelling in a bus moving slowly at 1.0 m s-1. You run to the front of the bus at 4.0 m s-1
relative to the bus. What is your velocity relative to the road?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
3. A child is pulling a toy truck at a speed of 75 cm s-1. A caterpillar in the truck is crawling toward the
rear of the toy truck at a speed of 2.0 cm s-1. What is the caterpillar’s velocity relative to the ground?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
4. An aeroplane A, leaves Dubbo flying northeast at 100 m s-1. Another aeroplane B, leaves Dubbo flying
southwest at 150 m s-1. What is the velocity of aeroplane B relative to aeroplane A?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

5. A police car is chasing a speeding car on a straight road. The speeding car is travelling at 25 m s–1. The
police car, initially 200 metres behind the speeding car, travels at a speed of 30 m s–1. Calculate how
long it takes the police car to catch up with the speeding car.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
6. A boat is heading East in a river with a velocity of 5 m s-1 with respect to the water. The water is flowing
west with a velocity of 1.5 m s-1. What is the velocity of the boat with respect to an observer on the
bank of the river?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

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Practical investigation – motion in one dimension

When you carry out a practical investigation then you are using your working scientifically skills. These
skills are described on pages 21 and 22 of the Physics Syllabus. More details are given in the working
scientifically study guide.

Working scientifically
Consider an object moving in one dimension in different situations. You are asked to investigate the object’s
motion. That is, how distance, displacement, speed, velocity and acceleration change with time.
You might start your investigation with a trolley traveling down a slope and then move onto more
challenging situations, for example a ball in free fall, as you refine your skills.

Questioning and Predicting

Some typical questions include:
• How does the distance/displacement, speed/velocity and acceleration of an object change with time?
• How do we describe the changes that occur when an object moves up a slope, down a slope, on a level
surface, or is in free fall?

Planning Investigations
The syllabus requires you to use a range of technologies to record and analyse motion. You need to decide
what equipment will allow you to take measurements of your investigation?
Possibilities include:
• Stop watches and metre rulers.
• Strobe light to produce strobe photographs.
• Data loggers with sensors.
• Cameras. Note: DSLR cameras may have a video function and a long exposure setting required to take
strobe photographs.
• Smart phones have apps which produce strobe lighting and have video functions.

Conducting Investigations
Consider:
• What equipment is available?
• Is this a one-person task or would it be helpful to work in groups to assist in taking measurements?
• How will data be collected?
• Is one trial of the investigation acceptable?
• Could you increase the validity of the experiment by repetition? If so how often?
• How much time will be allocated in class to this investigation?
• Can your investigation be done successfully in the time allocated? Be realistic in your expectations.
• Could you do part of the investigation at home, for example, using a toy car with a camera/smart phone
and measurement tape?

Once these questions have been evaluated the next consideration is safety so a risk assessment is required.
Items to consider may include:
• Strobe lights – certain frequencies can induce epileptic episodes. This will require you to research what
frequencies of light to avoid.
• Strobe photographs must be taken in the dark and that can be a hazard.
• Falling objects – consider dropping a table tennis ball rather than a cricket ball.
• Moving vehicles, cars, for example, are dangerous so choose a safer option like a toy car or trolley.

See the working scientifically study guide for information on risk assessments.

Once you have planned your investigation and written a risk assessment then teacher approval is required
before continuing.

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Processing Data and Information
• If you use a data logger you may get printouts of displacement, velocity and acceleration graphs directly.
• If you use strobe photographs then further processing will be required.
• A video of motion will require processing. Video analysis software may be available in your school or
from the internet. Search the internet for “tracker video analysis” software and investigate if this is
useful.
• A stop watch and metre ruler may provide a simpler option.

Note that the syllabus requires you to use a range of technologies so you must vary the methods used to
take measurements throughout the course.

Analysing Data and Information

When you have data and graphs of motion then analysis is required. You should check that a visual
inspection of graphs corresponds to what you observed. For example, the motion of the trolley on the level
surface should give a displacement-time graph which shows a direct relationship between displacement and
time, that is a linear graph should be obtained. The velocity-time graph should show constant velocity and
the acceleration-time graph should show zero acceleration.

Problem Solving
A large part of science is devoted to problem solving and your investigation may not be any different. You
should not expect to get the correct answer every time and reviewers of scientific information looking for
fraud are suspicious of “perfect results”.
You need to take failure as an opportunity to refine your methods and learn by your mistakes. In the words
of Elon Musk, of Space X and Tesla car fame, “If something is important enough you should try, even if
the probable outcome is failure”.

Communicating
Information on your practical investigation can be presented in many ways such as:
• A written report in a lab book.
• A word-processed report.
• A presentation using Prezi or PowerPoint.
• A poster - you might use a one-page PowerPoint slide for this.
• A short discussion with your teacher/class.
• A short video presentation.

You must ensure throughout the course that you communicate your findings using a variety of different
styles. Through practice and allowing your teacher an opportunity to check your work you should find these
skills developing. Reading science articles is a good way to improve – you can do this by reading articles
from the ABC and BBC news websites, science section. Find topics that are interested in and get involved
with them, doing further reading and research.

Your assessment tasks will be heavily weighted towards the “skills in working scientifically” and you are
also required to do at least one depth study in Year 11 with a substantial assessment component associated
with it. This means that practical investigation skills are important and you may find opportunities to
develop a practical investigation into a depth study.

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Summary
Your practical investigation should provide information on:
• what you were investigating
• your method and how you decided on the one used
• equipment used including diagrams or photographs
• how risks were managed
• results obtained
• any relevant tables and graphs of data
• analysis of results
• improvements that could be implemented
• conclusion or summary of your investigation.

Having thought about your practical investigation put down on paper a summary of your plans. Putting
your information on paper helps refine your thoughts.

Summary of proposed practical investigation:

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Discuss with your teacher the method you would like to use to present your results.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
22 Module 1 Kinematics
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Mathematical modelling and graphs
When graphs of an object’s motion are plotted then information about motion is contained in any of the
graphs of motion, s against t, a against t, or v against t.

From the relationships for velocity and acceleration, we see that:

• the gradient of a displacement against time graph gives velocity
• the gradient of a velocity against time graph gives acceleration
• deceleration is acceleration in the opposite direction to velocity
• the area under a velocity time graph gives displacement.

The following graphs illustrate these relationships:

Graph of uniform displacement (an object at rest)

s v

Gradient of s/t graph

gives velocity

time time

Graph of uniform velocity

s v a

Gradient of v/t graph

Gradient of s/t graph
gives acceleration
gives velocity

time time time

Graph of uniform acceleration

s v a

parabolic
curve

Gradient of s/t graph

Gradient of v/t graph
gives velocity
gives acceleration

time time time

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Graph of uniform deceleration
s v a

Gradient of s/t graph Gradient of v/t graph

gives velocity gives acceleration

0
time time time

-a

Graph of non-uniform acceleration

v a

Gradient of v/t graph

gives acceleration

time time

Area under a velocity time graph  gives displacement

The area under a velocity time graph is equal to the displacement. For example, with the graph below we
can use the area of a triangle formula to calculate displacement.

v
(m s-1)

20 - displacement = ½ base x height

displacement = ½ x 5 x 20 = 50 m
Note that the units of the area of the
triangle are in metres.

5 time in seconds

Before continuing make sure you have worked through the section on drawing graphs in the working
scientifically study guide.

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Sample problem 1.7
The graph below shows the velocity of a car, moving in a straight line against time.

10
velocity (m s-1)

0
1 2 3 4 5 6 7 8 9

(a) What was the car’s velocity at a time of 5 seconds? time (s)

Solution:
Read from the graph, velocity = 5 m s-1

(b) What was the car’s acceleration at a time of 6 seconds?

Solution:
acceleration is the gradient of the velocity-time graph a = Δv/Δt = (2-6) /4 = - 1 m s-2
negative means deceleration

(c) What is the car’s displacement at a time of 8 seconds?

Solution:
displacement = area under v/t graph
(½ x 2 x 6) + (4 - 2) x 6 + ½ x (6 – 2) x (8 - 4) + 2 x (8 – 4) = 34 m

Question sheet 1.7

1. A car moves along a straight road. The graph shows the
displacement against time for this car. The graph shows that the
car: s
(A) speeds up all the time
(B) slows down all the time
(C) speeds up part of the time and slows down part of the time
(D) moves at a constant velocity

time

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2. A student starts at position 3, stays there for a short time and then walks to position 1, stays there for a
short time and then runs to position 2 and stays there. The convention used here is that directions to the
right are positive.
0 1 2 3
displacement

Which of the following graphs describes this motion?

s s
(A) (B)

time time

s (C) s (D)

time time

3. The graph shows displacement against time for two trains

running on parallel tracks. Which of the following is true? s
(A) at time T, both trains have the same velocity
(B) both trains speed up all the time
(C) both trains have the same velocity at some time before T
(D) somewhere on the graph, both trains have the same
acceleration

T time

4. A trolley starts moving at the origin. A graph of velocity against time is shown below.
v (m s-1)
6

t (s)
0 1 2 3 4
What is its displacement of the trolley after three seconds?
(A) 3 m (B) 6 m (C) 12 m (D) 18 m

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5. A graph of displacement against time for a car moving along a straight road is shown below:

Which of the graphs below shows the car's velocity as a function of time?

v (A) v (B)

t
t

v
v (C) (D)

t t

6. Sketch displacement, velocity and acceleration time graphs for an object dropped from a height of 10
metres.

7. Sketch displacement, velocity and acceleration time graphs for the same object as question 6 but this
time thrown vertically down at 5 m s-1 from the same height of 10 metres. Draw your graphs on the
same axis as question 6.

8. Sketch displacement, velocity and acceleration time graphs for the motion of a bouncing ball? Show
from when the ball is first dropped until it hits the ground for the second time. Take down as the positive
direction.

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Mathematical modelling
The process of deriving equations is what is meant by mathematical modelling. Mathematical models are
very useful in helping explain the effects of changing different variables.

velocity This example of mathematical modelling uses a

straight-line graph of velocity against time, hence
the equations of motion worked out from this graph
v only apply to uniform acceleration.
v-u
The graph opposite shows the velocity-time motion
of an object with an initial velocity u undergoing
u constant acceleration.
The gradient of the velocity-time graph gives the
acceleration, the rate of change of velocity.
𝒗−𝒖
that is 𝐚 = or v = u + at
𝑡

t time

Notice that if you use the equation of a straight line, y = mx + c, then y can be replaced by the velocity v,
c can be replaced by the initial velocity u, and the gradient by a. This gives the same relationship as derived
above.
y = mx + c
v = at + u

The area under a velocity time graph represents the displacement

velocity
area = ½ base x height = ½ x t x (v-u) 1
The area is given by 𝒔 = 𝒖t + t (v-u)
2
v and as 𝒗 − 𝒖 = 𝒂𝑡
1
v-u Then 𝒔 = 𝒖t + 𝒂𝑡 2
2
1
substituting 𝒗 = 𝒖 + 𝒂𝑡 into 𝒔 = 𝒖t + 𝒂𝑡 2
2
u
gives 𝒗𝟐 = 𝒖𝟐 + 2𝒂𝒔

area = ut

t time

For you to try

Show that the last equation is found by substituting v = u + at into s = ut + ½ a t2
Hint: use t = (v-u)/a and substitute into s = ut + ½ a t2 remembering that (v-u)2 = v2 -2uv + u2
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

1
𝒗 = u + at 𝒔 = 𝒖t + 2 𝒂𝑡 2 𝒗𝟐 = 𝒖𝟐 + 2𝒂𝒔
The gradient of a displacement against time graph gives velocity.
The gradient of a velocity against time graph gives acceleration.
Deceleration is acceleration in the opposite direction to velocity.
The area under a velocity time graph gives displacement.

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Sample problem 1.8
A ball is thrown vertically upwards and reaches a height of 80 m.
(a) What velocity was it thrown at?
(b) What time is it at the top? top v = 0
(c) What time will it be 35 m above the ground?

s = - 80 m a = g = 9.8 m s-2
First sketch a diagram of the problem as shown opposite and
write down your data.
u=?

Note: The convention used in this example is that down is positive.

Solution:
(a) Find a suitable equation. Data:
𝒗𝟐 = 𝒖𝟐 + 2𝒂𝒔 s = - 80 m
𝟐 𝟐
𝟎 = 𝒖 + 2 x 𝟗. 𝟖 𝒙 − 𝟖𝟎 a = + 9.8 m s-2
𝟐
𝒖 = 𝟏𝟓𝟔𝟖 v = 0 at the top
𝒖 = ± 𝟑𝟗. 𝟔 𝒎 𝒔−𝟏 u=?
We choose negative as that means going up. The positive is the value when it comes back down.
Hence the velocity it was thrown at was 39.6 m s-1 up.

(b) Find a suitable equation. Data:

v = u + at a = + 9.8 m s-2
0 = -39.6 + 9.8 t v = 0 at the top
t = 4.0 s u = - 39.6 m s-1

(c) A possible equation is s = u t + ½ at2

This equation can be solved to give time however this involves solving a quadratic equation. An
alternative is to find the velocity at 35 m above the ground and then find the time.
Data:
𝒗𝟐 = 𝒖𝟐 + 2𝒂𝒔 s = - 35 m
𝒗𝟐 = − 39.62 + 2 x 9.8 x − 35 u = - 39.6 m s-1
𝟐
𝒗 = 882.2 a = + 9.8 m s-2
−1
𝒗 = ± 29.7 ms v=?
The negative means going up and the positive means going down. Both negative and positive are
correct solutions.
Data:
v = u + at u = - 39.6 m s-1
29.7 = - 39.6 + 9.8 t t = 7.1 s a = + 9.8 m s-2
or v = + 29.7 m s-1
- 29.7 = - 39.6 + 9.8 t t = 1.0 s or v = - 29.7 m s-1

The time 1.0 s is on the way up and the time 7.1 s is on the way down.

Now you might like to solve part (c) but this time using s = u t + ½ at2. You should get the same answer.
………………………………………………………………………………………………………………
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Question sheet 1.8

Take g = 9.8 m s-2
1. A ball is thrown straight up with an initial velocity u. Ignore air resistance. If the initial velocity is
doubled the time to reach the top of its path:
(A) increases by a factor of 2
(B) increases by a factor of 4
(C) neither of these
(D) not enough information given
2. A car moves with an acceleration of 3.5 m s-2 for 20 s from rest. Calculate:
(a) The distance covered.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
(b) The final velocity.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
3. A stone is dropped down a hole and is seen to hit the bottom after 4 s. Calculate:
(a) The depth of the hole.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
(b) The velocity on hitting the bottom.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
(c) The sound of the stone hitting the bottom is not heard until 0.25 seconds after impact. Calculate
the velocity of sound.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
4. A ball is thrown vertically upwards and reaches a height of 50 m.
(a) What was the velocity it was thrown at?
……………………………………………………………………………………………………
……………………………………………………………………………………………………

(b) At what time is it at the top?

……………………………………………………………………………………………………
……………………………………………………………………………………………………

(c) At what time(s) will it be 15 m above the ground?

……………………………………………………………………………………………………
……………………………………………………………………………………………………

30 Module 1 Kinematics
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Now that you have covered this section you should be better able to answer the inquiry question with your new
understanding of motion.

Inquiry question: How is the motion of an object moving in a straight line described and predicted?

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Describe how your understanding has changed, this is what you now know, from the last time you answered
this question.

………………………………………………………………………………………………………………
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Summary
Write a summary of motion in a straight line then review your summary with others in the class and update
as necessary.

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Kinematics revision questions - motion in a straight line

1. A knife dropped straight down into plasticine pushes a shallow hole in the plasticine. The same knife
dropped from a higher distance pushes a deeper hole in the plasticine. What is the independent variable?
(A) The knife.
(B) The depth of the hole in the plasticine.
(C) The acceleration of the knife as it falls.
(D) The height from which the knife was dropped.

2. In the question above, what is the dependent variable?

(A) The knife.
(B) The depth of the hole in the plasticine.
(C) The acceleration of the knife as it falls.
(D) The height from which the knife was dropped.

3. A person who has taken cold medicine has a slower reaction time than someone who has not taken cold
medicine. What is the independent variable?
(A) Illness.
(B) Reaction time.
(C) Cold medicine.
(D) How soon the person feels better.

4. In a scientific study of lemons, which of the following contains both qualitative and quantitative data?
(A) Lemons are round, smooth, and have a sharp smell.
(B) There are 10 lemons with a total mass of 600 grams and an average mass of 60 grams.
(C) Lemons are round and smooth with an average volume of 94 cm3.
(D) Lemons float in water which means that their density is less than that of water.

5. For an object traveling at a constant velocity:

(A) average velocity is greater than instantaneous velocity
(B) instantaneous velocity is greater than average velocity
(C) instantaneous velocity and average velocity are the same
(D) instantaneous velocity changes, but average velocity stays the same.

6. What does this graph tell you qualitatively and quantitatively

about the motion of an object? v (m s-1) 6
5
(a) Qualitatively ……………………………………… 4
3
2
(b) Quantitatively ……………………………………..
1
0
0 1 2 3 4
t (s)

7. A ball is dropped from a balloon moving upwards with a constant vertical velocity of 12 m s-1. If the
ball hits the ground 12 s later, what was the height of the balloon above the ground when it was
released?

8. A ball is thrown vertically downwards at 25 m s-1 from a cliff which is 50 m above the ground. How
long will it take the ball to reach the ground?

9. A bullet moving horizontally to the right with a speed of 450 m s-1 strikes a tree and penetrates 12.0
cm. What is the average acceleration of the bullet?

32 Module 1 Kinematics
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10. A student measures the final velocity (v) of an accelerating toy car at various displacements. The data
collected is shown below.

displacement (m) Final velocity (m s-1) v2

2.0 6.0
4.0 6.6
6.0 7.3
8.0 7.9
10.0 8.5
12.0 9.0

(a) Plot a graph of the final velocity squared, v2, versus the displacement of the car.

(b) Measure the slope of the line of best fit and explain what the slope represents.

(c) Draw the line back to the y-axis and use this intercept to determine the initial velocity of the
car.

11. A car is travelling at 12 m s-1 when the driver sees a kangaroo jump onto the road. The driver then
brakes.
(a) If the time taken to apply the brakes is 1.4 seconds, and the braking deceleration on the road surface
is 7.7 m s-2, how far will the car travel while it is coming to a stop?

(b) Sketch a velocity-time graph of the motion of the car putting numerical values on the axis.

12. A father and son are running a race. The

60 s (m)

father is not as fit as the son, so he is

given a lead.
(a) Which of the two lines on the graph
represents the father?
50

(b) When are the velocities of the father

and son the same?
40

(c) Determine the instantaneous

30

velocities of the father and son at a

time of 6.0 seconds.
20
10
0

0 2 4 6 8 10 12 t (s)

13. You are driving along the road at 80 km h-1 when you see an emu 53.0 m in front of your car. Your
reaction time is 0.40 s, and when you finally brake your car decelerates at a rate of 6.2 m s-2.
(a) Will your car stop in time to avoid the emu?
(b) If the road is wet and your car decelerates at a rate of 4.1 m s-2, what will happen? Show your
calculations.

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Motion on a plane
Students:
• analyse vectors in one and two dimensions to:
- resolve a vector into two perpendicular components
- add two perpendicular vector components to obtain a single vector (ACSPH061)
• represent the distance and displacement of objects moving on a horizontal plane using:
- vector addition
- resolution of components of vectors (ACSPH060)
• describe and analyse algebraically, graphically and with vector diagrams, the ways in which the motion of
objects changes, including:
- velocity
- displacement (ACSPH060, ACSPH061)
• describe and analyse, using vector analysis, the relative positions and motions of one object relative to another
object on a plane (ACSPH061)
• analyse the relative motion of objects in two dimensions in a variety of situations, for example:
- a boat on a flowing river relative to the bank
- two moving cars
- an aeroplane in a crosswind relative to the ground (ACSPH060, ACSPH132)
NSW Physics Stage 6 syllabus © NSW Education Standards Authority for and on behalf of the Crown in right of the State of New South
Wales, 2017.

In this section, we consider objects moving in both one and two dimensions.

Two-dimensional motion One-dimensional motion

The ball can move in both the x The ball can move in one direction
and y directions. This surface is only.
described as a plane hence
motion on a plane.

Inquiry question: How is the motion of an object that changes its direction of movement on a plane
described?
With all inquiry questions consult with class members, come to a consensus and then summarise your answer in the
space provided.

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34 Module 1 Kinematics
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Resolving a vector into two perpendicular components
Any vector can be broken up or resolved, into two component vectors at right angles to each other. This is
an application of trigonometry. These components are described as the perpendicular components of the
vector.

Sample problem 1.9

A student walks 6.0 km in a direction north 40° east. Use
trigonometry to break this vector up into two perpendicular
components. N

Solution:
A table is a good way to set this out.

north-south (km) east-west (km) 6 km

6.0 sin 50° = 4.6 km 6.0 cos 50° = 3.9 km

Because the two individual components have been produced from the one vector then similarly the two
perpendicular vector components can be added together following the rules of vector addition to produce a
single vector.

Adding two perpendicular components of a vector

Sample problem 1.10

Add displacements of 4.6 km north and 3.9 km east.

Solution:
Sketch a diagram of the situation using the head to tail rule. Then draw the resultant, this starts from the
tail of the first vector and goes to the head of the last vector. The resultant is represented by a double arrow.
3.9
Pythagoras gives the resultant as 6 km and the angle
from tan θ as 40°.

The resultant = 6 km at an angle of N 40° E. 4.6 resultant

This is of course the same as we had in sample problem 1.9. θ

This method of resolving and adding displacements also applies to velocity vectors.

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Question sheet 1.9

1. A bullet fired from a gun leaves with a speed of 320 m s-1 at an angle of elevation of 400. Calculate the
horizontal and vertical components of the bullet’s velocity as it leaves the gun?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
2. An escalator at an angle of 45° above the horizontal moves with a velocity of 2.0 m s-1. What is the
horizontal and vertical components of the escalator's velocity?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
3. A yacht is heading on a bearing of S 26o E at a velocity of 25 km h-1. Calculate the easterly and
southerly components of the yacht’s velocity.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
4. A ball is kicked into the air and at one moment in time its velocity is 24 m s-1 at an angle of 25º above
the horizontal. Calculate the vertical and horizontal components of the ball’s velocity at this time.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
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5. A car is travelling at 20 m s-1. A compass on the dashboard tells the driver they are travelling in a
direction 330 east of north. Find the northerly and easterly component of the car’s velocity.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
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6. A boat is travelling across a river at 3.0 km h-1 at right angles to a current flowing at 10.0 km h-1. What
is the resulting velocity of the boat?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
7. A bird is flying north at 20 km h-1 when it runs into a hurricane blowing from the west at 80 km h-1.
What is the resultant velocity of the bird?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
8. A ship sailing south at 20.3 km h-1 comes across a current of 5.4 km h-1 from the east. What is the
resultant velocity of the ship?
……………………………………………………………………………………………………………
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9. A plane is flying at 100 m s-1 north with a cross wind (perpendicular to plane’s velocity) of 20 m s-1 to
the west. What is the planes velocity?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
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36 Module 1 Kinematics
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Adding or subtracting vectors in 2D can be done by:
• Scale diagrams: using protractors and rulers
• Trigonometry: sine and cosine rule
• Components

Components
Here we take each vector and resolve the components along the same perpendicular axes, for example, the
horizontal and vertical axis. All the horizontal components are added to find a final horizontal component
and all the vertical components are added to find a final vertical component. These components are then
added to find the resultant.
Sample problem 1.11
A car drives 350 m, S 30 W, then 850 m, E, and then 660 m, N 30 E. What is the displacement of the car
from its starting point?
Solution:
The vectors which represent each part of the trip are shown below.

350 m
850 m E 660 m
S 300 W
0
N 30 E

These vectors are resolved into components along the north-south and the east-west axis.

350 m 300 850 m E 660 m

0
S 300 W N 30 E

- 350 cos 300 + 660 sin 60

0

0
60
0
0 + 660 cos 60
- 350 sin 30

The north-south components are added together and the east-west components are added together. The
convention chosen here is that the north and east directions are both positive.

vector north-south (m) east-west (m)

350 m S 300 W - 350 cos 30 = - 303 - 350 sin 30 = - 175
850 m E 0 + 850
660 m N 600 E + 660 sin 60 = + 572 660 cos 60 = 330
Total + 269 i.e. 269 north + 1005 i.e. 1005 east

These two components are added using Pythagoras and the resultant is the sum of the original three vectors.

displacement = 1040 m at N 75 E. 269 m

1005 m

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Velocity
We can also use components to add two or more velocities together.

Sample problem 1.12

A plane heading east with a velocity of 250 km h-1 encounters a wind heading north 60° west with a velocity
of 35 km h-1. What is the ground velocity of the plane?

Solution:
north

resultant
-1
35 km h

250 km h-1

vector north-south (km h-1) east-west (km h-1)

plane 0 + 250
wind 35 cos 60 = 17.5 - 35 sin 60 = - 30.3
Total + 17.5 i.e. 17.5 north + 219.7 i.e. 219.7 east

Adding these components together gives the resultant at 220 km h-1 at an angle of N 850 E.

The sine and cosine rule

This problem can also be solved using the sine and cosine rule.
north

𝑐𝑜𝑠𝑖𝑛𝑒 𝑟𝑢𝑙𝑒 𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 𝑐𝑜𝑠 𝐴 B

-1
35 km h
2 2 2
a = 250 + 35 - 2 x 250 x 35 cos 30 0 300
C A
a = 220 km h-1 250 km h-1

𝑎 𝑏 𝑐
𝑠𝑖𝑛𝑒 𝑟𝑢𝑙𝑒 = =
𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛 𝐶
220 35
=
𝑠𝑖𝑛 30 𝑠𝑖𝑛 𝐶

angle c = 50
This angle can be written as N 850 E.

This is the same answer as found using components.

38 Module 1 Kinematics
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Question sheet 1.10

1. A plane flies north at 235 km h-1. There is a wind blowing at 65 km h-1 to the northeast. What is the
plane’s velocity?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
2. A seagull flying with a speed of 10 km h-1 is flying north but comes across a wind of 5 km h-1 at 250
east of north. What will be the velocity of the seagull?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

3. A parachutist drifts sideways in a cross wind and hits the ground with a vertical speed of 5.0 m s-1 and
a horizontal speed of 3.0 m s-1. Find
(a) the resultant speed with which they hit the ground
………………………………………………………………………………………………………
………………………………………………………………………………………………………
(b) the angle their resultant velocity makes with the vertical.
………………………………………………………………………………………………………
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4. The diagram represents the path, CD, of a drone on a horizontal flight.

(a) On its outward journey, the wind velocity is north

7.5 m s-1 to the north and the resultant velocity of the
drone is 20 m s-1 in a direction north 68° east, so that
it travels along CD. Show that for the drone to travel
along CD at 20 m s-1 it should be pointed east. D

680
east
C
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
(b) After flying 10 km, the drone turns around and returns along the same flight path at a resultant
velocity of 12 m s-1. If the turn-round time is negligible, calculate the average speed for the
complete journey.
………………………………………………………………………………………………………
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Module 1 Kinematics 39
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Subtracting vectors in two dimensions
The same rule for subtracting vectors in one dimension applies to two dimensions.
That is: vector a – vector b is the same as vector a + (- vector b)
To find a change in velocity we have: v = v - u or v = v + (-u)
This change in velocity is often used in acceleration problems.

Sample problem 1.13

A ball bounces off a wall as shown below. Calculate the change in velocity.

Solution:
Using a vector diagram:
7.3 m s-1 7.3 m s-1
First sketch a diagram as shown opposite: (u) (v)
45 45
v = v - u or v = v + (- u)
wall
- u = u going in the exact opposite direction.

-u
(u) (v) (v) resultant
- u = u going in v-u
7.3 m s-1 -1 the opposite direction
7.3 m s +

Pythagoras is used to find the resultant giving, Δv = 10.3 m s-1 with a direction perpendicular away from
the wall.
Using components:

vector up-down (m s-1) left-right (m s-1)

u - 7.3 sin 45 = - 5.16 + 7.3 cos 45 = + 5.16
v + 7.3 sin 45 = + 5.16 + 7.3 cos 45 = + 5.16
Total 0 + 10.3 + means up

As expected we get the same answer.

Motion in a circle and centripetal acceleration

An object travelling in a horizontal circle at a constant speed is accelerating because of the change in
direction of the velocity. Consider the following case:

Take an object travelling in circular motion at a constant speed of 10 m s-1. At position A it

is moving to the right and at position B it is moving downwards

A u = 10
The change in velocity is
into the centre of the
circle. As there is a change
Δv
in velocity, there is an
v
acceleration.
This acceleration is B

described as centripetal
acceleration. v = 10 -u

40 Module 1 Kinematics
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Relative velocity in two dimensions
With relative velocities in two dimensions we use the same relationship as in one dimension:
v A relative to B = vA – vB or vA + (-vB)
Sample problem 1.14
A plane A, leaves Dubbo flying east at 100 m s-1. Another plane B, leaves Dubbo flying southwest at 250
m s-1.
What is the velocity of plane B relative to plane A?
north
Solution:

v B relative to A = vB – vA or vB + (-vA)
Dubbo
plane B
-1
250 m s southwest plane A
100 m s-1 east

Components

vector north-south (m s-1) east-west (m s-1)

plane B - 250 cos 45 = - 177 - 250 sin 45 = - 177
- plane A 0 - 100
v B relative to A - 177 i.e. 177 south - 277 i.e. west

The angle is found from tan θ = 277/177 = 580 and the magnitude of
-1
328 m s
177 m s-1
328 m s-1 from Pythagoras.
The angle is written as S 580 W.
-1
277 m s

Trigonometry

𝑐𝑜𝑠𝑖𝑛𝑒 𝑟𝑢𝑙𝑒 𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 𝑐𝑜𝑠 𝐴

C
2 2 2 0
a = 250 + 100 - 2 x 250 x 100 cos 135
-1
a = 328 km h-1 250 m s
135
B 0
𝑎 𝑏 𝑐 100 m s-1 A
𝑠𝑖𝑛𝑒 𝑟𝑢𝑙𝑒 = =
𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛 𝐶
328 100
=
𝑠𝑖𝑛 135 𝑠𝑖𝑛 𝐶

angle C = 130

This gives angle B as 180 – (135 + 13) = 320 which can be written as S 580 W, the same as found using
components.

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Sample problem 1.15
A car A, leaves from a shopping centre travelling northeast at 10 m s-1. Another car B, leaves from the same
shopping centre travelling north at 15 m s-1. What is the velocity of car A relative to car B?

Solution:

Components
v A relative to B = vA – vB or vA + (-vB) = 10 m s-1 northeast + 15 m s-1 south
north
car B - car B
-1
15 m s -1
15 m s
car A
shopping 10 m s-1 car A
centre 10 m s-1

vector north-south (m s-1) east-west (m s-1)

car A + 10 sin 45 = + 7.1 + 10 cos 45 = + 7.1
- car B - 15 0
v A relative to B - 7.9 i.e. south + 7.1 i.e. east
Using Pythagoras, we get v = 10.6 m s-1 at an angle of S 420 E.
Trigonometry
A
𝑐𝑜𝑠𝑖𝑛𝑒 𝑟𝑢𝑙𝑒 𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 𝑐𝑜𝑠 𝐴 -1
10 m s 0
45
2 2 2 0 -1
a = 15 + 10 - 2 x 15 x 10 cos 45 B 15 m s
a = 10.6 km h-1

𝑎 𝑏 𝑐
𝑠𝑖𝑛𝑒 𝑟𝑢𝑙𝑒 = = C
𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛 𝐶
10.6 10
=
𝑠𝑖𝑛 45 𝑠𝑖𝑛 𝐶

angle c = 420

This is the same as found using components.

Sample problem 1.16

Two cars approach an intersection as shown opposite. Find the velocity of car A relative to B
Solution:
25 m s-1
Using trigonometry, we have:
car A
25 m s-1
car A
-1
35 m s
-1
43 m s - car B

-1
35 m s car B

The velocity of car A relative to B = 43 m s-1 at an angle of S 360 E.

42 Module 1 Kinematics
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Question sheet 1.11

1. A bird flies at a constant speed of 3 m s-1 through the air. It is pointing in the direction north. However,
there is a wind blowing from west to east at a speed of 2 m s-1.
(a) What is the velocity of the bird relative to the ground?
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(b) What is the displacement of the bird, relative to its starting point, after it has flown for 15 seconds?
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(c) In what direction should the bird point if it is to travel in a northerly direction?
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2. An aeroplane flies at 250 m s-1 to the east. The air is moving at 35 m s-1 to the north. Find the velocity
of the aeroplane with respect to the ground.
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3. A boat is heading east at 5 m s-1 while crossing a current flowing to the north at 4 m s-1. What is the
boat’s velocity?
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4. A ship is heading north 30º east at 10 m s-1. The ocean currents are flowing north at 1 m s-1. A man
walked across the ship at 1 m s-1 in a direction perpendicular to the ship (north 30º west). Find the
velocity of the man relative to the Earth using components.
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5. A boat heading north crosses a river with a velocity of 3.0 m s-1 relative to the water. The river has a
velocity of 0.5 m s-1 to the west. Find the boat’s velocity with respect to an observer on shore. How far
down stream is the boat once it makes it to the other side if the river is 45 m wide?
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Depth studies - possibilities for kinematics
Your teacher may decide to do a small depth study in this module.

Possibilities include:
Using smart phone apps to analyse motion
Measuring motion in an elevator using a smart phone app.
Data is recorded as a CSV file and can be exported to Excel for analysis. A CSV file stands for "comma-
separated values". Its data is separated, or delimited, by a comma. Once the data is in Excel an acceleration-
time graph can be plotted. This should show the different accelerations when the elevator is stationary,
accelerating upwards, moving at a constant speed and then decelerating to a stop.
Other types of motion can be analysed with a smart phone app, for example a train journey. Smooth
acceleration is easier to analyse but you can expect your data to have a lot of noise in it, that is it is “noisy
data”.
Different apps are available but make sure you try the Physics Toolbox app from Vieyra software.

Taking videos of motion

Videos of motion, for example, a table tennis ball being dropped. You can video the movement with a smart
phone or a camera that has a video function. Having a metre ruler in the video helps, so you have a distance
scale. Try the software, tracker, a free video analysis tool.

Taking strobe photographs

Strobe photographs of a falling ball can be used to calculate acceleration of gravity. You must have a metre
ruler for scale in the photograph.

Planning space
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Inquiry question: How is the motion of an object that changes its direction of movement on a plane
described?
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Describe how your understanding has changed from the last time you answered this question.

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44 Module 1 Kinematics
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Summary
Write a summary of module 1, Kinematics, review with others in the class, and update as necessary.

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Key Formulae
Write down the key formulae relevant to this module.
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Student evaluation of the Kinematics module
The part of this module I enjoyed the most was:

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The part of this module I found easiest was:
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The part of this module I found hardest was:
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To understand this module better I will:
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My understanding of this module is good/OK/needs improvement. To help me understand this work better
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46 Module 1 Kinematics
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Kinematics revision questions

1. Many drivers think that a small increase in speed will result in a proportional increase in the stopping
distance of the vehicle, that is a 10% increase in speed produces a 10% increase in stopping distance.
This, however, is not true. It is found that the stopping distance increases dramatically with speed.
Explain why the stopping distance increases non-linearly using a kinematics formula. As part of your
answer use some numbers to help explain the non-linear relationship.

2. The following diagram shows the path of a car as it travels around a right-angle bend.
The car travels from point A to point B in 8.4 seconds
at a constant speed of 15 m s-1.

(a) Calculate the distance the car travels in 8.4 s.

B
(b) Explain why the velocity of the car changes as it
travels from A to B although the speed remains
constant.
A

(c) Using a vector diagram, calculate the magnitude of the change in velocity of the car. From the
change in velocity, calculate the car’s acceleration.

3. An example of non-uniform acceleration is a mass vibrating on

a spring. The experimental setup is shown opposite.
spring
(a) Describe qualitatively the motion of the mass through one
period of its motion. Take the equilibrium position as zero movement
displacement.
mass
(b) Sketch graphs of displacement, velocity and acceleration graphs
that you would expect from the data logger. Remember that the
velocity-time graph is found from the gradient of the
displacement-time graph. The acceleration-time graph is found
from the gradient of the velocity-time graph. Comment on the
shapes of your graphs. motion sensor and
data logger

4. A ball is thrown vertically upwards at 30 m s-1. What is the maximum height the ball will reach? Assume
no air resistance.

5. A car is travelling at 58.2 m s-1 when its brakes. After 8.70 seconds its velocity is 9.30 m s-1. What
distance did it travel while decelerating?

6. A ball is thrown vertically upwards from the edge of the roof of a 39.0 m tall building. The ball has an
initial speed of 12.0 m s-1. How much time passes before the ball hits the ground? What is the ball’s
speed on impact?

7. Two physics students are in an airport on their way to Canberra. The first student steps onto a moving
walkway, which is travelling at 0·79 m s-1 relative to the building. This student walks along the
walkway at a speed of 1·45 m s-1 relative to the walkway. The second student walks alongside the
walkway at a speed of 1·80 m s-1 relative to the building. Calculate the speed of the first student relative
to the second student.

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8. Wayne stands on a bridge and throws a stone straight up into the air with an initial speed of 8 m s -1.
The stone falls into the river, 7.6 m below its starting point.

(a) Describe the stone’s acceleration and velocity as it:

(i) travels upwards
(ii) travels towards the ground

(b) If air resistance is negligible, calculate the maximum height reached by the stone, as measured
above its starting point.

(c) Sketch a graph of the stone’s velocity against time, from the time it leaves Wayne’s hand until it
hits the water.

9. A paper towel manufacturer makes this statement; ‘our paper towels are twice as absorbent per unit
mass as regular paper towels’. Design an experiment to test this claim.

10. An experiment was carried out on the surface of an asteroid. A mass was dropped from various heights
(s) and the time (t) taken to fall was recorded. The data collected is shown in the table below.

s (m) t (s)
0 0
0.5 1.31
0.70 1.56
0.90 1.77
1.20 2.05
1.30 2.15

(a) Plot a graph of s against t and draw a smooth curve. Put time on the x-axis. This is one of
those occasions where we break the rules!

(b) What is the relationship between s and t?

(c) What could you do to produce a straight-line graph? Use the empty column to put in these
values. Now draw a graph to produce a straight line.

(d) From your straight-line graph, determine the gradient of the line, including units.

(e) What is the acceleration due to gravity on the surface of the asteroid? Show how you worked
out your answer.

11. On a straight road a car is stopped at traffic lights. When the lights turn to green, the car accelerates
uniformly from rest in 6.0 s, travelling 49 m. The car then continues at a constant speed for 20.0 s. It
then decelerates at a constant rate for 10.0 s coming to a stop at the next set of traffic lights.

(a) Sketch a velocity–time graph for the car travelling between the traffic lights.

(b) Use your graph to calculate the distance between the traffic lights.

48 Module 1 Kinematics