A ramp with a slope to counteract the effect of friction.

The final velocity of an object is the velocity it finishes with after a phase of motion.

A light gate can be used to measure velocity. It uses an infrared beam to turn a timer on and off as an object passes through.

Measurements are repeatable if they are very similar when the same procedure is carried out by the same person or team.

When the acceleration is constant, it is described as uniform acceleration.

Measuring acceleration analysis (v = s ÷ t, a = Δv ÷ t)

Combined science

Different speeds (v=s/t)

Measuring instantaneous speed practical (v = s ÷ t)

Measuring instantaneous speed analysis (v=s/t)

Displacement and velocity as vectors: including movement around a circle

Velocity on displacement-time graphs (v = s ÷ t)

Calculating from displacement-time graphs: including tangents (v = s ÷ t)

Calculating acceleration (a = Δv/t)

Measuring acceleration practical (v=s/t, a = Δv/t)

Velocity-time graphs: acceleration and distance travelled (a = Δv/t)

Calculating from motion graphs: including displacement (a=Δv/t and v=s/t)

Motion calculations: including complex ones (a=Δv/t, v²−u²=2as & v=s/t)

In the Energy of moving objects unit, they will build on this knowledge to learn how to calculate the amount of energy of objects have because they are moving, stretched or in a gravitational field; and to calculate energy transfers using knowledge of energy conservation and dissipation.

In the Moving by force unit, pupils learnt how to calculate speed and describe motion using distance-time graphs, apply Newton’s First Law of motion and calculate the amount of energy needed to move an object to a new position.

This unit covers vector-scalar distinctions in displacement, distance, velocity, and speed. It explores speeds, acceleration, motion graphs, and formulas for uniform and non-uniform motion. It also includes understanding circular motion and conducting accurate measurements, and calculations.

Measuring and calculating motion

A {{}} is an instrument that uses an infrared beam to turn a timer on and off as an object passes through. 

A trolley takes 3.50 s to travel along a ramp. Its starting velocity is 0 and its final velocity is 0.42 m/s. The acceleration of the trolley is {{}} m/s$$^2$$.

by moving masses from the trolley to the hanger

by moving masses from the hanger to the trolley

A student wants to find the relationship between force and acceleration of a trolley. He will use masses on a hanger to pull the trolley. To make the test fair, how should he increase the force?

The picture shows a trolley with three 100 g masses resting on it, and two 100 g masses attached to the trolley by a string. If friction can be ignored, what is the accelerating force on the trolley?

the accelerating force is caused only by the hanging masses.

friction and drag make the trolley accelerate.

gravitational force makes the trolley move down the track.

the trolley moves down the track even when no masses are attached to it.

A student wants to find the relationship between force and acceleration of a trolley on a track. Before taking measurements, she tilts the track at an angle. The reason for this is to make sure that …

If $$x$$ increases by 2, $$y$$ increases by 2.

A graph of $$y$$ against $$x$$ is a straight line.

A graph of $$y$$ against $$x$$ passes through the origin.

If two variables, $$x$$ and $$y$$, are directly proportional, which of these statements are correct?

A student measures the time taken for a toy parachute to fall from a particular height. She repeats the measurement and gets these results: 1.60 s, 1.53 s, 1.52 s. The mean time taken is {{}} s.

A toy car travels at a constant velocity along a straight track. It travels 90 cm in 20 s. The velocity of the toy car is {{}} m/s along the track. 

A car accelerates steadily from rest to 20 m/s in a time 8.0 s. The acceleration of the car is {{}} m/s$$^2$$. 

A student measures the acceleration of a trolley along a slope for different values of the force pulling the trolley. Which of these is the independent variable in this experiment?

A trolley travels down a slope. It is stationary at the start and gets faster as it moves. A student takes measurements and calculates: (distance travelled) ÷ (time taken). What has the student found?

(average speed between A and D) ÷ (time from A to C)

(average speed between A and D) ÷ (time from A to D)

(average speed between B and D) ÷ (time from A to C)

(average speed between B and D) ÷ (time from A to D)

A trolley is stationary at position A and then accelerates along the track. A student wants to measure the trolley’s average acceleration between A and C. Which of these calculations should be used?

Measuring acceleration analysis (v = s ÷ t, a = Δv ÷ t)

Lesson outcome