# M1 - Kinematics

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A particle is moving with constant acceleration in a straight line. It passes through three points, A, B and C with speeds 20m/s, 30m/s and 45m/s respectively. The time taken to move from A to B is t1 seconds and the time taken to move from B to C is t2 seconds.

a) show that t1/t2 = 2/3 (done)

Given also that the total time taken for the particle to move from A to C is 50 seconds,

b) find the distance between A and B? (need help with this part please)

I need to find the value of t1 and t2? I think t2 = 3/2t1 (not too sure, re-arranged t1/t2 = 2/3 to get t2 = 3/2t1) - what do I do after this, what is the value for T1? Please don't provide the answer, give me hints please

a) show that t1/t2 = 2/3 (done)

Given also that the total time taken for the particle to move from A to C is 50 seconds,

b) find the distance between A and B? (need help with this part please)

I need to find the value of t1 and t2? I think t2 = 3/2t1 (not too sure, re-arranged t1/t2 = 2/3 to get t2 = 3/2t1) - what do I do after this, what is the value for T1? Please don't provide the answer, give me hints please

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#2

(Original post by

A particle is moving with constant acceleration in a straight line. It passes through three points, A, B and C with speeds 20m/s, 30m/s and 45m/s respectively. The time taken to move from A to B is t1 seconds and the time taken to move from B to C is t2 seconds.

a) show that t1/t2 = 2/3 (done)

Given also that the total time taken for the particle to move from A to C is 50 seconds,

b) find the distance between A and B? (need help with this part please)

I need to find the value of t1 and t2? I think t2 = 3/2t1 (not too sure, re-arranged t1/t2 = 2/3 to get t2 = 3/2t1) - what do I do after this, what is the value for T1? Please don't provide the answer, give me hints please

**Cool-Light**)A particle is moving with constant acceleration in a straight line. It passes through three points, A, B and C with speeds 20m/s, 30m/s and 45m/s respectively. The time taken to move from A to B is t1 seconds and the time taken to move from B to C is t2 seconds.

a) show that t1/t2 = 2/3 (done)

Given also that the total time taken for the particle to move from A to C is 50 seconds,

b) find the distance between A and B? (need help with this part please)

I need to find the value of t1 and t2? I think t2 = 3/2t1 (not too sure, re-arranged t1/t2 = 2/3 to get t2 = 3/2t1) - what do I do after this, what is the value for T1? Please don't provide the answer, give me hints please

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#3

Been a while since I've done this, so apologies if I make any mistakes.

a = (v-u)/t

rearrange to give

t = (v-u)/a

(30-20)/a = 10/a

(45-30)/a = 15/a

(10/a)/(15/a) = 2/3

Using equations of motion...

t1+t2= 50

t2 = 3/2t1

t1 + (3/2t1) = 50

5/2t1 = 50, solve for t1

thus t1 = 20 (50 / (5/2) = 20)

thus t2 = 30 (20 + t2 = 50)

s ?

u 20

v 30

a not given

t 20

using s = 1/2(u+v)t

s = 1/2(20+30)x20 = 500m

------------------------------ checking answer...

s = ut + 1/2at^2

s - ut = 1/2at^2

2(s - ut) = at^2

2(s - ut)/t^2 = a

a = 0.5

a = v-u/t

(30-20)/20

a = 0.5

Hopefully this is correct, as both a values match.

a = (v-u)/t

rearrange to give

t = (v-u)/a

(30-20)/a = 10/a

(45-30)/a = 15/a

(10/a)/(15/a) = 2/3

Using equations of motion...

t1+t2= 50

t2 = 3/2t1

t1 + (3/2t1) = 50

5/2t1 = 50, solve for t1

thus t1 = 20 (50 / (5/2) = 20)

thus t2 = 30 (20 + t2 = 50)

s ?

u 20

v 30

a not given

t 20

using s = 1/2(u+v)t

s = 1/2(20+30)x20 = 500m

------------------------------ checking answer...

s = ut + 1/2at^2

s - ut = 1/2at^2

2(s - ut) = at^2

2(s - ut)/t^2 = a

a = 0.5

a = v-u/t

(30-20)/20

a = 0.5

Hopefully this is correct, as both a values match.

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#5

(Original post by

Would you reckon this is an A-grade question?

**MathMeister**)Would you reckon this is an A-grade question?

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#6

(Original post by

No. Am I incorrect in my working?

**Crydamoure**)No. Am I incorrect in my working?

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#7

(Original post by

It looks quite hard though. What would an A grade question for M1 look like then?

**MathMeister**)It looks quite hard though. What would an A grade question for M1 look like then?

Try looking towards questions 8/9/10 (last few) in OCR M1 past papers. Unfortunately I can't recall one from the top of my head, but you'll find plenty there. Questions are usually presented in the form of a diagram with large blocks of text within which you have to pick out desired information, and this information is not always quantitative (i.e. instead of saying "A particle at point A is at 0ms^-1", it will say "A particle at point A is at rest", effectively meaning the same thing but without any numbers involved).

The question currently under discussion is probably one which would occur within the first three questions of the paper.

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#8

(Original post by

...

**Crydamoure**)...

They seem harder than edexcel

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#9

(Original post by

I think I may have actually of solved this one before... I will check out the OCR Mechanics questions.

They seem harder than edexcel

**MathMeister**)I think I may have actually of solved this one before... I will check out the OCR Mechanics questions.

They seem harder than edexcel

cie > ocr MEI > Edexcel . wJEC

But then in Edexcel you get those bull**** papers reguarly i.e. C3 June 2013 so hard to say..

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#10

(Original post by

inb4 the edexcel haters say it isn't

cie > ocr MEI > Edexcel . wJEC

But then in Edexcel you get those bull**** papers reguarly i.e. C3 June 2013 so hard to say..

**DelenaxxStelena**)inb4 the edexcel haters say it isn't

cie > ocr MEI > Edexcel . wJEC

But then in Edexcel you get those bull**** papers reguarly i.e. C3 June 2013 so hard to say..

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#11

(Original post by

What was so bad about the C3 June 2013 paper? I've heard people say it was awful many times .

**MathMeister**)What was so bad about the C3 June 2013 paper? I've heard people say it was awful many times .

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#12

(Original post by

Nothing was technically wrong with it; it just caught out a lot of students who didn't fully understand the material and expected the paper to look like all the past papers they'd done before. In future, there should be more papers like it as the intention is to test students' thinking skills more!

**davros**)Nothing was technically wrong with it; it just caught out a lot of students who didn't fully understand the material and expected the paper to look like all the past papers they'd done before. In future, there should be more papers like it as the intention is to test students' thinking skills more!

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#13

(Original post by

So if you learnt all the material properly you'd not find an issue with it?

**MathMeister**)So if you learnt all the material properly you'd not find an issue with it?

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#14

**MathMeister**)

What was so bad about the C3 June 2013 paper? I've heard people say it was awful many times .

**davros**)

Nothing was technically wrong with it; it just caught out a lot of students who didn't fully understand the material and expected the paper to look like all the past papers they'd done before. In future, there should be more papers like it as the intention is to test students' thinking skills more!

Check the paper yourself.

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