Force, mass and acceleration (a = (v – u)/t)
I can explain how to investigate the effect of force or mass on the acceleration of an object.
Force, mass and acceleration (a = (v – u)/t)
I can explain how to investigate the effect of force or mass on the acceleration of an object.
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Lesson details
Key learning points
- Acceleration can be measured accurately using light gates or roughly measured using a stopwatch and ruler.
- The acceleration of an object is proportional to the resultant force acting on the object.
- The acceleration of an object is inversely proportional to the mass of the object.
- Newton's Second Law states that F = m × a.
Keywords
Air track - A track which uses a cushion of air to reduce frictional forces in experiments.
Directly proportional - A relationship where one value is a constant multiple of the other, represented by y ∝ x.
Inversely proportional - A relationship where one value is a constant multiple of the other, represented by y ∝ 1/x.
Newton's Second Law of Motion - 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.
Common misconception
It is common for pupils to fail to consider the hanging mass as part of the accelerating mass.
Emphasise that all of the moving parts in the investigation are connected, are accelerated together, and need to be included in the measurement of the mass being accelerated.
To help you plan your year 11 combined science lesson on: Force, mass and acceleration (a = (v – u)/t), download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your year 11 combined science lesson on: Force, mass and acceleration (a = (v – u)/t), download all teaching resources for free and adapt to suit your pupils' needs.
The starter quiz will activate and check your pupils' prior knowledge, with versions available both with and without answers in PDF format.
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The assessment exit quiz will test your pupils' understanding of the key learning points.
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Explore more key stage 4 combined science lessons from the Forces make things change unit, dive into the full secondary combined science curriculum, or learn more about lesson planning.
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Prior knowledge starter quiz
6 Questions
Q1.Which of the following scientists developed three laws of motion?
Q2.Which of the following forces opposes the movement of one solid object across the surface of another?
Q3.Which of the following is the correct relationship between acceleration, change in velocity and time?
Q4.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?
Q5.Which of the following is the correct unit of acceleration?
Q6.A scooter accelerates from rest to 18 m/s in 12 s.
Calculate the acceleration of the scooter.
Assessment exit quiz
6 Questions
Q1.Match the following key terms to their definitions.
air track -
A track that uses a cushion of air to reduce frictional forces.
directly proportional -
A relationship where one value is a constant multiple of the other.
inversely proportional -
A relationship where one value halves each time the other doubles.
Newton's Second Law of motion -
Acceleration: proportional to force, inversely proportional to mass.
Q2.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?
Q3.Starting with the smallest, sort the following in order of increasing resultant force.
Q4.Calculate the acceleration of a dynamics trolley of mass 0.80 kg when a resultant force of 2.0 N acts on it.
Q5.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.
Q6.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?