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Contents

Introduction ........................................................................................................................................................ 4
Experiment: Speed-time graphs ........................................................................................................................ 5
Briefing lesson: Application of graphs ............................................................................................................... 6
Lab lesson: Option 1 – run the experiment........................................................................................................ 7
Teacher notes ............................................................................................................................................ 8
Teacher method ......................................................................................................................................... 9
Lab lesson: Option 2 – virtual experiment ....................................................................................................... 10
Debriefing lesson: Validity of data ................................................................................................................... 11
Worksheets and answers ................................................................................................................................ 12

Icons used in this pack:

Briefing lesson

Lab lesson: Option 1 – run the experiment

Lab lesson: Option 2 – virtual experiment

Debriefing lesson
Teaching Pack: Speed-time graphs

Introduction
This pack will help you to develop your learners’ experimental skills as defined by assessment
objective 3 (AO3 Experimental skills and investigations) in the course syllabus.

Important note
Our Teaching Packs have been written by classroom teachers to help you deliver
topics and skills that can be challenging. Use these materials to supplement your
teaching and engage your learners. You can also use them to help you create
lesson plans for other experiments.
This content is designed to give you and your learners the chance to explore practical skills. It
is not intended as specific practice for Paper 5 (Practical Test) or Paper 6 (Alternative to the
Practical Test).

There are two options for practising experimental skills. If you have laboratory facilities this pack
will support you with the logistics of running the experiment. If you have limited access to
experimental equipment and/or chemicals, this pack will help you to deliver a virtual experiment.

This is one of a range of Teaching Packs. Each pack is based on one experiment with a focus on
specific experimental techniques. The packs can be used in any order to suit your teaching
sequence.

The structure is as follows:

Briefing lesson (1 hour*)

This lesson introduces the focus experimental skills to be developed.
It also introduces any content needed for your learners to understand the
experiment being carried out in the Lab lesson.

Lab lesson (1 hour*)

Option 1 – run the experiment Option 2 – virtual experiment
This lesson allows the experiment to This lesson allows your learners to
be run with your learners, providing an complete a virtual experiment,
opportunity to practise the experiment providing an opportunity to practise
skills introduced in the Briefing lesson. the experiment skills introduced in
the Briefing lesson.

Debriefing lesson (1 hour*)

This lesson consolidates and builds on the progress learners have made.
In some cases, it will also provide the opportunity to practise extended
writing skills.

* the timings are a guide only; you may need to adapt the lessons to suit your circumstances.

In this Teaching Pack you will find the lesson plans, worksheets for learners and teacher resource
sheets you will need to successfully complete this experiment.

4 Cambridge IGCSE Physics (0625)

 Teaching Pack: Speed-time graphs

Experiment: Speed-time graphs

This Teaching Pack focuses on a speed-time experiment. Your learners should be able to define
total distance
speed and calculate an average speed by using the equation: total time

In this experiment the speed of a toy car as it moves down a ramp will be investigated. Your
learners will then have the opportunity to practise plotting and interpreting speed-time graphs.

This experiment has links to the following syllabus content (see syllabus for detail):

 1.2 Motion

The experiment covers the following experimental skills, adapted from AO3: Experimental
skills and investigations (see syllabus for assessment objectives):

 take readings from an appropriate measuring device or from an image of the device
 plan to take a sufficient number and range of measurements
 present and analyse data graphically
 draw an appropriate conclusion

Prior knowledge
Knowledge from the following syllabus topics is useful for this experiment.

 1.1 Length and time

 1.2 Motion

Going forward
The knowledge and skills gained from this experiment will be useful for teaching other features of
motion graphs with learners.

Cambridge IGCSE Physics (0625) 5

Teaching Pack: Speed-time graphs

Briefing lesson: Application of graphs

Resources  Metre rules (enough for one between two)
 Stop watches (enough for one between two)
 Toy cars, or tokens (enough for one between two)
 Worksheets A, B, C, D and H
 Sticky notes

Learning By the end of the lesson:

objectives  all learners should be able to recognise and interpret a distance-
time graph
 most learners should be able to use the average speed equation
and apply it to graphs
 some learners will be able to understand the link between distance-
time graphs and speed-time graphs

Timings Activity
Starter/Introduction
Give your learners Worksheet A. It shows the speed-time graph for a 100m sprint.
There are empty boxes for your learners to describe what is happening with the two
runners at different points in the race. One example has been done to help them get
started. They can work in pairs for this activity.
Main lesson
Working in pairs, your learners should now look at Worksheet B. They need a metre
rule, a stop watch and a token or toy car. One partner should choose a graph to act
out using the equipment. They should not say which graph they are enacting – it is
their partner’s job to guess this by observing their demonstration. They can then swap
roles so the observer becomes the enactor.
Your learners should use Worksheet C to compare the features of distance-time
graphs with the equivalent speed-time graphs. You can provide differentiated tasks by
directing your learners to complete Part A or B of the worksheet.

Your learners should use Worksheet D to consolidate their understanding of

total distance
Average speed = total time

Plenary
Give your learners the method for the experiment (Worksheet H). Hand out the sticky
notes and ask them to label any strengths and weaknesses of the method.
They can share their findings in a class discussion.

6 Cambridge IGCSE Physics (0625)

 Teaching Pack: Speed-time graphs

Lab lesson: Option 1 – run the experiment

Resources  Teacher notes
 Teacher walkthrough video
 Worksheets E, F, G, H and I
 Equipment outlined in Teacher notes

Learning By the end of the lesson:

objectives  all learners should be able to describe an experiment and interpret
a speed-time graph
 most learners should be able to carry out an investigation to
produce a speed-time graph for a range of situations
 some learners will be able to carry out an investigation and
analyse the results to find the acceleration of an object from a
speed-time graph

Timings Activity
Starter/Introduction
Show your learners the equipment available to them to complete the experiment.
Make sure that you briefly outline the role of any technical equipment, e.g. data
loggers or apps you are going to use.
Main lesson
Arrange you learners into small groups and ask them to use Worksheet E to help
them to plan their method. Three levels of support are offered on the worksheet.
Once they have decided on their method with their group, each learner should
individually write up their method. Worksheet F (more able) and Worksheet G (less
able) are available to help them to do this.

Working in groups, your learners should now collect the equipment and set this up to
carry out the investigation. They may find it useful to follow the diagram on
Worksheet I.
Learners can refer to the method described in Worksheet H as they carry out the
investigation. Please be aware that you may need to provide your own technical
guidance sheet for your learners depending on the equipment/app you use to track
the progress of the car down the ramp.

Your learners should draw their own graphs from the data, or interpret the graphs that
have been produced by the programs/apps they have used and explain their findings.
Abler learners should be able to find the gradient of the speed-time graph to find the
acceleration of the toy car at various points.
Safety
Circulate the classroom at all times during the experiment so that you can make
sure that your learners are safe and that any tablet/camera/equipment is securely
positioned.

Plenary
Your learners could estimate the area under their speed-time graphs to find out the
distance travelled. They can compare this with the distance recorded on the distance
time-graph generated by the program/app they have used.

Cambridge IGCSE Physics (0625) 7

Teaching Pack: Speed-time graphs

Teacher notes
Watch the Teacher walkthrough video and read these notes.

Each group will require:

 a toy car
 a flexible track for the car
 clamps and stands to support the track
 materials to produce a marker for the top of the car, e.g. white-tac, card and a permanent marker
 a way to record the path of the toy car, e.g. a video analysis app or computer programme
 any equipment that is necessary to support the video analysis app/program you are using, e.g. a
data logger, video camera, tablet or laptop
 graph paper, or access to a printer

Safety
There are no specific risks associated with this experiment.

It is your responsibility to carry out an appropriate risk assessment for this experiment.

Experiment set-up

8 Cambridge IGCSE Physics (0625)

 Teaching Pack: Speed-time graphs

Teacher method
This is your version of the method for this experiment that accompanies the Teacher walkthrough
video.

Do not share this method with learners. Give them Worksheet H.

Before you begin:

Plan how you will group your learners during the experiment session.

Think about:
 the number of groups you will need (group size 2–4 learners)
 the amount of equipment required
 the amount of electronic equipment required
 whether the groups using similar ramps and cars

Experiment
Circulate during the experiment in case your learners encounter any difficulties.

Steps Notes

1. Learners should collect the equipment There are different computer packages
available that can be used to draw a
they require from the front of the motion graph of the toy car travelling
class. down the ramp.

2. They should find a space in the

classroom where the equipment can
be assembled safely
Remind learners of any specific
3. Make sure your learners can switch requirements for the
app/program/electronic equipment you
on the equipment they are using and
are using.
can find the relevant programme/app.

4. Learners should run the car down the

ramp several times in order to ensure Care must be taken during set up to
ensure that the car does not travel too
that it travels smoothly
fast directly into any electronic devices.

5. Learners should record the car

travelling down the ramp using the
video analysis program/app.

6. Make sure your learners can export

and print the data ready to create their
speed-time graphs.

Clear-up
After the experiment learners should:
 tidy up their work space and return all equipment to you.

Cambridge IGCSE Physics (0625) 9

Teaching Pack: Speed-time graphs

Lab lesson: Option 2 – virtual experiment

Resources  Virtual experiment video
 Worksheets E, F, G, J, K and L

Learning By the end of the lesson:

objectives  all learners should be able to describe an experiment and interpret
a speed- time graph
 most learners should be able, with help, to plan an investigation to
produce a speed- time graph for a range of situations
 some learners will be able to plan an investigation and analyse the
results to find the acceleration of an object from a speed - time
graph

Timings Activity
Starter/Introduction
Using Worksheet J, show your learners the equipment available to complete the
experiment. Make sure that you briefly outline the role of the app.
Main lesson
Arrange your learners into small groups and ask them to use Worksheet E to help
them to plan their method. Three levels of support are offered on the worksheet.
Once they have decided on their method as a group, each learner should individually
write up their method. Worksheet F (more able) and Worksheet G (less able) are
available to help them to do this.

Watch the first part of the virtual experiment video and ask your learners to compare
the method used in that to their own method. They should note the differences,
between them, and, for each one, decide which method is best and justify their
choice. Then watch the remainder of the video.
Using Worksheet K, learners should plot a speed-time graph based on the data in
the table, which was collected from the curved track experiment shown in the video.
There is also data for a straight track for your learners to consider (Worksheet L).

More able learners should be able to find the gradient of the speed- time graph to
find the acceleration of the toy car at various points.
Plenary
Your learners could estimate the area under their speed-time graphs to find out the
distance travelled.

10 Cambridge IGCSE Physics (0625)

 Teaching Pack

Debriefing lesson: Validity of data

Resources  Worksheet M

Learning By the end of the lesson:

objectives  all learners should be able to calculate the average speed of the
toy car travelling down the ramp and evaluate the method
 most learners should be able to calculate the average speed of
the toy car travelling down the ramp and agree on the best method
to obtain valid results
 some learners will be able to provide constructive comments on
the best method to obtain valid results and evaluate the data

Timings Activity
Starter/Introduction
Ask the learners to predict the results from the equipment set-up shown on
Worksheet M. What changes in speed would they expect to see as the car moves
past each of the markers? They can share their ideas as a class.
Main lesson
Worksheet M will provide your learners with some data from this experiment.

They will need to calculate the mean value of the time taken for the toy car to travel
between different markers and use the equation given to calculate the average speed
between the markers. They then need to complete the questions on the worksheet.

In discussion, learners should be able to appreciate that the average speed between
the markers varies and therefore using two points on a ramp does not provide an
accurate method to measure instantaneous speed of the toy car at any point.

Learners should discuss how the validity of this method could be improved. It is likely
they will compare this method to video analysis. A video analysis app provides an
instantaneous speed at any given point on the ramp because it measures the speed
of the car many times every second.

Your learners should be able to understand why the method using the video analysis
app provided a more accurate interpretation of the experiment and therefore more
valid data.
Plenary
Your learners should evaluate the method they used in the experiment, or saw in the
video, and explain why the results were reliable. They should be able to explain how
using video analysis improved the validity of the results and made the conclusions
more accurate.

Cambridge IGCSE Physics (0625) 11

Teaching Pack: Speed-time graphs

Worksheets and answers

Worksheets Suggested answers

For use in the Briefing lesson:

A: 100 m sprint 13 28

B: Demonstrate the graph 14 —

C: Distance and velocity graphs 15–16 29–30

D: Distance, average speed and time 17 31

H: Method 21 —

For use in Lab lesson: Option 1:

E: Planning an experiment 18 —

F: Writing a method 19 —

G: Writing a method with support 20 —

H: Method 21 —

I: Set-up diagram 22 —

For use in Lab lesson: Option 2:

E: Planning an experiment 18 —

F: Writing a method 19 —

G: Writing a method with support 20 —

H: Method 21 —

J: Available equipment 23 —

K: Speed-time data for curved track 24 32

L: Speed-time data for straight track 25 33

For use in the Debriefing lesson:

M: Data validity 26–27 34–35

12 Cambridge IGCSE Physics (0625)

 Teaching Pack: Speed-time graphs

Worksheet A: 100 m sprint

Look at the speed-time graph of a 100 m race. It shows how two runners proceed during the race. Use the
spaces provided to describe what is happening at different points in the race. One has been done for you.

1 3
Runner 1 begins the
race very fast, reaching
60 m in just 5 seconds.

100 m race speed-time graph

120 3
110
2
100
6
90
80
distance / m

70
60 1 Runner 1
5 Runner 2
50
40
4
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
time / s

4 5

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Teaching Pack: Speed-time graphs

Worksheet B: Demonstrate the graph

You should work in pairs for this activity.

1. Lay out the metre stick on the floor or your desk.

2. One of you chooses one of the graphs below to demonstrate – do not tell your partner
which one you have chosen.
3. Use the stop watch to help you move your toy car or token along the metre rule so that you
act out the movement of the car shown on the graph.
4. Your partner should observe this and try to guess which graph you are acting out.

Graph A
100
90
80
distance / cm

70
60
50
40
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
time / s

Graph B
100
90
80
distance / cm

70
60
50
40
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
time /s

Graph C
100
90
80
distance / cm

70
60
50
40
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
time / s

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 Teaching Pack: Speed-time graphs

Worksheet C: Distance and velocity-time graphs

Part A

Look at the distance-time graphs shown on the left and draw a line to match them to the right
velocity-time graph on the right.

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Teaching Pack: Speed-time graphs

Worksheet C: Distance and velocity-time graphs

Part B

Sketch the velocity-time graph that would be produced from the distance-time graph shown below.

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 Teaching Pack: Speed-time graphs

Worksheet D: Distance, average speed and time

Use this equation to answer the following questions.
total distance
Average speed =
total time

1. The current world record for running a 100 m race is 9.58 s. What is the average speed?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

2. An arrow is shot by an archer and travels for 2.3 s at an average speed of 76 m/s before it
hits the target. How far is the target from the archer?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

3. A sound wave in air travels at a speed of around 330 m/s. How long will it take for the
sound wave to travel 524 m in air?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

4. If the sound of thunder reaches your house 3.5 s after you see the lightning, how far from
your house did the lightning strike?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

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Teaching Pack: Speed-time graphs

Worksheet E: Planning an experiment

Use the suggestions below to help you decide how you could use the apparatus to record the speed-time graph of a toy car.

Depending on how confident you feel about planning your method, choose the column that gives you the right level of support.

Low-level support Mid-level support High-level support

How can we make sure that the speed of the How can you use clamps and stands to If you lay out the track so that it slopes at two
toy car changes along the track? change the inclination of the track at different points, with a flat bit in the middle and at the
points? end, how will the speed of the toy car
change?

Problem: can we measure/calculate the What can you find out about the toy car, if you The calculations of speed you can make from
speed of the toy car accurately at any point know the distance of the track and the time knowing the distance and time taken to travel
with just a stop watch and knowing the taken? Is that enough to plot the speed of the down the track only tell you the average
distance along the track? toy car at different times along the track? speed. Does that give you an accurate
measure of the speed at different points on
the track?

How can we use a motion analysis How can we use a motion analysis A motion analysis program/app can track the
program/app to track the movement of the toy program/app to track the movement of the toy position of the toy car at any point and time on
car? car and then draw a speed-time graph? the track. The program/app can also plot a
distance-time and speed-time graph for you.

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 Teaching Pack: Speed-time graphs

Worksheet F: Writing a method

Use the space below to record your method.

An investigation to study the speed of a toy car travelling down a track

Equipment Method

…………………………………………………… …………………………………………………………………………………………………………….

…………………………………………………… …………………………………………………………………………………………………………….

…………………………………………………… …………………………………………………………………………………………………………….

…………………………………………………… …………………………………………………………………………………………………………….

…………………………………………………… …………………………………………………………………………………………………………….

…………………………………………………… …………………………………………………………………………………………………………….

…………………………………………………… …………………………………………………………………………………………………………….

…………………………………………………… …………………………………………………………………………………………………………….

…………………………………………………… …………………………………………………………………………………………………………….

…………………………………………………… ……………………………………………………………………………………………………………..

…………………………………………………… ……………………………………………………………………………………………………………..

…………………………………………………… ……………………………………………………………………………………………………………..

Don’t forget to think about safety precautions

Copyright © UCLES 2017 Cambridge IGCSE Physics (0625) 19

Teaching Pack: Speed-time graphs

Worksheet G: Writing a method with support

Use the space below to record your method.

An investigation to study the speed of a toy car travelling down a track

Equipment Method
Think about these questions:
1. What will you do with the toy car and the track?
……………………………………………………
2. What height will you release the toy car from? Why?
…………………………………………………… 3. How will you release the toy car? Why?
4. Why are you using a motion tracking app instead of a normal stopwatch?
……………………………………………………

……………………………………………………
…………………………………………………………………………………………………………….
……………………………………………………
…………………………………………………………………………………………………………….
……………………………………………………
…………………………………………………………………………………………………………….
……………………………………………………
…………………………………………………………………………………………………………….
……………………………………………………
…………………………………………………………………………………………………………….
……………………………………………………
…………………………………………………………………………………………………………….
……………………………………………………
…………………………………………………………………………………………………………….
……………………………………………………
…………………………………………………………………………………………………………….
……………………………………………………
…………………………………………………………………………………………………………….
……………………………………………………

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 Teaching Pack: Speed-time graphs

Worksheet H: Method

1. Collect all of your equipment from the front of the class

2. Set up the car track as shown in the diagram on Worksheet I.
3. Use clamps and stands to secure the first slope to an angle of about 10º, then allow a flat
section, followed by another steeper slope of about 20-30º.
4. The last flat section should rest on the table, or the floor.
5. Make sure the clamps and stands do not stop the car from running smoothly down the
track.

To check this, release the car several times from the top of the track

6. Set up the electronic equipment you will be using to track the progress of your car down the
track.

Be careful with the electronic equipment. Make sure it is held securely at all times. Your teacher
will provide you with extra information to help you use the app or computer program to track the
progress of your car.

7. View the output from your video analysis and check it is as you would expect.

You may need to make adjustments and re-record the data

8. Extract the data from the video analysis program/app so that you can plot a speed-time
graph for your experiment.

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Teaching Pack: Speed-time graphs

Worksheet I: Set-up diagram

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 Teaching Pack: Speed-time graphs

Worksheet J: Available equipment

tablet and video analysis

stands, bosses and clamps flexible track for the toy car
app

card, marker pen, scissors

toy cars metre rule
and white-tac

Copyright © UCLES 2017 Cambridge IGCSE Physics (0625) 23

Teaching Pack: Speed-time graphs

Worksheet K: Speed-time data for curved track

The data in the table below was collected from the curved track experiment shown in the video.

Use this to plot a speed-time graph for this experiment.

When you have finished plotting your points, make sure that you join them with a smooth line of best fit.

Time / s Speed / m/s Speed-time graph for curved track

0.00 0.00
1.4
0.04 0.01
0.10 0.28
0.14 0.31 1.2
0.20 0.46
0.24 0.55
1
0.30 0.67
0.34 0.71

speed / m/s
0.40 0.84 0.8
0.44 0.90
0.50 0.97
0.54 1.00 0.6
0.60 1.06
0.64 1.08 0.4
0.70 1.14
0.74 1.16
0.80 1.21 0.2
0.84 1.23
0.90 1.29
0
0.94 1.30 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
1.00 1.32 time / s

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 Teaching Pack: Speed-time graphs

Worksheet L: Speed-time data for straight track

The data in the table below was collected from a straight track, set up using the same equipment as the curved track shown in the video.

Use this to plot a speed-time graph for this experiment.

When you have finished plotting your points, make sure that you join them with a smooth line of best fit.

Time / s Speed / m/s Speed-time graph for straight track

0.00 0.00
2.0
0.03 0.03
0.10 0.23 1.8
0.13 0.32
0.20 0.52 1.6
0.23 0.60
0.30 0.74 1.4
0.33 0.82
1.2

speed / m/s
0.40 0.95
0.43 1.03 1.0
0.50 1.16
0.53 1.23 0.8
0.60 1.37
0.63 1.42 0.6
0.70 1.55
0.4
0.73 1.62
0.80 1.72
0.2
0.83 1.78
0.90 1.86 0.0
0.93 1.92 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
1.00 1.99 time / s

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Teaching Pack: Speed-time graphs

Worksheet M: Data validity

A ramp was set up like the diagram below with five visible markers.

Marker 1

Marker 2

Marker 3

Marker 4

Marker 5

A toy car was released from the top of the ramp and a stop watch was used to measure the time
taken by the car to travel between the different markers. The table below shows the results that
were collected.

Complete the table and then answer the questions that follow.

distance
Remember: speed = time

Distance Average time Average

Interval Trial Time taken (s)
travelled (m) taken speed (m/s)
1 2
Marker 1 to 5 2 2 2.2
3 1.8
1 0.5
Marker 1 to 3 1 2 0.7
3 0.8
1 0.3
Marker 3 to 5 1 2 0.5
3 0.5
1 0.5
Marker 1 to 2 0.5 2 0.43
3 0.52
1 0.22
Marker 2 to 3 0.5 2 0.2
3 0.25
1 0.13
Marker 3 to 4 0.5 2 0.15
3 0.17
1 0.1
Marker 4 to 5 0.5 2 0.13
3 0.17
1 0.33
Marker 2 to 4 1 2 0.3
3 0.28

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 Teaching Pack: Speed-time graphs

Worksheet M: Data validity

1. What do you notice about the average speed at different intervals?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

2. Which interval shows the highest average speed? Explain why you think this happens.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

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3. Which interval shows the lowest average speed? Explain why this happens.

……………………………………………………………………………………………………………

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4. A motion analysis app calculates the average speed over very small intervals. Explain what
advantage this has compared to the ramp method on the previous page.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

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Copyright © UCLES 2017 Cambridge IGCSE Physics (0625) 27

Teaching Pack: Speed-time graphs

Worksheet A: Answers

Look at the speed-time graph of a 100 m race. It shows how two runners proceed during the race. Use the
spaces provided to describe what is happening at different points in the race. One has been done for you.

1 3
Runner one begins the
Runner 2 finally
race very fast, reaching
comes to a stop.
60 m in just 5 seconds.

2
Runner 2 reaches the
100 m mark in 10 seconds
and then begins to slow.

100m race speed-time graph

120 3
110
2
100
6
90
80
distance / m

70
60 1 Runner 1
5 Runner 2
50
40
4
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
time / s

4 5
Runner 2 runs more
Runner 1 falls and is
slowly than runner 1, but
stationary for 4 seconds.
travels at a consistent speed.

6
Runner 1 gets back up
and runs on, completing the
race in 14 seconds.

28 Cambridge IGCSE Physics (0625)

 Teaching Pack: Speed-time graphs

Worksheet C: Answers
Part A

Look at the distance-time graphs shown below and use a line to match them to the correct velocity-
time graph on the right.

Cambridge IGCSE Physics (0625) 29

Teaching Pack: Speed-time graphs

Worksheet C: Answers

30 Cambridge IGCSE Physics (0625)

 Teaching Pack: Speed-time graphs

Worksheet D: Answers
Use this equation to answer the following questions.
total distance
Average speed =
total time

1. The current world record for running a 100 m race is 9.58 s. What is the average speed?

total distance 100

Average speed = total time
= 9.58
= 10.44 m/s

2. An arrow is shot by an archer and travels for 2.3 s at an average speed of 76 m/s before it
hits the target. How far is the target from the archer?

Distance = Speed x Time = 76 x 2.3 = 178.4 m

3. A sound wave in air travels at a speed of around 330 m/s. How long will it take for the
sound wave to travel 524 m in air?

distance 524
Time = speed
= 330
= 1.59 s

4. If the sound of thunder reaches your house 3.5 s after you see the lightning, how far from
your house did the lightning strike?

Distance = Speed x Time = 330 x 3.5 = 1155 m

Cambridge IGCSE Physics (0625) 31

Teaching Pack: Speed-time graphs

Worksheet K: Answers
The data in the table below was collected from the video of the curved track.

Use this to plot a speed-time graph for this experiment.

When you have finished plotting your points, make sure that you join them with a smooth line of best fit.

Time / s Speed / m/s

Speed-time graph for curved track
0.00 0.00
1.4
0.04 0.01
0.10 0.28
0.14 0.31 1.2
0.20 0.46
0.24 0.55
1
0.30 0.67
0.34 0.71

speed / m/s
0.40 0.84 0.8
0.44 0.90
0.50 0.97
0.54 1.00 0.6

0.60 1.06
0.64 1.08 0.4
0.70 1.14
0.74 1.16
0.80 1.21 0.2
0.84 1.23
0.90 1.29
0
0.94 1.30 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
1.00 1.32 time / s

32 Cambridge IGCSE Physics (0625)

 Teaching Pack: Speed-time graphs

Worksheet L: Answers
The data in the table below was collected from a straight track, set up using the same equipment as the curved track shown in the video.

Use this to plot a speed-time graph for this experiment.

When you have finished plotting your points, make sure that you join them with a smooth line of best fit.

Time / s Speed / m/s

Speed-time graph for straight track
0.00 0.00
2.0
0.03 0.03
0.10 0.23 1.8
0.13 0.32
0.20 0.52 1.6
0.23 0.60
0.30 0.74 1.4

0.33 0.82
1.2

speed / m/s
0.40 0.95
0.43 1.03 1.0
0.50 1.16
0.53 1.23 0.8
0.60 1.37
0.63 1.42 0.6
0.70 1.55
0.4
0.73 1.62
0.80 1.72 0.2
0.83 1.78
0.90 1.86 0.0
0.93 1.92 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
1.00 1.99 time / s

Cambridge IGCSE Physics (0625) 33

Teaching Pack: Speed-time graphs

Worksheet M: Answers
A ramp was set up like the diagram below with five visible markers.

Marker 1

Marker 2

Marker 3

Marker 4

Marker 5

A toy car was released from the top of the ramp and a stop watch was used to measure the time
taken by the car to travel between the different markers. The table below shows the results that
were collected.

Complete the table and then answer the questions that follow.

distance
Remember: speed = time

Distance Average time Average

Interval Trial Time taken (s)
travelled (m) taken speed (m/s)
1 2
Marker 1 to 5 2 2 2.2 2 2
3 1.8
1 0.5
Marker 1 to 3 1 2 0.7 0.66 1.52
3 0.8
1 0.3
Marker 3 to 5 1 2 0.5 0.43 2.33
3 0.5
1 0.5
Marker 1 to 2 0.5 2 0.43 0.48 1.04
3 0.52
1 0.22
Marker 2 to 3 0.5 2 0.2 0.22 2.27
3 0.25
1 0.13
Marker 3 to 4 0.5 2 0.15 0.15 3.33
3 0.17
1 0.1
Marker 4 to 5 0.5 2 0.13 0.13 3.85
3 0.17
1 0.33
Marker 2 to 4 1 2 0.3 0.91 1.1
3 0.28

34 Cambridge IGCSE Physics (0625)

 Teaching Pack: Speed-time graphs

Worksheet M: Answers

1. What do you notice about the average speed at different intervals?

The average speed of the car is lower in the earlier intervals, e.g. between marker 1 and

2, than in later intervals like the interval between marker 4 and 5.

2. Which interval shows the highest average speed? Explain why you think this happens.

The interval between marker 4 and 5 has the highest average speed (3.85 m/s). The

reason for this is that as the car moves down the ramp it gains speed due to gravitational

potential energy.

3. Which interval shows the lowest average speed? Explain why this happens.

The lowest average speed is between marker 1 and 2 (1.04 m/s). The reason for this is

that acceleration down the slope is non-uniform. At the beginning of the slope, the toy

car has to overcome opposing forces like friction as it begins to move. This results in

slower speeds at the top of the slope and greater ones at the bottom.

4. A motion analysis app calculates the average speed over very small intervals. Explain what
advantage this has compared to the ramp method on the previous page.

The average speed between the markers varies and therefore using two points on a ramp

does not provide an accurate method to measure the instantaneous speed of the toy car

at any point.

Video analysis provides an instantaneous speed at any given point on the ramp, as it

measures the speed of the car many times every second.

Cambridge IGCSE Physics (0625) 35