A track which uses a cushion of air to reduce frictional forces in experiments.

A relationship where one value is a constant multiple of the other, represented by y ∝ x.

A relationship where one value is a constant multiple of the other, represented by y ∝ 1/x.

Newton's Second Law of motion states that the acceleration of an object is directly proportional to the resultant force acting on it and inversely proportional to its mass.

Force, mass and acceleration (a = (v – u)/t)

Combined science

Newton’s Third Law (with free body diagrams in 2D)

Resultant forces and their effects

Forces in two dimensions (including resolution of a force)

Newton's Second Law (including inertia)

Stopping

Conservation of momentum

Changing momentum

Stopping safely

In the Gravity in space unit, they will build on this knowledge to learn about centripetal forces, orbital motion, stellar evolution, red shift and the big bang.

In the Energy of moving objects unit, pupils learnt 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.

This unit explores forces, interactions, and Newton’s laws, including motion, rotation, and momentum. It covers reaction times, stopping distances, and deceleration dangers. Emphasis is on force diagrams, calculations, experiments, and evaluating methods for accuracy and safety.

Forces make things change

Physical activity and equipment requiring safe use

A track that uses a cushion of air to reduce frictional forces.

A relationship where one value is a constant multiple of the other.

A relationship where one value halves each time the other doubles.

Acceleration: proportional to force, inversely proportional to mass.

Match the following key terms to their definitions.

the size of the force causing the acceleration

the mass placed on the hanging mass holder

the total mass of the system (glider and holder)

Which of these factors needs to be kept constant when investigating the effect of force on acceleration using an air track, glider and set of hanging masses?

a ball of mass 1.0 kg accelerating at 3.0 m/s$$^2$$

a sprinter of mass 70 kg accelerating at 3.0 m/s$$^2$$

a car of mass 900 kg accelerating at 0.5 m/s$$^2$$

a skydiver of mass 60 kg accelerating at 10 m/s$$^2$$

an aeroplane of mass 20 000 kg accelerating at 0.10 m/s$$^2$$

Starting with the smallest, sort the following in order of increasing resultant force.

Calculate the acceleration of a dynamics trolley of mass 0.80 kg when a resultant force of 2.0 N acts on it.

A resultant force of 2.5 kN causes a model rocket to accelerate at 5.0 m/s$$^2$$. 
Calculate the mass of the rocket.

In an experiment, a glider of mass 0.25 kg accelerates along an air track, from rest to a velocity of 1.20 m/s in 0.50 s. What is the size of the resultant force acting on the glider?

Which of the following scientists developed three laws of motion?

Which of the following forces opposes the movement of one solid object across the surface of another?

acceleration = change in velocity × time

acceleration = time ÷ change in velocity

acceleration = change in velocity ÷ time

Which of the following is the correct relationship between acceleration, change in velocity and time?

A sledge is pulled horizontally across flat ice with a rope. The force of the rope on the sledge is 400 N and a frictional force of 100 N opposes its motion.
What is the resultant force on the sledge?

Which of the following is the correct unit of acceleration?

A scooter accelerates from rest to 18 m/s in 12 s.
Calculate the acceleration of the scooter.

This lesson was made for home learning during the pandemic.

Force, mass and acceleration (a = (v – u)/t)

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.