Name: ________________________

AQA A Level Physics

Mechanics and Materials 3.4.1.6: Momentum Class: ________________________

Date: ________________________

Time: 65 minutes

Marks: 61 marks

Q1 to Q4 to be worked through with tutor. Q5 to Q10 to

Comments:
be worked through independently.

Answers: http://www.harrowsmithtuition.co.uk/topictests/alevel/
aqa/3.4.1.6.pdf
 The simplified diagram shows an experimental arrangement to investigate the collision of two
1 trolleys.

In the experiment, trolley A is travelling at speed v. It collides with and sticks to, the initially
stationary trolley B.

(a) State the measurements you would need to take so that you could determine the speed of

(i) trolley A before the collision,

______________________________________________________________

______________________________________________________________

(ii) trolleys A and B after the collision.

______________________________________________________________

______________________________________________________________
(3)

(b) Explain how you would verify that momentum was conserved in this collision, indicating

what other measurements would be required.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) State and explain what you would do to minimise the effects of friction on the motion of the

trolleys.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 7 marks)

(a) State, in words, the relationship between the force acting on a body and the momentum of
2
the body.

___________________________________________________________________

___________________________________________________________________
(1)
(b) A container rests on a top-pan balance, which measures mass in kg. A funnel above the
container holds some sand. The sand falls at a constant rate of 0.300 kg s–1 into the
container, having fallen through an average vertical height of 1.60 m.
This arrangement is shown in the figure below.

(b) (i) Show that the velocity of the sand as it lands in the container is 5.6 ms–1.

(1)

(ii) Calculate the magnitude of the momentum of the sand that lands in the container in
each second.

answer = ____________________ Ns
(1)

(iii) The mass of the container is 0.650 kg. Show that the reading of the balance, 10.0 s
after the sand starts landing continuously in the container, will be 3.82 kg. You may
assume that the sand comes to rest without rebounding when it lands in the
container.

(3)
 (c) It takes 20.0 s for all of the sand to fall into the container.
On the axes below, sketch a graph to show how the reading of the balance will change
over a 30.0 s period, where t = 5.0 s is the time at which the sand starts to land in the
container. No further calculations are required and values need not be shown on the
vertical axis of the graph.

(3)
(Total 9 marks)

(a) Collisions can be described as elastic or inelastic. State what is meant by an inelastic
3 collision.

___________________________________________________________________

___________________________________________________________________
(1)

(b) A ball of mass 0.12 kg strikes a stationary cricket bat with a speed of 18 m s–1. The ball is
in contact with the bat for 0.14 s and returns along its original path with a speed of
15 m s−1.

Calculate

(i) the momentum of the ball before the collision,

______________________________________________________________

______________________________________________________________

(ii) the momentum of the ball after the collision,

______________________________________________________________

______________________________________________________________
 (iii) the total change of momentum of the ball,

______________________________________________________________

______________________________________________________________

(iv) the average force acting on the ball during contact with the bat,

______________________________________________________________

______________________________________________________________

(v) the kinetic energy lost by the ball as a result of the collision,

______________________________________________________________

______________________________________________________________
(6)
(Total 7 marks)

Figure 1 shows a jet engine.

4
Figure 1

Air enters the engine at A and is heated before leaving B at a much higher speed.

(a) State what happens to the momentum of the air as it passes through the engine.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Explain, using appropriate laws of motion, why the air exerts a force on the engine in the

forward direction.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(c) In one second a mass of 210 kg of air enters at A. The speed of this mass of air increases
by 570 m s−1 as it passes through the engine.

Calculate the force that the air exerts on the engine.

force = ____________________ N
(1)

(d) When an aircraft lands, its jet engines exert a decelerating force on the aircraft by making
use of deflector plates. These cause the air leaving the engines to be deflected at an angle
to the direction the aircraft is travelling as shown in Figure 2.

Figure 2

The speed of the air leaving B is the same as the speed of the deflected air.

Explain why the momentum of the air changes.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) The total horizontal decelerating force exerted on the deflector plates of the jet engines is
190 kN.

Calculate the deceleration of the aircraft when it has a mass of 7.0 × 104 kg.

deceleration = ____________________ m s−2

(1)
 (f) The aircraft lands on the runway travelling at a speed of 68 m s−1 with the deflector plates
The diagram
acting. shows a cue striking a stationary snooker ball of mass 140 g. The contact time of
5
the cue with the ball is 12 ms. The ball leaves the cue with a velocity v of 0.40 m s−1
Calculate the distance the aircraft travels along the runway until it comes to rest. You may
assume that the decelerating force acting on the jet engines remains constant.

(a) Show that there is an impulse of about 6 × 10−2 N s when the cue is in contact with the
snooker ball.
distance = ____________________ m (2)
(2)
(b) Calculate the average force exerted by the cue on the snooker ball when they are in
(g) Suggest why in practice the decelerating force provided by the deflector plates may not
contact.
remain constant.
average force ____________________ N
___________________________________________________________________ (2)
(Total 4 marks)
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 12 marks)

The diagram shows a cue striking a stationary snooker ball of mass 140 g. The contact time of
5
the cue with the ball is 12 ms. The ball leaves the cue with a velocity v of 0.40 m s−1

(a) Show that there is an impulse of about 6 × 10−2 N s when the cue is in contact with the
snooker ball.
(2)

(b) Calculate the average force exerted by the cue on the snooker ball when they are in
contact.

average force ____________________ N

(2)
(Total 4 marks)
 A cricket ball is travelling at a speed of 32.5 ms–1 when it is hit by a bat. After impact, the ball has
6
the same speed but is travelling in the opposite direction.
The mass of the ball is 0.156 kg.

(a) Calculate the change in momentum of the cricket ball. State an appropriate unit for your
answer.!

___________________________________________________________________!

___________________________________________________________________!

___________________________________________________________________!

___________________________________________________________________!

change in momentum ______________________

unit ______________________
(3)

(b) The bat is in contact with the ball for 3.80 ms.

Calculate the force exerted by the bat on the ball.!

___________________________________________________________________!

___________________________________________________________________!

___________________________________________________________________!

force ______________________N
(2)
(Total 5 marks)

(a) A car, of mass 970 kg, is travelling at 15 m s–1 along a level road when its driver performs
7
an emergency stop. The car’s braking system applies a constant braking force of
6.1 × 103 N to the car. Assume that the braking force is the resultant force acting on the car.

(i) Calculate the change of momentum of the car during the emergency stop.

change of momentum ______________________ kg m s–1

(1)

(ii) Calculate the distance the car moves in coming to a halt during the emergency stop.
 distance ______________________ m
(4)

(b) The car is now loaded with passengers and luggage and again travels at 15 m s–1.
State and explain how this affects the braking distance of the car.
Assume that the car experiences the same braking force as in part (a).

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

The graph shows the variation in the horizontal force acting on a tennis ball with time whilst the
8 ball is being served.

(ii) Calculate the distance the car moves in coming to a halt during the emergency stop.
(a) (i) Use the graph to show that the magnitude of the impulse that acts on the tennis ball
is about 1.3 N s.

distance ______________________ m
(4)
(2)
 (ii) The mass of the tennis ball is 0.057 kg. Show that the impulse in part (a)(i) gives the
ball a speed of about 20 m s–1 horizontally as the ball leaves the racquet.
Assume that the ball had no horizontal speed before the impulse was applied.

(2)

(b) During flight the ball accelerates due to gravity. When it reaches the ground the vertical
component of the velocity is 6.1 m s–1.
Calculate the speed and the angle between the direction of travel of the ball and the
horizontal as it reaches the ground.
Assume that air resistance is negligible.

speed ____________________ m s–1

angle ____________________ degree

(3)
(Total 7 marks)

Which line, A to D, in the table correctly shows what is conserved in an elastic collision?
9
Mass Momentum Kinetic energy Total energy
A conserved not conserved conserved conserved
B not conserved conserved conserved not conserved
C conserved conserved not conserved conserved
D conserved conserved conserved conserved
(Total 1 mark)

Which one of the following has the same unit as the rate of change of momentum?
10
A work

B energy

C acceleration

D weight
(Total 1 mark)
Mark schemes
(a) (i) length of card
1 [or distance travelled by trolley A] (1)
time at which first light gate is obscured
[or time taken to travel the distance] (1)

(ii) time at which second light gate is obscured

[or distance travelled after collision and time taken] (1)
3

(b) momentum = mass × velocity (1)

mass of each trolley (1)
(check whether) pinitial = pfinal (1)
max 2

(c) incline the ramps (1)

until component of weight balances friction (1)
[or identify where the friction occurs (1)
sensible method of reducing (1)]
2
[7]

(a) force is equal to (or proportional to) rate of change of momentum

2
[or impulse = force × time = change of momentum]

[Answer should not be in symbols unless all the symbols are explained]
1

(b) (i) use of mgΔh = ½ mv2 gives v = = ( = 5.60 m s–1)

1

(ii) momentum per second (= 0.30 × 5.60) = 1.68 (Ns)

1

(iii) mass of sand falling in 10s = (0.30 × 10) (= 3.00 kg)

force due to arriving sand = momentum arriving per second = 1.68(N)

equivalent mass reading =

(= 0.17 kg)

so balance reading is 3.00 + 0.65 + 0.17 ( = 3.82 kg )

3
 (c) horizontal lines up to 5 s and beyond 25 s

line of constant positive gradient between 5 s and 25 s

(near) vertical steps up at 5 s and down at 25 s

3
[9]

(a) kinetic energy is not conserved (1)

3 (1)

(b) (i) (p = mv gives) p = 0.12 × 18 = 2.2 N s (1) (2.16 N s)

(ii) p = 0.12 × (–15) = –1.8 N s (1)

(iii) Δp = 2.2 – (–1.8) = 4.0 N s (3.96 N s) (1)

(allow e.c.f. from(i) and(ii))

(iv) (1)

= 28 N (1) (28.3 N)
(allow e.c.f. from (iii))

(v) (Ek = ½mv2 gives) Ek = 0.5 × 0.12 × (182 – 152) = 5.9 J (1)
(6)
[7]

(a) (momentum of air) increases ✔

4
words implying increase
1

(b) (rate of change of momentum so) force acting on the air (Newton 2) ✔
1
it/air exerts force (on engine) of the same/equal magnitude/size ✔
1
but opposite in direction (Newton 3) ✔
allow backwards and forwards to indicate opposite
1

(c) (use of F = ∆mv/t)

F = 210 × 570 = 120 000 (N) (119 700) ✔
1
 (d) momentum/velocity is a vector OR momentum/velocity has direction ✔
1
there is a change (in the air’s) direction ✔
1

(e) (use of F = ma)

a = (−) 190 000/7.0 × 104 = 2.7 (2.71) (m s−2) ✔
1

(f) (use of v2 = u2 +2as)

CE from 01.5
accept range 850 − 860
if forget to square u or double a score 1 mark
1
0= 682 − 2 × 2.7 × s ✔
2
s = 68 /(2 × 2.7) = 860 (m) (856)
accept alternatives using s = ut +1/2at2 OR average speed – first
mark for time calculation AND correct substitution
1

(g) rate of intake of air decreases (as plane slows) OR volume/mass

/amount of air (passing through engine) per second decreases ✔
allow argument in terms of (air) resistance
(air) resistance decreases as speed of aircraft decreases for 1 mark
1
(as) smaller rate of change of momentum OR momentum change ✔
NOT FRICTION
1
[12]

(a) F∆t = ∆p (or stated in words)

5 ∆p = 0.14 × 0.4 or 0.056
Accept use of F = ma with / in F∆t
Accept 4.67 × 12 × 10-3 = 0.056
2

(b) 0.056 / 12 × 10-3 or 0.06 / 12 × 10-3

4.7 (4.67) (N)
Condone power of 10 error in t for C1 mark
Allow 1 sf answer of 5 (N) for 0.06 (kg m s-1)
2
[4]
 (a) 32.5 × 0.156 or 65 × 0.156: any mass × velocity
6
C1

10.07/10.1/10 ignore sf

A1

kg ms–1 (accept Ns)

B1
3

(b) their a/3.80 (× 10–3) ignore power of 10 error

C1

2670 (N) ecf

A1
2
[5]

(a) (i) 1.5 × 104/1.46 × 104 (14550) (kg m s–1)

7
B1
1

(ii) correct substitution into t = (mv – mu)/F

or (t =) 14550 ÷ 6.1 × 103 seen
(condone power of 10 error) [ecf from part ai]

C1

t = 2.39 s [ecf from part ai]

C1

correct substitution into s = (u + v)t/2

or (s =) 15 × 2.39 ÷ 2 seen
(condone incorrect value for a calculated t in substitution)

C1

s = 17.9 to 18 m [ecf from part ai]

A1
4
(b) (braking distance) increases/‘longer’ to stop

M0

greater mass

A1

more momentum/more time with rate of change of momentum

equation

A1

same velocity change over longer time means greater

distance /appropriate equation of motion with s
as subject and longer time

A1

when using s = vt must identify v as average

or (braking distance) increases/‘longer’ to stop

M0

greater mass

A1

more ke (to convert)/more work to be done

A1

more work done by (same) force means greater distance/

appropriate equation with s as subject

A1

or (braking distance) increases/‘longer’ to stop

M0

greater mass

A1

smaller acceleration

A1

smaller acceleration for (same) change in velocity means greater

distance/appropriate equation of motion with s as subject

A1
3
 [8]

(a) (i) clear working:

8
attempts to evaluate area under line
(12 – 13 squares × 0.1 N s)
or ½ × 106(105) × 24 × 10–3 seen

B1

1.260 – 1.272 (N s) 1.2 – 1.3 for square counting

B1

(ii) area under graph/impulse = Δmv

B1

22.3 (22.8) (m s–1)

B1
4

(b) use of Pythagoras or tan–1 (6.1/22.3)

B1

or or tan–1 (6.1/20)

22.8 – 23.8(m s–1) 20.9 or 21(m s–1)

B1

14.9 – 15.5 (°) (15 – 16 (°)) 17/18(°)

B1
3
[7]

D
9 [1]

D
10
[1]
Examiner reports
This question was generally well answered throughout although it was clear that a significant
1 number of candidates were unsure how light gates are used to determine velocity. Ideas for
minimising friction were many and varied but very few candidates seemed aware of the concept
of a friction compensated slope.

In part (a), the relationship was well known. The principal failings were omission of the word
2 change in “change of momentum” and unclear references to time. “Change of momentum over a
period of time”, with the period of time undefined, is not as satisfactory as “change of momentum
divided by the time taken for change to occur”. Most correct answers quoted the familiar “force
equals the rate of change of momentum”.

Either energy considerations or the equations for uniform acceleration offered a route to the
answer in part (b)(i), where most attempts were correct. Some students tried to get the required
5.6 m s-1 by ingenious misuse of the numbers in the question, typically 1.60 m ÷ 0.300 kg s-1
(which is 5.33). Calculation of the momentum that arrives per second in part (b)(ii) caused little
difficulty.

This contrasts with part (b)(iii), where relatively few fully acceptable answers were seen. The
majority of students readily saw that the balance reading must be at least 3.65 kg – their problem
was to account for the extra 0.17 kg, reflecting the force produced by the change of momentum
of the sand as it arrived in the container. Answers which got to 0.17 kg by dividing 1.68 N (from
part (b)(ii)) by 10 were discounted, because the 10 usually referred to a time of 10.0 s rather than
a value for the gravitational field strength. Examiners expected to see 1.68 divided by either 9.81
(the data booklet value) or 9.8 to arrive at a mass of 0.171 kg. Perhaps the most convincing
answers were those that converted the 3.65 kg mass into a force of 35.81 N, and then added the
1.68 N, before dividing by 9.81 N kg-1 to obtain 3.82 kg.

Only a few answers to part (c) deserved all three marks. The numbers in part (b)(iii) should have
made it clear that the balance had not been tared, so a horizontal line at a finite mass value (i.e.
0.65 kg) was expected over the first 5 s. The horizontal line between 25 and 30 s, and a line of
constant positive gradient between 5 and 25 s, were usually drawn correctly. The features of this
graph that caused most difficulty were the abrupt increase in reading at 5 s, and corresponding
abrupt decrease at 25 s, caused by the momentum of the falling sand and its sudden cessation.

A surprising number of candidates failed to answer part (a) correctly and did not seem to be
3 aware that kinetic energy was central to any discussion on inelastic collisions.

In part (b) the calculations were generally well done although it was rare for a candidate to take
into account the change of direction in part (ii). Also the unit of momentum caused problems for a
significant proportion of candidates. In part (v) the calculation of the loss of kinetic energy
produced more difficulties than expected. The most common error was for candidates to first
subtract the velocities and then use the result to calculate the loss of energy.
 This question required students to apply their knowledge and understanding of mechanics to
4 analyse the principles involved in the operation of a jet engine. Students for the most part were
able to apply the appropriate physics ideas in their answers. In part (a) the vast majority of
students appreciated that momentum increased. Part (b) in contrast, resulted in a much greater
variation of response. Many students appreciated that Newton’s third law was important here and
were able to quote it correctly. However, they did not often produce complete answers, missing
out important detail such as the engine exerts a force on the air or that the air exerts a force
equal in magnitude on the engine. Weaker responses tended to try and involve air resistance in
their explanations of why there was a forward force acting on the engine. The calculations
required to answer questions (c), (e) and (f) were well done with full credit being commonly
achieved. The only major mistake seen in part (f) was confusion between initial velocity and final
velocity. Question (d) required an explanation of why the momentum had changed when the
deflector plates were deployed. The majority of students did appreciate this was because the
direction of the air’s velocity had changed but did not then give a full answer by explaining that
momentum and velocity are vector quantities. Question (g) was quite challenging and only the
strongest responses were able to suggest that this might be due to the decrease in the mass of
air entering the engine per second.

Both parts were answered well.

5
There many completely correct solutions to this question. The most frequent error was to assume
6 that the change in momentum was equivalent to the initial momentum, although there were some
who thought that there was no change in momentum as the initial and final speeds were the
same. Many knew, or could work out, the appropriate unit.

In part (b) some used an approach based on the average acceleration of the ball. This approach
was accepted although; having calculated the change in momentum, a consideration of impulse
was the most straightforward way to proceed.

Part (a) (i) was a very straight forward calculation and almost 80% of students managed it
7 successfully.

Almost 50% of the students achieved all four marks in part (a) (ii). Of these, there were quite a
few who altered signs and mixed up u and v in equations of motion. A good number of students
correctly determined the time but then did not take into account that the fact that the velocity
changed.

Most students were able to make some progress with part (b) but few were able to produce a
response that fully answered the question. Many students were able to explain that a larger
change in momentum occurred over a longer time but stopped short of why this produced a
bigger braking distance. The explanations were often incomplete and lacked accuracy in their
use of physics. Some students struggled with using appropriate technical language and confused
terms such as power, momentum and force.
 Only a minority of the candidates made progress with part (a) (i). The working in many responses
8 did not convey a correct physics approach to the problem. Multiplying the peak force by half the
time did not show that the aim was to determine the area, but rather that the aim was to find a
number that fitted that given in the question. It would help demonstration of a correct approach to
a problem, and in particular to ‘show that’ questions, if candidates were to include a subject for
the formula and/or numerical substitution.

Candidates were generally more successful in part (a) (ii), almost half the candidates gaining
both marks.

In part (b), candidates either coped very well or not at all with the straightforward task of finding
the resultant magnitude and direction of the vector addition of horizontal and vertical velocities,
both of which were given in the question. Many were unsuccessful because they could not
successfully use Pythagoras’ rule or identify the appropriate relationship to find the angle.

This question, about the physical quantities that are conserved in an elastic collision, was
9 answered correctly by 86% of the students. A question that turns out as easy as this becomes
ineffective as a discriminator between the most successful and least successful students, and
this question was the poorest discriminator in this test. 7% of the students thought that kinetic
energy would not be conserved (distractor C).

This question was more demanding than could have been expected, because it was answered
10 correctly by only 60% of the students. Those who realised that “rate if change of momentum” is
equivalent to force should have had no difficulty in seeing that weight is also a force and would
therefore have the same unit. 20% of the responses were for distractor A (work).