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Term introduction
Summary: Students study the motion of objects and how this can be represented graphically. They
then analyse a range of forces acting on objects, including the concept of pairs of forces, contact forces and
non-contact forces. They then go on to measure frictional forces and the behaviour of materials when forces
act on them.
NC 2014 coverage
Describing motion: speed and the quantitative relationship between average speed, distance and time (speed =
distance ÷ time); the representation of a journey on a distance–time graph; relative motion: trains and cars passing one
another.
Forces: forces as pushes or pulls, arising from the interaction between two objects; using force arrows in diagrams,
adding forces in one dimension, balanced and unbalanced forces; moment as the turning effect of a force; forces:
associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with
pushing things out of the way; resistance to motion of air and water; forces measured in newtons, measurements of
stretch or compression as force is changed; force-extension linear relation; Hooke’s Law as a special case; work done
and energy changes on deformation; non-contact forces: gravity forces acting at a distance on Earth and in space,
forces between magnets and forces due to static electricity.
Pressure in fluids: atmospheric pressure, decreases with increase of height as weight of air above decreases with
height; pressure in liquids, increasing with depth; upthrust effects, floating and sinking; pressure measured by ratio of
force over area – acting normal to any surface.
Balanced forces: opposing forces and equilibrium: weight held by stretched spring or supported on a compressed
surface.
Forces and motion: forces being needed to cause objects to stop or start moving, or to change their speed or direction
of motion (qualitative only); change depending on direction of force and its size.
Contexts and cross-curricular links
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Use of technology to measure speed of movement.
Aerodynamic design in engineering and sport.
Construction of buildings and other objects linking to forces acting on them.
Construction and operation of ships, submarines, etc., including water-based sport.
Prior knowledge
Students should know that:
 Forces can be described as pushes and pulls.
 Forces can alter the shape or movement of an object.
Student’s Book coverage
Unit 1 introduces the idea of movement, how the speed of objects is measured and calculated. It also covers the
graphical representation of motion in depth. The students then move on to looking at forces in Unit 2, starting with their
representation on diagrams and their effects. The two concepts are then combined to describe how resultant forces
affect movement. Forces are also used to explain why objects float when combined with an understanding of density
covered in Unit 4.
Learning
Progression through the term
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With support, use the speed equation to calculate speed with simple units.
Describe the motion of an object from a single-phase distance–time graph.
Represent forces as single arrows.
State that weight is a force caused by ‘gravity’ and varies from planet to planet.
Make simple measurements of density.
Describe the relationship between the force acing on a spring and its length in simple terms.
State that water and air resistance are frictional forces which oppose motion.
Accurately draw a range of diagrams showing scaled forces acting on bodies.
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SMART SCIENCE
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Physics Term 1 – Term introduction
Physics Term 1: Forces and motion
Mastering
Term introduction
Expanding
Physics Term 1 – Term introduction
Physics Term 1: Forces and motion
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Calculate the speed of objects using the equation and a range of units.
Describe the changes in motion of objects by interpreting multi-phase graphs.
Use the concept of relative speed in description of motion.
Correctly represent forces between objects with pairs of force arrows.
Carefully select forcemeters of appropriate range and precision to measure a range of forces.
Calculate the weights of objects using the masses and gravitational field strength.
Outline the gravitational forces acting between the Sun, Earth and Moon.
Calculate density appropriately from experimental data.
Describe the behaviour of springs in terms of Hooke’s Law and proportionality.
Describe factors that will increase resistance such as increase in speed or ‘thickness’ of fluid.
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Rearrange the speed equation finding distance travelled or time taken
Describe the movement of objects that are accelerating or decelerating.
Extract information from graphs to calculate speed.
Use scale diagrams to represent pairs of forces acting between objects.
Use rearrangements of the weight equation to calculate masses or the gravitational field strength.
Describe gravitational attraction between bodies in terms of a pair of equal and opposite non-contact forces.
Apply Hooke’s Law by predicting the expected extension of a spring when a load is applied using a graph or
the spring constant.
Use the concepts of balanced and unbalanced forces (weight and drag) to describe motion through a fluid.
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Working Scientifically, Maths and Data Handling skills
Opportunities to develop skills:
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Drawing and interpreting graphs (motion) and diagrams representing forces.
Mathematical skills in calculations.
Experimental and investigative skills throughout the unit.
Literacy
Opportunities to develop skills include:
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Exploration of key science terminology.
Group discussion and collaboration.
Description and evaluation of findings.
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Presentation of results and findings.
Reading to follow instructions and for information.
Key terms: acceleration, compression, deform, density, distance, distance-time graph, extension, force, friction,
gram (g), gradient, gravity, Hooke’s Law, interaction, kilogram (kg), mass, metre (m), metres per second (m/s),
newton (N), resultant, speed, upthrust, velocity, volume.
Differentiation: Support
Some students may struggle with the use of graphs in this unit. To support struggling students you could:
 Use simple graphs at first, making sure the students understand what the time axis represents.
 Ask students to write descriptions of the motion shown in the graphs to check understanding.
Differentiation: Extend
To stretch your more able students you could:
 Challenge them to perform calculations involving rearrangement of equations.
 Link with technology and ICT, giving students the opportunity to use data logging equipment to record movement.
They could also use video equipment to analyse motion.
Quick checks to test preparedness for GCSE
 Ask students to clearly define speed and describe acceleration and what causes objects to accelerate.
 The students should describe the forces acting and the motion of an object moving through the air.
 The students should use the concept of density and forces to explain why some objects float.
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TEACHER’S HANDBOOK 1
© Smart Learning Ltd 2014 – Copying permitted for purchasing institution only.