Foundation scheme of work
Physics – Forces
This resource provides guidance for teaching the Forces topic from our new GCSE in Physics. It is based on the draft GCSE Combined Science: Trilogy
specification (8464), and is likely to be revised on accreditation of the final specification. These revisions will be published on the website after accreditation.
The scheme of work is designed to be a flexible term plan for teaching content and development of the skills that will be assessed.
It is provided in Word format to help you create your own teaching plan – you can edit and customise it according to your needs. This scheme of work is not
exhaustive, it only suggests activities and resources you could find useful in your teaching.
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6.1 Forces
6.1.1 Forces and their interactions
Spec ref.
6.1.1.1
Summary of the
specification content
Scalar and vector
quantities
Learning outcomes
What most candidates should
be able to do
Scalar quantities have
magnitude only.
Suggested
timing
(hours)
0.5
Vector quantities have
magnitude and an
associated direction.
The arrow notation for
vectors.
6.1.1.2
Contact and noncontact forces
Force is a vector quantity
and can be described as
contact or non-contact.
Examples of contact forces
include friction, air
resistance, tension and
normal contact force.
Examples of non-contact
forces are gravitational
force, electrostatic force
and magnetic force.
0.5
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
Reference to past
questions that
indicate success
ExamPro
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Describe the difference between
scalar and vector quantities and
give examples.
Draw vector diagrams for
vectors where the size and
direction of the arrow represents
the size and direction of the
vector.
Give examples of contact and
non-contact forces.
Describe the effects of forces in
terms of changing the shape
and/or motion of objects.
Describe examples of contact
forces explaining how the force
is produced.
Describe examples of noncontact forces and state how the
force is produced eg
gravitational force caused by
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Self/peer
assessment
Opportunities and
resources
Circus of different activities to
illustrate different forces.
Students should note the
name of forces involved,
whether they are contact or
non-contact, and directions of
any forces.
Activities could include:
 a rubber duck floating on
water (to illustrate
buoyancy)
 natural string and nylon
string knots (to illustrate
friction)
ExamPro
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QP12S2F03
QPM98F2.15
QPSB00.4.11
GCSE Physics
QM96P1.05
Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
indicate success
two objects with mass exerting
an attractive force on each
other.
Contrast gravitational forces as
only attractive with magnetic and
electrostatic which are both
attractive and repulsive.






6.1.1.3
Gravity
Weight is the force acting
on an object due to gravity.
The force of gravity close to
the Earth is due to the
gravitational field around
0.5
Describe and explain what
weight is and why objects on
Earth have weight.
State the units used to measure
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mass hanging on a spring
(to illustrate tension)
mass hanging on an
elastic band (to illustrate
elasticity)
two magnets or paperclip
suspended in a magnetic
field (to illustrate newton
balance and mass)
textbooks with pages
interleaved (to
demonstrate friction)
a polythene rod and
duster with pieces of
tissue paper (to
demonstrate electrostatic
forces)
a falling ball (to
demonstrate gravity).
Students could illustrate the
apparatus and label it with
names of different forces.
Gravity can be illustrated
using a sheet pulled tight and
a range of different weight
balls eg a ping pong ball,
marble, tennis ball, netball or
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Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
indicate success
the Earth.
6.1.1.3
Calculating the
weight of an object
The weight of an object can
be calculated using the
equation:
weight = mass ×
gravitational field strength
1
weight.
football.
Weight is measured using a
calibrated spring-balance (a
newton meter).
Ask students to predict what
will happen to balls on the
outer edges if different balls
are placed in the centre of the
sheet.
Measure a range of different
masses using a newton
metre.
Define weight and mass and
explain the difference between
them.
Calculate the weight of an object
on Earth using 𝑊 = 𝑚𝑔.
[𝑊 = 𝑚 𝑔]
weight, W, in newton , N
mass, m, in kilograms, kg
gravitational field strength,
g, in newton per kilogram,
N/kg
The weight of an object and
the mass of an object are
directly proportional.
Students should be able to
describe g as field strength and
distinguish between g and g
(grams).
Students should be able to recall
this equation and rearrange the
equation W=mg to find any
unknown quantity, so should
perform practice calculations.
Give the correct units of weight
and mass.
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Make an elastic band newton
meter using cardboard, elastic
bands, paper clips and split
pins.
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Use this to compare with a
laboratory newton metre.
Students link the relationship
between grams and newtons.
Ask students to calculate their
weight in newtons then
compare them with their mass
(kg). Use hypothetical
celebrity masses if students
are uncomfortable with
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Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
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Convert quantities into SI units
eg grams into kilograms.
Compare the weight of an object
on different planets when given
the gravitational field strength of
the planets.
6.1.1.4
Resultant forces
A number of forces acting
on an object may be
replaced by a single force
that has the same effect as
all the original forces acting
together. This single force
is called the resultant force.
1
Describe the relationship
between weight and mass and
what would happen to weight if
mass was doubled.
Introduce/remind about symbol
for proportionality and explain as
one going up/the other going up
etc.
Draw force diagrams to
represent forces acting parallel
to each other, both in the same
direction or in opposite
directions.
Calculate the resultant of two
forces that act in a straight line.
measuring their own mass.
Give gravitational fields of
different planets and compare
how weight would change
accordingly.
Use the ball from lesson one
to demonstrate force arrows.
Ask students to cut out forces
arrows of different lengths
(width does not matter) and
place on to the falling ball in
the correct places and correct
direction.
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Revisit the circus of forces
from lesson one and ask
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Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
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students to place the arrows
to represent the forces at
work (and direction).
Demonstrate that multiple
force arrows can be added
together if they work in the
same direction to make a
longer arrow.
Forces working in opposite
directions can be subtracted
to leave the resultant force.
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6.1.2 Work done and energy transfer
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Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
6.1.2
Calculating the
work done when a
force moves an
object
When a force causes an
object to move through a
distance, work is done on
the object.
1
Define work done.
Move an apple through a
distance of one metre to
illustrate a joule.
The work done by a force
on an object can be
calculated using the
equation:
work done = force ×
distance (moved along the
line of action of the force)
[𝑊 = 𝐹 𝑠]
work done, W, in joules, J
force, F, in newtons, N
distance, s, in metres
One joule of work is done
when a force of one newton
causes a displacement of
one metre.
State the units of work.
Give the standard Physics
definition of work and compare
with everyday definition of
‘work’.
Students calculate how much
work done each time they lift
their school bag (measure
distance from ground to
shoulder).
Define a joule.
Calculate the work done by a
force on an object when given
the magnitude of the force and
the displacement of the object.
Rearrange this equation to find
any unknown value. Students
should perform calculations to
assist remembering this
equation.
Equate joules with newtonmetres.
1 joule = 1 newton-metre
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Calculate how many times
they do this each
day/week/year to get an idea.
Compare the number of joules
used in bag lifting with the
amount of (kilo) joules in a
snack bar.
How many times would they
have to lift their bag to burn off
the energy consumed? (cross
reference with Physics –
Energy 6.2.1.4)
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assessment
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ExamPro (work
done)
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QPA05DF2.07
QP13W.2F.08
ExamPro (joules)
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QM99F2.14
QA04DF2.10
Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
6.1.2
Energy transfers
when work is done
on an object
Describe the energy
transfer involved when
work is done.
1
Describe the energy transfer
involved when work is done on
an object eg the work done in
lifting the bag causes an
increase in the gravitational
potential energy store of that
object.
Revisit the circus of forces and
describe the energy transfers
involved in each activity.
Work done against the
frictional forces acting on
an object causes a rise in
the temperature of the
object.
Students review the calculations
on how much energy is used
lifting their bag and draw energy
transfer diagrams to show the
energy transfers.
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Students can investigate the
heating force of friction by:
 rubbing their hands
together
 using a pencil eraser
 watching the heating
effects of braking on race
cars ie in online videos
such as this Formula 1
braking video
Self/peer
assessment
Opportunities and
resources
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questions that
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6.1.3 Forces and elasticity
Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
6.1.3
Changing the
shape of an object
Explain why a change in
the shape of an object (by
stretching, bending or
compressing) can only
happen when more than
one force is applied to the
object.
1
Students should be able to
describe objects that can be
compressed, bent or stretched.
Demonstrate a range of
objects with elastic properties
such as a bendy ruler, squash
ball or rubber band.
Elastic and inelastic
deformation
Give examples of the
forces involved in
stretching, bending or
compressing an object.
Describe how a change in
the shape of an object (by
stretching, bending or
compressing) can only
happen when more than
one force is applied to the
object.
Draw diagrams to show the
forces needed to stretch, bend
or compress the various objects.
Ask students to place force
arrows where they think the
forces are working.
Define elastic deformation.
Draw a graph that describes the
force and extension curve of an
elastic band or spring when not
stretched beyond its elastic limit.
Sketch and describe the force
and extension curve of an
elastic material when stretched
beyond its elastic limit.
Elastic deformation occurs
when an object returns to
its original shape and size
after the forces are
removed. An object that
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Students can use sweet
shoelaces, similar sweets or
plastic bags to investigate the
elastic deformation of objects
(risk assessment for falling
masses required).
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
indicate success
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Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
indicate success
1
Find the spring constant of a
spring by experiment.
Required practical 11:
investigate the relationship
between force and extension
for a spring.
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does not return to its
original shape after the
forces have been removed
has been inelastically
deformed.
6.1.3
Hooke’s Law
The extension of an elastic
object, such as a spring, is
directly proportional to the
force applied, provided that
the limit of proportionality is
not exceeded.
force = spring constant ×
extension
[𝐹 = 𝑘 𝑒]
force, F, in newtons, N
spring constant, k, in
newtons per metre, N/m
extension, e, in metres, m
Students should perform several
calculations to assist
remembering this equation.
Draw a graph for the forceextension curve for a spring.
Add and label the forceextension curve for a spring with
a spring constant of greater or
lesser value than the spring
given.
Investigate Hooke’s law using
spring and masses.
Convert mass (g) into force (N)
and calculate the forces acting
on the spring using the
extension of the spring when
given the spring constant.
Calculate the force acting on a
spring.
Students should note that this
also applies to compression eg
for springs.
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Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
6.1.3
Work done in
stretching a spring
A force that stretches (or
compresses) a spring does
work and elastic potential
energy is stored in the
spring. Provided the spring
does not go past the limit of
proportionality, the work
done on the spring and the
elastic potential energy
stored are equal.
1
Calculate the work done in
stretching the rubber bands.
Students investigate the work
done by hanging masses off
rubber bands (or hair ties).
elastic potential energy
= 0.5 × spring constant ×
extension 2
Ee = ½ k e2
Students should perform several
calculations to assist
remembering this equation.
Self/peer
assessment
Opportunities and
resources
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questions that
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Continue hanging masses off
the rubber band until it no
longer returns to its original
shape (it has reached its
elastic limit).
Define the limit of
proportionality.
Label the limit of proportionality
on a graph showing the force
applied against extension.
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6.1.4 Forces and motion
Spec ref.
6.1.4.1.1
Summary of the
specification content
Learning outcomes
Distance and
displacement
Distance is how far an
object moves. It is a scalar
quantity.
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
1
Explain the difference between
distance and displacement.
Demonstrate the difference
between distance and distance
travelled from a start point
(displacement) by walking
round in a square and
returning to the original
position.
Define distance.
Define displacement.
Displacement includes both
the distance an object
moves, measured in a
straight line from the start
point to the finish point and
the direction of that straight
line. Displacement is a
vector quantity.
6.1.4.1.2
The definition of
speed, how it is
calculated and
Speed is a scalar quantity.
Describe the difference between
scalars and vectors, stating
which distance and
displacement are.
1
Define speed and calculate it by
using speed = distance/time.
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Students can use maps to
compare their displacement
and distance travelled to
school each morning. Use a
ruler to measure displacement
‘as the crow flies’ and an
online distance measurer for
distance travelled.
Compare the distance
travelled each day with overall
displacement. They return to
their home (ie start point) each
day so overall displacement is
zero.
Measure the time taken to
travel in various modes ie
walking or running 10 m.
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Spec ref.
Summary of the
specification content
Learning outcomes
some typical values
The speed of a moving
object is rarely constant.
When people walk, run or
travel in a car their speed is
constantly changing.
What most candidates should
be able to do
Suggested
timing
(hours)
A typical value for the
Compare speed of someone
walking from a standing start
to that of someone timed midwalk. What are the differences
in their average speed?
Describe and explain the factors
that affect how quickly a person
can walk or run.
walking ̴ 1.5 m/s
running ̴ 3 m/s
cycling ̴ 6 m/s
It is not only moving objects
that have varying speed.
The speed of sound and
the speed of the wind also
vary.
State that speed is a scalar
quantity. Compare this with
forces previously described as a
vector.
Self/peer
assessment
Opportunities and
resources
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questions that
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QSB01.2.8A
QCJ9P3.03
QSA99F2.06
Additional
Science
QP09S.2F.03
Explain why the speed of a
moving object is nearly always
changing.
Typical values may be
taken as:
The speed of sound
Opportunities to develop and
apply practical and enquiry skills
Describe the difference between
average speed and
instantaneous speed.
The speed that a person
can walk, run or cycle
depends on many factors
including age, terrain,
fitness and distance
travelled.
6.1.4.1.2
Opportunities to develop Scientific
Communication skills
0.5
State typical walking, running
and cycling speeds in m/s.
Students should practice
matching speeds to the activities
in order to help remember them.
State that the speed of sound is
not a fixed value as it depends
on the temperature and
humidity. Students should make
up a poem to help them
remember the speed of sound in
air as well as the speeds of
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Examine weather predictions
for wind.
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What most candidates should
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Suggested
timing
(hours)
speed of sound in air is
330m/s.
6.1.4.1.2
Calculating the
distance travelled
by an object from
its speed
For an object moving at
constant speed the
distance travelled in a
specific time can be
calculated using the
equation:
0.5
[𝑠 = 𝑣 𝑡]
distance, s, in metres, m
speed, v, in metres per
second, m/s
time, t, in seconds, s
If an object moves along a
straight line, how far it is
from a certain point can be
Describe examples of where
wind speed changes eg a
summer breeze to a hurricane.
State the equation used to find
the speed of an object. Students
should perform several
calculations to assist
remembering this equation.
Calculate the speed of an object
given the distance travelled and
the time taken. Rearrange the
equation to find either unknown
quantity.
𝑠𝑝𝑒𝑒𝑑 × 𝑡𝑖𝑚𝑒
Distance-time
graphs
Opportunities to develop and
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assessment
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resources
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Students can measure the
speed of various objects over
a set distance ie balloon
rockets travelling along a
length of string, a toy car
travelling along a ramp or the
time taken to walk down a
corridor or run 100 m.
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Students can ‘walk the graph’
of their journey to school,
demonstrating their changes in
ExamPro GCSE
Additional
different activities.
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑 =
6.1.4.1.4
Opportunities to develop Scientific
Communication skills
1
Give students examples of the
times taken for various animals
(ie cheetah, snail, tortoise,
swordfish, peregrine) and
various vehicles (ie Formula
One car, motorbike, rocket,
Eurofighter) to travel various
distances. Ask students to
calculate speeds.
Draw and interpret distance-time
graphs for the examples given in
the previous lesson. Use the
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timing
(hours)
represented by a distancetime graph.
The speed of an object can
be calculated from the
gradient of its distance-time
graph.
6.1.4.1.3
6.1.4.1.5
Definition of
velocity
Definition and
calculation of
acceleration
Negative
acceleration also
known as
The velocity of an object is
its speed in a given
direction. Velocity is a
vector quantity.
The average acceleration
of an object can be
calculated using:
1
1
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
graph to calculate average
speeds at certain points.
speeds at different stages of
the journey.
Compare the speeds of two or
more objects, or from one object
at different points, on a distancetime graph from the gradients of
the lines.
Students should be able to
draw distance-time graphs
from measurements and
extract and interpret lines and
slopes of distance-time
graphs, translating information
between graphical and
numerical form.
State that the steeper the line on
a distance-time graph, the faster
the object is travelling.
Define velocity and describe
velocity as a vector quantity.
Compare this with the scalar
quantity of speed as described
in the previous lesson.
Use examples of flight paths and
train lines to describe how
velocity is an important concept
for some modes of transport.
Define acceleration.
Compare the accelerations of
different vehicles.
𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛: 𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛 =
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦
𝑡𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛
Calculate the acceleration of a
vehicle when given the initial
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
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resources
Reference to past
questions that
indicate success
QPA04DF2.11
QP12S2F07
QPSP.2F.05
QPB04.F.08
QPSA99F2.06
To describe the differences
between scalar and vector,
students can draw a treasure
map and write instructions to
find the hidden treasure by
describing number of steps in
a certain direction. Compare
this to instructions without
direction included.
ExamPro
GCSE Additional
QP12SY2F06
Students can measure the
time taken for marbles to travel
set distances over a cardboard
roller coaster course (with
areas of different gradient) and
calculate the speeds for each
section. Use these speeds to
ExamPro
GCSE Additional
QK14S5F08
QPB04.F.12A
ExamPro
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Spec ref.
Summary of the
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Learning outcomes
deceleration
[𝑎 = ∆𝑣 ]
𝑡
acceleration, a, in metres
per second squared, m/s2
change in velocity, ∆v, in
metres per second, m/s
time, t, in seconds, s
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
and final speed and the time
taken for the change in speed to
occur.
calculate the acceleration.
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
indicate success
GCSE Additional
QPM98F2.19
QSB02.4.13A
Rearrange the equation to find
other unknown quantities.
Students should perform several
example calculations to assist
remembering this equation.
An object that slows down
(decelerates) has a
negative acceleration.
Describe the method used to
find the acceleration of a marble
over a roller coaster.
Define deceleration as negative
acceleration.
Calculate the acceleration over
areas where the marble goes
uphill to acquire negative
numbers.
6.1.4.1.5
Velocity-time
graphs
The acceleration of an
object can be calculated
from the gradient of a
1
Describe what negative
acceleration means eg an
acceleration of 1.5m/s2.
Draw and interpret velocity-time
graphs.
Describe how the acceleration of
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Use films where there are
extended chase sections (such
as Toy Story, Speed, The
Matrix) to calculate the times
ExamPro
GCSE Additional
QP13W.2F.06
16 of 24
Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
velocity-time graph.
The distance travelled by
an object can be calculated
from the area under a
velocity-time graph.
6.1.4.1.5
Equations of motion
for uniform
acceleration
The following equation
applies to uniform motion:
1
Falling under
gravity
an object can be found from a
velocity-time graph.
taken for different events.
Calculate the distance travelled
using the area under the line on
a velocity-time graph.
Use starting velocities of 0m/s
and final velocity to calculate
acceleration.
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
indicate success
QKP.5F.09
Give students distances and
plot a velocity-time graph to
show changing velocities. Use
this graph to calculate
acceleration at different points.
GCSE Physics
QPSP.2F.02
Students can investigate the
velocities of a marble or toy
car rolling down one metre
ramps with different gradients.
ExamPro
GCSE Additional
QP11WY2F03
QP09W.2F.08
Interpret questions to find values
not specifically stated eg start at
rest means an initial velocity of 0
m/s.
[v2 - u2 = 2 a s ]
6.1.4.1.5
Opportunities to develop and
apply practical and enquiry skills
Compare the acceleration of a
vehicle at different points of a
velocity-time graph from the
gradients of the lines.
(final velocity)2 - (initial
velocity)2 = 2 × acceleration
× distance
final velocity, v, in metres
per second, m/s
initial velocity, u, in metres
per second, m/s
acceleration, a, in metres
per second squared, m/s2
distance, s, in metres, m
Near the Earth’s surface
any object falling freely
under gravity has an
Opportunities to develop Scientific
Communication skills
GCSE Physics
QM94R5.10
Use the equation v2 - u2 = 2 a s
to find any unknown given the
other values.
1
Describe why objects near the
Earth’s surface fall.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Students can investigate
parachutes or paper rotors to
determine the different
ExamPro
GCSE Additional
QP09S.2H.03
17 of 24
Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
acceleration of about 10
m/s2.
An object falling through a
fluid initially accelerates
due to the force of gravity.
Eventually the resultant
force will be zero and the
object will move at its
terminal velocity.
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
Describe how the forces acting
on a skydiver change throughout
a sky dive, from jumping out of
the plane to landing on the floor.
velocities of falling under the
force of gravity.
Explain how the speed of a
skydiver changes throughout a
skydive, perhaps using these
links:



What is terminal velocity? –
the science of skydiving
video
Felix Baumgarter’s
supersonic freefall website
Guinness World Records –
skydive record
Investigate terminal velocity
using different shaped
plasticine falling through a
viscous fluid eg wallpaper
paste or glycerine.
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
indicate success
QPSB98.2.01
GCSE Physics
QPM96Q3.15
QPSP.2F.03
Students can
place descriptions
of the different
forces/velocities
on a skydiver onto
a given velocitytime graph.
Draw a speed-time graph to
show how the speed of a
skydiver changes throughout the
jump.
Analyse the speed-time graph
for a skydiver and explain what
is happening at each stage of
the jump.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
18 of 24
Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
indicate success
Define terminal velocity.
Describe and explain factors
that affect the terminal velocity
of a skydiver.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
19 of 24
6.1.4.2 Forces, accelerations and Newton's Laws of motion
Spec ref.
Summary of the
specification content
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What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
6.1.4.2.1
Newton’s First Law
Newton’s First Law:
If the resultant force acting
on an object is zero and:
1
State Newton’s First Law.
Students can watch a video of
the feather/hammer
experiment completed on the
Moon such as this video of the
hammer and feather
experiment on the Moon.


6.1.4.2.2
Newton’s Second
Law
Describe the effect of having no
resultant force on:
the object is stationary,
the object will remain
stationary
the object is moving.
the object will continue
to move at the same
speed and in the same
direction. So the object
continues to move at
the same velocity.
So, when a vehicle travels
at a steady speed, the
resistive forces balance the
driving force.
Newton’s Second Law:
The acceleration of an
object is proportional to the
resultant force acting on the
object, and inversely


a stationary object
an object moving at a
constant velocity.
Explain that for an object
travelling at terminal velocity, the
driving force(s) must equal the
resistive force(s) acting on the
object.
1
Define Newton’s Second Law.
Calculate the resultant force
acting on an object using the
equation 𝐹 = 𝑚 𝑎. Students
should perform several example
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Self/peer
assessment
Opportunities and
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Reference to past
questions that
indicate success
ExamPro
GCSE Additional
QP12WY2F06
Examine the pictures from
Pluto and determine the
distances that have been
travelled using NASA images.
Students can illustrate a
picture of the journey by the
New Horizons probe with the
forces acting on it throughout
its journey to Pluto.
Required practical 12:
investigate the effect of varying
the force and/or mass on the
acceleration of an object.
Students can investigate the
ExamPro
GCSE Additional
QP14S.2F.02
QP14S.2F.02
QPC94R9.01
Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
proportional to the mass of
the object.
This can also be expressed
as the following equation:
resultant force = mass ×
acceleration
[𝐹 = 𝑚 𝑎 ]
force, F, in newtons, N
mass, m, in kilograms, kg
acceleration, a, in metres
per second squared, m/s2
6.1.4.2.3
Newton’s Third Law
Newton’s Third Law:
If body A exerts a force on
body B, then B will exert an
equal but opposite force on
A.
1
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
calculations to assist
remembering this equation.
Rearrange the equation to find
any other unknown quantity.
Analyse data on vehicles to
determine the acceleration when
given the driving force and mass
of the vehicle.
distance travelled of different
mass paper balls when fired by
a rubber band.
Describe how two identical cars
with different loads have
different accelerations.
Use skateboards and kilogram
masses to illustrate different
accelerations of differently
loaded vehicles.
Explain why heavier vehicles
have greater stopping distances
than light vehicles, assuming the
same braking force.
Define Newton’s Third Law.
Draw force diagrams to show
Newton’s third law eg a falling
object being pulled down by
gravity and the Earth being
pulled by the falling object.
Forces need to be equal in size
and opposite in direction.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Self/peer
assessment
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resources
Reference to past
questions that
indicate success
Use a force meter to measure
the force on the rubber band.
Rearrange the equation to find
the acceleration.
Place cut outs of force arrows
on various motionless objects.
Label these as ‘the force acting
on the ____ by the ____’.
ExamPro
GCSE Additional
QP10EY2F06
QPCJ97F3.07
Complete similar activity for
moving objects.
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6.1.4.3 Forces and braking
Spec ref.
Summary of the
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What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
6.1.4.3.1
Stopping distances
The stopping distance of a
vehicle is the sum of the
distance the vehicle travels
during the driver’s reaction
time (thinking distance) and
the distance it travels under
the braking force (braking
distance).
1
Define:
 thinking distance
 braking distance
 stopping distance.
Examine the stopping
distances from The Highway
Code.
State that the overall stopping
distance of a vehicle is made up
of the thinking distance plus the
braking distance.
For a given braking force,
the greater the speed of the
vehicle, the greater the
stopping distance.
6.1.4.3.2
Reaction times and
thinking distance
Reaction times vary from
person to person. Typical
values range from 0.5 s to
0.9 s.
Knowledge and
1
Describe and explain how the
speed of a vehicle affects the
stopping distance for a given
braking force. Describe patterns
between the speed of a vehicle
and the braking distance eg
what would be the effect of
doubling the speed on the
braking distance?
Estimate the typical reaction
times of a person.
Compare the effect of the
different distractions on thinking
distance based on the data
collected.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Measure out the stopping
distance for a car travelling at
20 miles per hour. Compare
this with a car travelling at 40
miles per hour.
Investigate reaction times
using metre rulers or reaction
rulers.
Students find out their normal
reaction time then compare
this to reaction times with
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
indicate success
ExamPro
GCSE Additional
QP13S.2F.06
QPA03DF2.09
Students can find
out the different
speed limits of
areas between
the home and
school.
ExamPro
GCSE Additional
QP10SY2F03
QP13W.Y2F.01
Spec ref.
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
understanding of methods
used to measure human
reaction times.
6.1.4.3.3
Braking distance
Knowledge of how a
driver’s reaction time can
be affected by tiredness,
drugs and alcohol.
Distractions may also affect
a driver’s ability to react.
The braking distance of a
vehicle can be affected by
adverse road and weather
conditions and poor
condition of the vehicle.
1
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
Describe how drugs will affect a
driver’s reaction time and
thinking distance.
different distractions such as:
 listening to loud music
 texting
 having a conversation
 drinking from a water
bottle
 being in the dark.
Describe factors that will affect
the braking distance of a
vehicle.
Watch online videos of cars
travelling in snow or ice.
Explain how different factors
affect the braking distance of a
vehicle eg icy roads, brakes or
tyres.
Describe the patterns between
the speed of a vehicle and the
thinking distance eg what would
be the effect of doubling the
speed on the thinking distance?
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Students can investigate how
a layer of oil in a tray affects
the motion of a wooden block.
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
indicate success
ExamPro
GCSE Additional
QP11SY2F05
QKP.5F.11
QP13.2F.06
Apply this to roads where there
has been an oil spill.
Create a safety poster
highlighting the dangers of
driving over the speed limit
and making specific reference
to braking, thinking, road
conditions and alcohol.
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Spec ref.
6.1.4.3.4
Summary of the
specification content
Learning outcomes
What most candidates should
be able to do
Suggested
timing
(hours)
Opportunities to develop Scientific
Communication skills
Opportunities to develop and
apply practical and enquiry skills
Energy changes in
braking
When a force is applied to
the brakes of a vehicle,
work done by the friction
force between the brakes
and the wheel reduces the
kinetic energy of the vehicle
and the temperature of the
brakes increases.
1
Describe and explain the energy
changes involved in stopping a
vehicle.
Examine crash test dummy
videos to explore the dangers
of large decelerations.
Describe the braking distances
of vehicles travelling faster.
Demonstrate the thermal
energy created when a pencil
eraser is rubbed vigorously on
paper.
The greater the speed of a
vehicle, the greater the
braking force needed to
stop the vehicle in a certain
distance.
The greater the braking
force, the greater the
deceleration of the vehicle.
Large decelerations may
lead to brakes overheating
and/or loss of control.
Explain why stopping from high
speed can cause the brake pads
to overheat and the brake disks
to warp.
A good video on the
Bloodhound SSC illustrates the
problems with stopping a 1,000
mph car:
How do you stop a 1,000 mph
car video.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Self/peer
assessment
Opportunities and
resources
Reference to past
questions that
indicate success
ExamPro
GCSE Physics
QPM97F1.08
QPM95P1.20
If possible, ask a student to
bring in their bicycle. Examine
the heating effects of friction
on the brake pads when the
brakes are applied.
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