MYP Physics · Unit 03
Forces
Contact and non-contact interactions, free-body diagrams, mass and weight, Newton's laws, friction, elasticity, and equilibrium.
- 21
- questions
- 19
- total marks
- 5
- mapped topics
Forces on a rising lift
A lift is moving upward at constant speed. Which statement about the lift is correct?
- A
The upward force is greater than its weight.
- B
Its weight is greater than the upward force.
- C
The upward force equals its weight.
- D
No forces act because its speed is constant.
- a
Select and explain Select the correct statement and connect it to the lift's motion.
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Mark-by-mark answer
Correct choiceC
Selects option C: the upward force on the lift equals its weight.
States that constant velocity means zero acceleration.
Uses zero resultant force to conclude that the upward force balances the downward weight.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Counter the common idea that an upward-moving object must have a larger upward force by separating velocity from acceleration.
Finding cart mass from force data
A cart is pulled along a horizontal track. The same resistive force acts in every run.
| Applied force / N | Acceleration / m s⁻² |
|---|---|
| 1.0 | 0.20 |
| 2.0 | 0.60 |
| 3.0 | 1.00 |
| 4.0 | 1.40 |
| 5.0 | 1.80 |
- a
Determine Use the change across the data to determine the cart's mass. Show how the units support your answer.
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Finds slope ΔF ÷ Δa = (5.0 − 1.0) ÷ (1.80 − 0.20).
Obtains mass = 2.5 kg from F = ma.
Recognises N per m s⁻² is equivalent to kg.
- b
Calculate Use one data row to calculate the resistive force.
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Uses applied force − resistive force = ma.
For example, at 3.0 N calculates ma = 2.5 × 1.00 = 2.5 N.
Obtains resistive force = 0.50 N, opposing the motion.
- c
Explain Explain why a graph of applied force against acceleration would not pass through the origin.
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The applied force must first balance the approximately constant resistive force.
Therefore zero acceleration occurs at a non-zero applied force of about 0.50 N.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Plotting force on the vertical axis makes the slope equal to mass and the intercept equal to the resistive force.
Grip, rolling resistance, and a wheelchair tyre
A school is choosing wheelchair tyres. Tyre P needs an average push of 18 N on a smooth floor and 31 N on carpet; it stops in 1.8 m on a wet ramp. Tyre Q needs 23 N on the floor and 38 N on carpet; it stops in 1.2 m on the same wet ramp. Both meet the load rating.
- a
Interpret Explain what the push-force and stopping-distance evidence suggests about the two tyres.
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Explains that P has lower rolling resistance because it requires less force on both surfaces.
Explains that Q provides greater wet-ramp grip because its stopping distance is shorter.
Recognises that the evidence shows a trade-off rather than one tyre being best in every respect.
- b
Recommend Recommend a tyre for a route that includes carpet and a short wet ramp. Justify the choice using physics and user needs.
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Makes a clear recommendation that is consistent with a stated priority.
Uses at least two relevant numerical comparisons from the evidence.
Balances effort or fatigue against control and stopping safety for the user.
- c
Propose Propose one further test needed before a final purchasing decision and explain why it matters.
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Proposes a relevant controlled test such as durability, side-slope grip, different user loads, or repeated wet braking.
Connects the test to a limitation in the current evidence or a real user requirement.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Criterion D quality comes from explicit priorities and limitations, not from choosing a predetermined tyre.
More focused practice
Seven quick mastery questions
Open one task at a time, reveal the worked reasoning, then mark it mastered or save it to revisit.
Criterion A
Moon-cart push
3 marks · routineOpen question →Criterion A
Backpack on Earth
3 marks · recallOpen question →Criterion A
Tug-of-war resultant
4 marks · routineOpen question →Criterion C
Friction on the lunch tray
5 marks · demandingOpen question →Criterion A
Springy alien antenna
6 marks · demandingOpen question →Criterion D
Skydiver force story
7 marks · demandingOpen question →Criterion B
Shoe-sole friction lab
8 marks · discriminatingOpen question →Criterion B
Wide or narrow delivery pod?
8 marks · demandingOpen question →Criterion B
A sign turns into the wind
8 marks · demandingOpen question →Criterion B
Three noses for a model vehicle
8 marks · demandingOpen question →Criterion B
How quickly does drag grow?
8 marks · demandingOpen question →Criterion B
Texture on an identical model
8 marks · demandingOpen question →Criterion B
Blunt tail or tapered tail?
8 marks · demandingOpen question →Criterion B
Wind load on a perforated banner
8 marks · demandingOpen question →Criterion B
One shelter behind another
8 marks · demandingOpen question →Criterion B
A load above a model roof
8 marks · demandingOpen question →Criterion B
Do straight fins always help?
8 marks · demandingOpen question →Criterion C
Extract mass and friction from acceleration data
12 marks · discriminatingOpen question →Reference subsectionMapped lessons for this unit
Force, mass, and weight
Separate an object's properties from interactions acting on it and use a consistent force vocabulary.
Open lesson →Free-body diagrams and resultants
Choose a system boundary, draw only external forces, and connect the resultant to the motion change.
Open lesson →Newton's laws of motion
Criterion A focus: use a law to predict an outcome, then compare the prediction with evidence.
Open lesson →Friction, drag, and terminal behaviour
Criterion D prompt: choose a surface or shape by balancing grip, wear, energy loss, and safety.
Open lesson →Equilibrium and balanced forces
Design a repeatable balance test and explain why zero resultant does not require zero forces.
Open lesson →