J249 · PAG3; P9Practical Activity GroupsCore

PAG3: Measuring Trolley Motion

Acceleration is the change in velocity divided by the corresponding elapsed time. Suitable light-gate arrangements can estimate a speed from an interrupting flag length and its blocking time, then compare speeds at two positions using the time between the relevant measurements. State what the logger actually measures; the time to block one gate is not automatically the time between gates.

35 min Video by Science Shorts Practical Activity Groups
F=ma - Science GCSE Physics Required Practical - Newton's 2nd LawCurated by Kepler, not produced by us. Watch it before the notes below.
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Before you start

  • Use your teacher’s tier checklist: this overview can include Higher-only material, and is not a tier-specific revision list.
  • OCR Gateway A separate GCSE Physics J249. P9 groups the practical techniques into PAG1–8; the activities here are suitable examples, and centres can choose alternatives covering the required apparatus and techniques.
  • Distinguish speed from acceleration and mass from resultant force.
  • Use the centre’s approved supervised method and equipment limits. These notes prepare you to explain and evaluate practical work; they do not replace carrying it out and recording the evidence.

Watch, pause, try

Video by Science Shorts. This overview develops Newton’s second-law practical reasoning. Pearson’s required descending-ramp arrangement differs from a horizontal trolley–pulley method; use the board-specific section and do not assume constant downhill force when mass changes.

Viewing focus: Calculate acceleration from suitable motion measurements

After watching, attempt these questions before opening the answers. You can also use the written lesson below.

After watching 1: How could you increase the driving weight of a trolley–pulley system while retaining its total moving mass?

Show answer and reasoning

Transfer suitable masses from the trolley to the hanging holder, counting trolley, holder and moving loads in the same system. Evaluate friction and pulley effects.

After watching 2: A trolley is released from rest over a measured distance. Why must you check the release and acceleration model before using 2s/t²?

Show answer and reasoning

A push gives nonzero initial velocity, and a varying acceleration invalidates the constant-acceleration derivation. The formula depends on both assumptions.

What you'll be able to do

  • Calculate acceleration from suitable motion measurements
  • Keep system mass and driving force distinct
  • Evaluate friction, release conditions and timing measurements
1

Choose measurements that determine acceleration

Acceleration is the change in velocity divided by the corresponding elapsed time. Suitable light-gate arrangements can estimate a speed from an interrupting flag length and its blocking time, then compare speeds at two positions using the time between the relevant measurements. State what the logger actually measures; the time to block one gate is not automatically the time between gates.

Alternatively, for motion genuinely starting from rest with approximately constant acceleration, a measured travel distance and elapsed time give a = 2s/t². This model is unsuitable if the trolley is pushed on release or if acceleration varies substantially. A speed calculated as distance divided by the whole journey time is an average speed and is not the final speed of uniformly accelerating motion.

2

Define the moving system before changing a mass

Newton’s second law relates resultant external force to the mass of the chosen system. In a trolley–pulley investigation, moving slotted masses from the trolley to the hanging holder can increase driving weight while keeping total moving mass approximately constant. The system includes the trolley, holder and moving loads; it is not just the trolley body. Friction and pulley effects mean the hanging weight is not automatically an exact measured resultant force.

For an investigation of mass at constant driving force, keep the driving arrangement unchanged while adding moving mass in a controlled way. For a ramp investigation, increasing trolley mass also increases the downhill gravitational component at the same slope. In an ideal frictionless model, these increases cancel when calculating acceleration. Do not call the ramp’s gravitational driving force constant simply because the angle stayed the same.

3

Test a relationship rather than force a conclusion

At constant system mass, acceleration is proportional to resultant force in the Newtonian model. At constant resultant force, acceleration is inversely proportional to mass; an a-against-1/m plot can test that relationship. Clearly label calculated and directly measured quantities. A force-against-acceleration slope estimates mass, whereas an acceleration-against-force slope estimates its reciprocal.

Use a consistent release without a push, check track alignment and use appropriate motion sensors. Repeat measurements at each setting and retain anomalous results with an explanation rather than deleting inconvenient points. A repeatable frictional force can create a systematic departure from the simplest model; faster timing equipment alone does not remove that force. Follow the centre’s track-end and falling-load precautions.

4

PAG3: a suitable ramp-motion activity

A trolley descending a ramp is a suitable PAG3 example. The group requires measurements of motion, including speed and rate of change of speed. Record a suitable time/distance or light-gate method and distinguish a measured speed from a calculated acceleration.

Centres can select another appropriate motion activity covering the required techniques. A slope comparison and a mass comparison are different investigations, and a ramp method should not be described as holding gravitational driving force constant when added trolley mass changes it.

5

Worked applications

Attempt these problems on paper before opening the worked reasoning. Explain your steps as well as giving a final answer.

Example 1The measured speed increases from 0.20 to 0.80 m s⁻¹ over 0.50 s. Find the average acceleration.
1Δv = 0.80 − 0.20 = 0.60 m s⁻¹.
2a = Δv/Δt = 0.60/0.50.
Answer
1.2 m s⁻² over the stated interval.
Example 2A trolley starts from rest and covers 0.80 m in 2.00 s with approximately constant acceleration. Find a and distinguish average from final speed.
1a = 2s/t² = 1.60/4.00 = 0.40 m s⁻².
2Average speed = s/t = 0.40 m s⁻¹.
3Final speed = at = 0.80 m s⁻¹ under this model.
Answer
Acceleration 0.40 m s⁻²; average and final speeds are different.
Example 3An ideal ramp supplies a 0.20 N downhill force to a 0.50 kg trolley. Doubling its mass doubles the downhill force. Compare the ideal accelerations.
1First a = 0.20/0.50 = 0.40 m s⁻².
2Second a = 0.40/1.00 = 0.40 m s⁻².
3Both force and mass changed, so this is not a constant-force mass comparison.
Answer
The ideal accelerations are equal; real friction and measurement effects require evaluation.

Common mistakes to avoid

Confusing gate-blocking time with time between speed measurements.
Identify the logger output used in each calculation.
Ignoring hanging loads in total moving mass.
State the chosen system boundary.

Key takeaways

  • You can calculate acceleration from suitable motion measurements.
  • You can keep system mass and driving force distinct.
  • You can evaluate friction, release conditions and timing measurements.

Apply it in an exam

Question 1: An ideal ramp supplies a 0.20 N downhill force to a 0.50 kg trolley. Doubling its mass doubles the downhill force. Compare the ideal accelerations.

Show answer and reasoning

The ideal accelerations are equal; real friction and measurement effects require evaluation.

  • First a = 0.20/0.50 = 0.40 m s⁻².
  • Second a = 0.40/1.00 = 0.40 m s⁻².
  • Both force and mass changed, so this is not a constant-force mass comparison.

Explore further

Return to this tomorrow

Close the notes and answer from memory. Revisit any explanation you cannot yet reconstruct.

  • When is a = 2s/t² valid here?
  • Why is changing trolley mass on a fixed ramp not automatically a constant-force experiment?

Test yourself

Answer a few questions, then review anything you missed.

Next step

Keep practising

Start with the quiz above to check the key ideas. You can also choose another topic from the practice library.

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