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Mechanics is built on three SI base quantities (length, mass and time) and on quantities derived from them: velocity, acceleration, force, weight and moment. Every question also uses modelling words (particle, light, inextensible, smooth, uniform) that tell you what to ignore, and Paper 2 often asks you to state, explain or criticise these assumptions for 1 or 2 marks.
Key facts
Base SI units: length m, mass kg, time s
Velocity m s−1, acceleration m s−2
Force and weight in newtons: 1 N = 1 kg m s−2
Moment in N m
km h−1 ÷ 3.6 = m s−1
Particle: size ignored, no rotation, forces act at one point
Light: mass ignored. Inextensible: does not stretch. Smooth: no friction
Uniform rod: weight acts at the midpoint
Notes
SI units
The SI base quantities you need are length (metre, m), mass (kilogram, kg) and time (second, s).
Derived quantities combine these: velocity and speed in m s−1; acceleration in m s−2.
Force and weight are measured in newtons (N). 1 N is the force that gives a mass of 1 kg an acceleration of 1 m s−2, so 1 N = 1 kg m s−2.
A moment (turning effect) is force × perpendicular distance, so it is measured in newton metres (N m).
Mass and weight are different: mass is measured in kg and does not change; weight is a force, \(W = mg\), measured in N.
Convert to SI units before you substitute: 1 km = 1000 m, 1 hour = 3600 s, 1 g = 0.001 kg, 1 tonne = 1000 kg. To change km h−1 to m s−1, divide by 3.6.
Modelling words
diagram
Particle: the object's size is ignored, so its mass is at a single point, all the forces act through that point and it cannot rotate.
Rod: a rigid body with length but negligible thickness. It does not bend, and forces on it can make it turn (used in moments questions).
Uniform: the mass is spread evenly, so the weight of a uniform rod acts at its midpoint. Non-uniform: the weight acts at the centre of mass, which need not be the midpoint.
Uniform rod: weight at the midpoint. Particle: weight at a single point
Light: the mass is negligible, so the object's weight is ignored. A light string has the same tension throughout, provided any pulley or peg it passes over is smooth.
Inextensible: the string does not stretch, so objects joined by a taut string have the same speed and the same magnitude of acceleration.
Smooth: there is no friction. Rough: friction acts, and you use \(F \leqslant \mu R\). A peg is a fixed support that a string or rod can rest on.
Other assumptions and criticising a model
Other common assumptions: air resistance is ignored; \(g\) is constant (9.8 m s−2); a road is straight and level, or a slope is a flat plane.
Each assumption makes the maths possible but the answer less realistic. To criticise a model, name a specific effect that it ignores.
For a refinement, say what you would include (air resistance, the size of the object, a string that stretches) and, if asked, whether the answer would get bigger or smaller.
How to answer each type of question
M = method mark, A = answer mark, B = a mark on its own.
Convert units, then calculate
2 to 3 marksGrade E
Spot any quantity not in SI units (km, hours, grams, minutes).
Convert it first: km h−1 ÷ 3.6 gives m s−1.
Then substitute into the formula and give the SI unit with your answer.
Example. A train travelling at 90 km h−1 brakes with constant deceleration and comes to rest in 50 s. Find the deceleration of the train, giving your answer in m s−2.
Show the model answerHide the model answer
90 km h−1 = 90 ÷ 3.6 = 25 m s−1
(B1)
\(0 = 25 + 50a\) (M1), so \(a = -0.5\) and the deceleration is 0.5 m s−2
(A1)
State what an assumption means, or how it was used
1 mark eachGrade C
Give the meaning in context, not just a definition, e.g. 'the weight of the plank acts at its midpoint'.
If asked how you used it, point to the step in your working that it allowed.
Use the key phrases: negligible mass, same tension, same acceleration, no friction, acts at a single point.
Example. A plank rests horizontally on two supports and a child sits on it. The plank is modelled as a uniform rod and the child as a particle. (a) Explain what is meant by 'uniform' in this model. (b) Explain how the modelling assumption that the child is a particle is used when taking moments. (c) State one other assumption made by modelling the plank as a rod.
Show the model answerHide the model answer
(a) The mass of the plank is evenly distributed, so its weight acts at its midpoint
(B1)
(b) The child's weight acts at a single point on the plank, so it has one definite distance from the point you take moments about
(B1)
(c) The plank is rigid (it does not bend), or its width and thickness can be ignored
(B1)
Criticise a model or suggest a refinement
1 to 2 marksGrade A
Name a specific effect the model ignores: air resistance, the size or spin of the object, stretching of a string, friction that varies.
Say how you would include it (the refinement).
If asked, say whether the answer would increase or decrease, with a reason.
Example. A ball is thrown vertically upwards. It is modelled as a particle moving freely under gravity, and the model predicts that the greatest height reached is 7.2 m. (a) Suggest one refinement that would make the model more realistic. (b) State how this refinement would affect the predicted greatest height.
Show the model answerHide the model answer
(a) Include air resistance acting on the ball
(B1)
(b) Air resistance acts downwards while the ball rises, so its deceleration is greater than \(g\) and the greatest height would be less than 7.2 m
(B1)
Don’t lose marks
Substituting km h−1, grams or minutes straight into a formula.
Mixing up mass and weight: weight is \(mg\) newtons, never kilograms.
Vague criticisms such as 'the model is not accurate' or 'human error' score nothing. Name the effect that is ignored.
Mixing up light and inextensible: light gives the same tension (and no weight), inextensible gives the same acceleration.
Suggesting 'use a more accurate value of \(g\)' as a refinement: this is not usually accepted.
More tips
Memory tricks
km h−1 to m s−1: divide by 3.6. Useful facts: 36 km h−1 = 10 m s−1, 72 km h−1 = 20 m s−1, 90 km h−1 = 25 m s−1.
Pair each word with its effect: light → ignore its weight, same tension; inextensible → same acceleration; smooth → no friction; particle → no rotation; uniform → weight at the midpoint.
Unit check: an acceleration must come out in m s−2 and a force in N. If the units don't match, you have probably used the wrong formula.
Exam technique
For 'explain how you have used…', refer to a particular step in your working, e.g. 'the tension is the same in both parts of the string'.
Give answers found using \(g = 9.8\) to 2 or 3 significant figures.
Always give units with a final answer: m, m s−1, m s−2, N, N m.
Read the assumptions from the question: words like light, smooth and uniform each tell you something you must use.
What each grade needs
What you need to be able to do, from the first marks up to the top grade.
Grade E
State the SI units of basic quantitiesLength is measured in metres (m), mass in kilograms (kg) and time in seconds (s).
Grade E
Convert units before substitutingDivide km h−1 by 3.6 to get m s−1, divide grams by 1000 to get kilograms, and multiply minutes by 60 to get seconds.
Grade D
Give the units of derived quantitiesVelocity m s−1, acceleration m s−2, force and weight N (1 N = 1 kg m s−2), moment N m.
Grade C
State what each modelling term meansFor example, light means the mass is ignored and inextensible means the string does not stretch.
Grade B
Explain how an assumption was usedLink the assumption to a step in your working, e.g. a smooth pulley means the tension is the same on both sides.
Grade A
Criticise a model and suggest a refinementName one specific effect the model ignores, such as air resistance, and say how including it would change the answer.
Quick recall
Cover the answers and test yourself. The app has these as flashcards that come back just before you'd forget them.
State one consequence, for the forces in the model, of modelling the rope as light.
The tension is the same throughout the rope (the weight of the rope is ignored).
Sample questions
Written for this site in the style of Edexcel exam questions. They are not taken from real past papers.
Question 1Easy5 marks
A child pulls a sledge across horizontal snow using a rope. In a model of the motion: • the sledge is modelled as a particle • the rope is modelled as light and inextensible • the snow is modelled as smooth.
(a) Explain what is meant by modelling the sledge as a particle.[1]
(b) State one consequence, for the forces in the model, of modelling the rope as light.[1]
(c) Explain why modelling the snow as smooth is unrealistic, and state how this assumption affects the predicted acceleration of the sledge for a given pulling force.[2]
(d) The sledge has mass 12 kg, and the rope is horizontal with tension 30 N. Using the model, find the acceleration of the sledge.[1]
Show the answer and mark scheme
(a)Answer: The size (dimensions) of the sledge is ignored: its mass is treated as concentrated at a single point.
B1 for the dimensions of the sledge are ignored (its mass acts at a single point), so, e.g., rotation and air resistance can be ignored
Worked solution: Modelling the sledge as a particle means ignoring its size and shape: all its mass is treated as being at one point, so effects such as rotation (and air resistance, which depends on shape) are ignored.
(b)Answer: The tension is the same throughout the rope (the weight of the rope is ignored).
B1 for the tension is the same at every point of the rope (or: the rope’s weight/mass is ignored)
Worked solution: A light rope has no mass, so its weight is ignored and the tension is the same all along the rope.
(c)Answer: Real snow exerts some friction on the sledge; ignoring it means the model over-estimates the acceleration.
B1 for in reality there is friction (resistance) between the sledge and the snow
B1 for the model predicts an acceleration that is too large
Worked solution: Real snow exerts a frictional force opposing the motion. A model with no friction leaves out a force that opposes the pull, so it predicts a larger acceleration than the real one.
(d)Answer: 2.5 m s−2
B1 for 2.5 (m s−2) from \(30 = 12a\)
Worked solution: \(F = ma\): \(30 = 12a\), so \(a = 2.5\) m s−2.
Question 2Medium8 marks
A train travels along a straight horizontal track. A student is asked to find the distance it travels in 5 minutes at a constant speed of 72 km h−1. The student writes: distance = speed × time = 72 × 5 = 360 m The train then decelerates uniformly from 72 km h−1 to rest in 40 seconds. The student writes: deceleration = 72 ÷ 40 = 1.8 m s−2
(a) Explain the mistake the student has made in finding the distance, and find the correct distance, in metres.[3]
(b) Find the correct deceleration of the train.[2]
(c) Find the average speed of the train for the whole motion, from the start of the 5 minutes until it comes to rest. Give your answer in m s−1 to 3 significant figures.[3]
Show the answer and mark scheme
(a)Answer: The speed (in km h−1) and time (in minutes) have been used without converting to consistent units. Correct distance: 20 m s−1 × 300 s = 6000 m. m
B1 for the units are not consistent (km h−1 and minutes are mixed; the answer is not in metres)
M1 for 72 km h−1 = 20 m s−1 and 5 minutes = 300 s (or 72 × \(\frac{5}{60}\) = 6 km)
A1 for 6000 m
Worked solution: The student multiplied a speed in km h−1 by a time in minutes, so the units are inconsistent. \(72\text{ km h}^{-1} = \frac{72 \times 1000}{3600} = 20\text{ m s}^{-1}\) and 5 minutes = 300 s, so the distance is \(20 \times 300 = 6000\) m.
(b)Answer: \(0.5\) m s−2
M1 for \(\frac{20}{40}\) (speed in m s−1)
A1 for 0.5 (m s−2)
Worked solution: \(a = \frac{v - u}{t} = \frac{0 - 20}{40} = -0.5\), so the deceleration is 0.5 m s−2.
(c)Answer: \(18.8\) m s−1
M1 for the distance while decelerating: \(\tfrac{1}{2} \times 20 \times 40 = 400\) m (or \(s = \left(\frac{u + v}{2}\right)t\))
M1 for \(\frac{\text{total distance}}{\text{total time}} = \frac{6000 + 400}{300 + 40}\) using their distances
A1 for awrt 18.8 (m s−1)
Worked solution: Distance while decelerating: \(s = \left(\frac{20 + 0}{2}\right) \times 40 = 400\) m. \(\text{average speed} = \frac{6000 + 400}{300 + 40} = \frac{6400}{340} = 18.82\ldots = 18.8\text{ m s}^{-1}\) (3 s.f.)
Question 3Hard12 marks
A skydiver of mass 80 kg falls vertically from rest from a hovering helicopter. In model A, the skydiver is modelled as a particle falling freely under gravity. In model B, the skydiver is modelled as a particle falling under gravity against air resistance of magnitude \(kv^2\) newtons, where \(v\) m s−1 is the speed of the skydiver and \(k\) is a constant. Take \(g = 9.8\) m s−2. Give any answer that uses this value of \(g\) to 2 or 3 significant figures.
(a) Use model A to find the speed of the skydiver 3 seconds after leaving the helicopter.[2]
(b) Use model A to find the distance fallen by the skydiver in these 3 seconds.[2]
(c) Explain why model A becomes less accurate as the skydiver’s speed increases.[2]
(d) Find the SI unit of \(k\), giving your answer in terms of kg, m and s.[2]
(e) In model B, the skydiver eventually falls at a constant speed of 50 m s−1. Find the value of \(k\).[3]
(f) State one assumption about \(k\) that is made in model B, and explain why it may not be realistic.[1]
Show the answer and mark scheme
(a)Answer: 29.4 m s−1 (accept 29 m s−1) m s−1
M1 for using \(v = u + at\) with \(u = 0, \ a = 9.8, \ t = 3\)
A1 for 29.4 or 29 (m s−1)
Worked solution: \(v = u + at = 0 + 9.8 \times 3 = 29.4\text{ m s}^{-1}\)
(b)Answer: 44.1 m (accept 44 m) m
M1 for using \(s = ut + \tfrac{1}{2}at^2\) (or \(s = \left(\frac{u + v}{2}\right)t\)) with \(u = 0, \ a = 9.8, \ t = 3\)
A1 for 44.1 or 44 (m)
Worked solution: \(s = ut + \tfrac{1}{2}at^2 = 0 + \tfrac{1}{2} \times 9.8 \times 3^2 = 44.1\text{ m}\)
(c)Answer: Air resistance increases as the speed increases, so the acceleration falls below \(g\); model A (constant acceleration \(g\)) increasingly overestimates the speed.
B1 for air resistance increases with speed
B1 for so the acceleration is less than \(g\) (and model A overestimates the speed / distance)
Worked solution: Model A ignores air resistance. In reality air resistance grows as the skydiver speeds up, so the resultant force, and hence the acceleration, decreases. Model A keeps the acceleration at \(g\), so its predictions become too large.
(d)Answer: kg m−1
M1 for \(k = \frac{\text{force}}{v^2}\) with N = kg m s−2
A1 for kg m−1
Worked solution: kg m s−2 ÷ (m s−1)2 = kg m s−2 ÷ m2 s−2 = kg m−1
(e)Answer: \(k = 0.314\) (accept 0.31)
M1 for the resultant force being zero at constant speed (air resistance balances the weight)
A1 for a correct equation: \(k \times 50^2 = 80 \times 9.8\)
A1 for 0.314 or 0.31
Worked solution: At constant speed the acceleration is zero, so the air resistance balances the weight: \(k \times 50^2 = 80 \times 9.8 \Rightarrow k = \frac{784}{2500} = 0.3136 = 0.314\) (3 s.f.)
(f)Answer: \(k\) is constant; in reality it depends on the skydiver’s body position (and changes when the parachute opens).
B1 for \(k\) is constant, with a reason why it may vary, e.g. the skydiver’s position or shape changes / a parachute opens
Worked solution: Model B assumes \(k\) is constant, but the air resistance depends on the shape and orientation of the skydiver, which can change during the fall (for example when a parachute opens).
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