0653.P1.2.04 — Know that an object moving with increasing speed is accelerating, and that an object moving with decreasing speed is decelerating: past paper questions
Real questions on 0653.p1.2.04 — know that an object moving with increasing speed is accelerating, and that an object moving with decreasing speed is decelerating
The newest 8 of 8 written questions. Open one to see it on the real paper.
- 0653/32 · May/June 2025 · Q7a(iii)[1]
Describe the motion of the tram.
See it on the paper → - 0653/41 · May/June 2025 · Q7a(ii)[1]
State the equation used for calculating the efficiency of energy transfers.
See it on the paper → - 0653/41 · May/June 2025 · Q7b[2]
Show that the acceleration of the car is approximately 5 m / s 2 .
See it on the paper → - 0653/42 · February/March 2023 · Q3a(i)[1]
On Fig. 3.1, write an S at a point where the student is slowing down.
See it on the paper → - 0653/42 · February/March 2023 · Q3a(ii)[1]
On Fig. 3.1, write an X at a point where the student’s speed changes from accelerating to moving at constant speed.
See it on the paper → - 0653/42 · February/March 2023 · Q3a(iii)[1]
The student applies the brakes to slow down and stop. Use Fig. 3.1 to find how long the student takes to stop after applying the brakes. time = s
See it on the paper → - 0653/42 · February/March 2023 · Q3b[1]
The student lifts the bicycle off the ground. Explain why the total energy transferred by the student is more than the useful work done on the bicycle.
See it on the paper → - 0653/43 · October/November 2022 · Q3c(ii)[3]
Use Fig. 3.2 to determine the distance the boat moves between 0 and 80 s. distance = m
See it on the paper →
What examiners said
The resultant force on the tram means that it will not be moving at a constant speed, but it will be accelerating. Some candidates wrote this. Others described the motion of the tram as moving forward, moving to the right or at constant speed. These answers did not gain credit because they ignored the fact that there was a resultant force acting on the tram that would make it accelerate.
— Examiner report, May/June 2025, 0653/32 Q7(a)(iii) (Cambridge)
Some candidates had learned the definition of energy efficiency as it appears in the syllabus. Candidates who understood the concept sometimes found it challenging to find wording that clearly referred to useful energy output divided by total energy input.
— Examiner report, May/June 2025, 0653/41 Q7(a)(ii) (Cambridge)
The use of the relationship acceleration = change in speed ÷ time was very familiar to candidates. It was important that candidates avoided missing out that the calculated value of the acceleration was 4.5 m / s2. Only partial credit was awarded for stating 18 ÷ 4 = 5.
— Examiner report, May/June 2025, 0653/41 Q7(b) (Cambridge)
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