England · Physics · Area

Forces and motion

Interactions and resultants · Work and elasticity · Describing motion · Newton’s laws and stopping · Momentum · Moments and fluids

6units
18lectures planned

Scope and route

Shared: Physics and Trilogy, both tiers unless a Higher branch is named.
Separate Physics: Outside the Trilogy physics requirements.
Higher: Higher-only objectives, examples or assessments are labelled.
Ratings: Difficulty 1–4 and duration are proposed design choices; mastery means independently meeting exit criteria.

Forces and motion

Area page →

FM-U1 · Interactions and resultants

Unit page →

FM-01 · FM-U1 · Planned

Interactions, scalars and vectors

ScopeShared
Difficulty1 / 4 · proposed
Time20–25 min · estimated
StatusPlanned

Learning objectives

Classify quantities and forces; identify both objects in an interaction.

8463 §§4.5.1.1–4.5.1.2 / 8464 §§6.5.1.1–6.5.1.2

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.1; MS5b.

Needs firstP0; EN-02 helpful

Explanation

A vector needs direction as well as magnitude. Forces describe interactions between bodies, including non-contact interactions through fields. Draw arrows for forces on the chosen object; a separate interaction-pair description identifies the other body.

Concepts, equations and units: Scalar magnitude; vector magnitude/direction; force N; contact/non-contact forces.

Prediction, demonstration and game exercise

Predict, observe, explain

Show rope, cart, magnet and Earth interactions; draw scaled arrows without implying motion direction.

Planned learner game exercise

Annotate forces on a cart in three settings and match interaction partners.

Independent practice

Explain friction, normal force, tension, gravity, electrostatics and magnetism.

Original practice example · Shared

Classify speed and velocity, then name a contact and a non-contact force.

Show working and model answer

Working / reasoning

Speed has magnitude only; velocity adds direction. Friction is contact; gravity is non-contact.

Answer

Speed scalar; velocity vector; friction/contact and gravity/non-contact are valid examples.

Exit check and success criteria

Five of six classifications correct and two valid interaction pairs.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Forces require contact; force arrows show velocity; equal opposite forces always act on one object.

Practical preparation

Optional force/magnet observations, AT2.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-02 · FM-U1 · Planned

Mass, weight and gravity

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Calculate weight with supplied g; measure it using a newtonmeter; locate a model centre of mass.

8463 §§4.5.1.3 / 8464 §§6.5.1.3

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS4.2,4.3; MS3a,3b,3c,4d.

Needs firstFM-01,EN-04

Explanation

Mass measures the amount represented by the inertial/gravitational mass parameter; weight is a force caused by gravity. A fixed object has the same mass in different supplied fields but different weight. A newtonmeter measures force, not kilograms directly.

Concepts, equations and units: W_weight=mg; weight N, mass kg, g N/kg; W_weight distinct from work.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare the same mass on Earth and a different supplied gravitational field; calibrate the balance scale.

Planned learner game exercise

Carry a fixed-mass cargo between model worlds and choose the appropriate measuring instrument.

Independent practice

Three weight problems; graph weight against mass and interpret the gradient.

Original practice example · Shared

A 3 kg object is in a field of 8 N/kg. Find its weight.

Show working and model answer

Working / reasoning

W_weight = mg = 3 × 8.

Answer

24 N.

Exit check and success criteria

Two correct numerical answers and explicit mass/weight distinction.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Mass changes when g changes; weight is measured in kilograms.

Practical preparation

Optional newtonmeter measurement, AT1,2.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-03 · FM-U1 · Planned

Resultants on a line

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Calculate a signed resultant; identify balanced forces on one object.

8463 §§4.5.1.4 / 8464 §§6.5.1.4

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2; MS1c,3c.

Needs firstFM-01

Explanation

The resultant combines all forces on one chosen body. Equal opposing forces on that body give zero resultant. This tells us its velocity does not change; it does not say the body must be stationary or that no forces act.

Concepts, equations and units: Force N; choose a positive direction; add/subtract collinear vectors.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict a tug/cart outcome from force readings; demonstrate zero and nonzero resultants.

Planned learner game exercise

Set opposite thrusters to achieve target net forces while retaining individual arrows.

Independent practice

Four signed-resultant problems and one explanation of zero resultant.

Original practice example · Shared

A cart has 12 N right and 7 N left. Find resultant magnitude and direction.

Show working and model answer

Working / reasoning

Choose right positive: 12 − 7 = 5.

Answer

5 N to the right.

Exit check and success criteria

Three of four resultants correct including direction; balanced forces distinguished from absent forces.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Zero resultant means no forces; largest force alone decides the resultant.

Practical preparation

Optional force board/cart, AT2.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-04 · FM-U1 · Planned

Free-body diagrams and vector resolution

ScopeShared Higher
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Draw free-body diagrams; find angled resultants and components by scale drawing.

8463 §§4.5.1.4 / 8464 §§6.5.1.4

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2; MS4a,5a,5b.

Needs firstFM-03; P0 scale diagrams

Explanation

Resolving a vector replaces it with components that together have the same effect. It does not add extra physical interactions. Use a consistent scale drawing to determine components or a resultant, measuring angles and lengths from the diagram.

Concepts, equations and units: N; vector scale, perpendicular components, equilibrium; no trigonometric calculation required.

Prediction, demonstration and game exercise

Predict, observe, explain

Resolve a diagonal tow force with a scale diagram; isolate one object before drawing forces.

Planned learner game exercise

Align ropes for an equilibrium cargo platform; construct the vector polygon on a grid.

Independent practice

Two scale-diagram tasks giving magnitude and direction; explain component equivalence.

Original practice example · Shared Higher

A scale drawing gives perpendicular resultant components of 3 cm right and 4 cm upward, with 1 cm = 2 N. Measure the resultant and angle.

Show working and model answer

Working / reasoning

The diagonal measures 5 cm; its angle is about 53° above right. Multiply the length by 2 N/cm.

Answer

10 N at approximately 53° above the rightward horizontal, obtained by scale drawing.

Exit check and success criteria

Correct diagram convention and both answers within declared drawing tolerance.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Components are extra forces; use sine/cosine as a required GCSE method; third-law pairs belong on one free-body diagram.

Practical preparation

Optional force-table preparation; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-U2 · Work and elasticity

Unit page →

FM-05 · FM-U2 · Planned

Elasticity and the spring investigation

ScopeShared
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Use force–extension data to estimate k; distinguish elastic/inelastic deformation and the proportionality limit.

8463 §§4.5.3 / 8464 §§6.5.3

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS2.2–2.7,3.5,3.7; MS3c,4c,4d.

Needs firstEN-06,FM-02

Explanation

A spring follows F = ke only over its proportional range. Its graph can depart from a straight line before or without the same behaviour as permanent deformation. Measure extension from unloaded length and examine what happens after unloading.

Concepts, equations and units: F=ke; N, N/m, m; E_e=½ke² in proportional range; extension=loaded−original length.

Prediction, demonstration and game exercise

Predict, observe, explain

Load/unload a spring; demonstrate two forces needed to distort a stationary object and nonlinear behaviour.

Planned learner game exercise

Choose increments and repeats, collect extension data, protect the eye-line and identify a model limit.

Independent practice

Plot F against e, calculate gradient k and stored energy for a valid data point.

Original practice example · Shared

A spring extends 0.020 m under 4.0 N in its linear range. Find k.

Show working and model answer

Working / reasoning

k = F/e = 4.0/0.020.

Answer

200 N/m.

Exit check and success criteria

Correct k with units, valid range marked and justified control/improvement.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

One force alone distorts a stationary spring; elastic limit and proportionality limit necessarily coincide.

Practical preparation

RP-P6/RP-C18; AT1,2; hands-on required at school.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-06 · FM-U2 · Planned

Work against friction

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Calculate work along the force direction; link frictional work to thermal changes.

8463 §§4.5.2 / 8464 §§6.5.2

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS3.6,4.5; MS3b,3c.

Needs firstEN-07,FM-03

Explanation

A pulling force can do work even when speed is steady. At steady speed its force may balance resistance, while energy continues to transfer into internal energy through friction. Zero net force does not imply zero work by each individual force.

Concepts, equations and units: W_work=Fs; J=N m; F in N, s in m; constant force along displacement.

Prediction, demonstration and game exercise

Predict, observe, explain

Pull a crate at steady speed; compare force and thermal-energy ledgers on two surfaces.

Planned learner game exercise

Move a crate a fixed distance using a force meter; tune lubrication and reconcile the energy difference.

Independent practice

Three work calculations and an explanation of steady-speed energy transfer.

Original practice example · Shared

A constant 15 N pulling force moves a crate 4 m along the force direction. Find work done by the pull.

Show working and model answer

Working / reasoning

W_work = Fs = 15 × 4.

Answer

60 J; at steady speed this can be matched by work against resistance.

Exit check and success criteria

Two calculations correct and thermal destination named; distinguish balanced forces from zero transfer.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Steady speed means no work done by the pulling force; friction destroys energy.

Practical preparation

Optional friction/work study, AT2,5.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-U3 · Describing motion

Unit page →

FM-07 · FM-U3 · Planned

Distance, displacement, speed and velocity

ScopeShared + Higher extension
Difficulty2 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Calculate average speed and displacement; distinguish velocity; H: explain constant-speed circular velocity change.

8463 §§4.5.6.1.1–4.5.6.1.3 / 8464 §§6.5.4.1.1–6.5.4.1.3

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS2.6,4.5; MS1c,2f,3c.

Needs firstFM-01; P0 rates

Explanation

Distance counts the full route; displacement is the straight-line change of position with direction. Average speed uses total distance divided by total time. Circular motion can have constant speed but changing velocity because its direction changes.

Concepts, equations and units: s=vt at constant speed; average speed=total distance/time; m, s, m/s; typical walking 1.5, running 3, cycling 6, sound about 330 m/s.

Prediction, demonstration and game exercise

Predict, observe, explain

Walk a loop and straight route; use clocks and positions; discuss varied wind/transport speeds.

Planned learner game exercise

Plan a delivery route, predict odometer and displacement arrow, then measure and compare.

Independent practice

Three rates with unit conversions; H: label velocities at four circle positions.

Original practice example · Shared

A learner walks 30 m out and 30 m back in 40 s. Find distance, displacement and average speed.

Show working and model answer

Working / reasoning

Distance = 60 m; final position equals start; average speed = 60/40.

Answer

60 m; 0 m displacement; 1.5 m/s average speed.

Exit check and success criteria

Two calculations correct and closed-loop zero displacement distinguished from distance.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Average speed is average of arbitrary speed readings; speed and velocity are interchangeable.

Practical preparation

Optional distance/time measurements, AT1,3.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-08 · FM-U3 · Planned

Distance–time graphs

ScopeShared + Higher extension
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Translate motion into a distance–time graph; calculate straight-line gradients; H: estimate instantaneous speed using a tangent.

8463 §§4.5.6.1.4 / 8464 §§6.5.4.1.4

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS3.1,3.2; MS4a–4e.

Needs firstFM-07

Explanation

A distance–time gradient gives speed. A horizontal segment means no additional distance is travelled. A tangent estimates the instantaneous speed on a curved trace; that tangent skill is Higher-only here.

Concepts, equations and units: Gradient=Δdistance/Δtime in m/s; axes m and s; tangent only H.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict graph segments for rest and changing speed; replay position data against the graph.

Planned learner game exercise

Drive a cart to match three graph segments; H: place a tangent on a curve.

Independent practice

Plot measurements, find two gradients and explain a horizontal section.

Original practice example · Shared

A straight distance–time segment goes from 4 s, 8 m to 10 s, 26 m. Find speed.

Show working and model answer

Working / reasoning

Gradient = (26 − 8)/(10 − 4) = 18/6.

Answer

3 m/s.

Exit check and success criteria

Labelled graph and two correct gradients; H tangent uses a sensible large triangle.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Graph depicts the physical hill; steeper means greater acceleration on every graph; distance graph decreases on return.

Practical preparation

Optional motion measurements, AT1,3.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-09 · FM-U3 · Planned

Acceleration and velocity–time graphs

ScopeShared + Higher extension
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Calculate acceleration and interpret velocity–time gradients; H: obtain displacement from signed areas.

8463 §§4.5.6.1.5 / 8464 §§6.5.4.1.5

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS3.3; MS3b,3c,4a–4f.

Needs firstFM-08

Explanation

Acceleration is change in velocity per second, so it comes from the gradient of a velocity–time graph. Area under that graph gives displacement on the Higher route. The squared-speed equation requires uniform acceleration; it is not restricted to Higher content.

Concepts, equations and units: a=Δv/t; m/s²; v²−u²=2as only uniform acceleration, all-tier content; H area under v–t in m.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare constant velocity, acceleration and braking traces; draw area tiles for H.

Planned learner game exercise

Program a cart through a target velocity trace; H: count squares/triangles to find displacement.

Independent practice

Three acceleration or uniform-acceleration calculations; plot v–t; H area task.

Original practice example · Shared

A cart’s velocity rises from 2 to 10 m/s in 4 s. Find average acceleration.

Show working and model answer

Working / reasoning

a = (10 − 2)/4.

Answer

2 m/s².

Exit check and success criteria

Two correct numerical answers and interpretation of gradient; H distinguishes displacement from total distance if negative velocity used.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Horizontal v–t means stationary; v²−u²=2as is H-only; acceleration is measured in m/s.

Practical preparation

RP-P7/RP-C19 data preparation; AT3.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-10 · FM-U3 · Planned

Free fall and terminal velocity

ScopeShared + Separate Physics extension
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Explain free fall and terminal speed; P: draw and interpret changing-force/velocity traces.

8463 §§4.5.6.1.5 / 8464 §§6.5.4.1.5

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.3,3.5; MS4a.

Needs firstFM-09,FM-03

Explanation

Freely falling near Earth means gravity is the only force considered in the ideal model. With drag, increasing speed increases resistance until it balances weight. At terminal speed, acceleration is zero but the object is still moving.

Concepts, equations and units: Near-Earth free-fall a≈9.8 m/s²; weight/drag N; terminal velocity when resultant=0.

Prediction, demonstration and game exercise

Predict, observe, explain

Drop an ideal body then a model parachute; label forces as speed changes.

Planned learner game exercise

Alter parachute area and payload, predict initial acceleration and terminal speed, compare model traces.

Independent practice

Explain the stages; P: sketch and annotate v–t for parachute opening.

Original practice example · Shared

A falling object has weight 20 N and upward drag 20 N. State its resultant and acceleration.

Show working and model answer

Working / reasoning

Opposite equal forces cancel; F_resultant = 0, so F = ma gives a = 0.

Answer

0 N and 0 m/s²; it may continue at terminal velocity.

Exit check and success criteria

Correct force balance at terminal speed and distinction between free fall and falling with drag; P trace consistent.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Terminal velocity means stopped; all falling objects have constant acceleration; shared content includes every separate-P graph requirement.

Practical preparation

Optional parachute investigation, AT1,2,3; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-U4 · Newton’s laws and stopping

Unit page →

FM-11 · FM-U4 · Planned

Newton’s first and third laws

ScopeShared + Higher vocabulary
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Apply first-law motion rules; identify third-law pairs acting on different objects; H: explain inertia.

8463 §§4.5.6.2.1,4.5.6.2.3 / 8464 §§6.5.4.2.1,6.5.4.2.3

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6.

Needs firstFM-03,FM-07

Explanation

Newton’s first law concerns forces on one body and unchanged velocity when their resultant is zero. Third-law pairs act on different bodies, so they do not cancel each other in a free-body diagram for a single object.

Concepts, equations and units: Zero resultant → unchanged velocity; interaction forces equal/opposite on different bodies; N.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict a low-friction cart continuing after a push; compare book–table interaction with forces on the book.

Planned learner game exercise

Sort force-pair cards and remove an erroneous arrow from a selected free-body diagram.

Independent practice

Explain three equilibrium/motion cases including a steady-moving cart.

Original practice example · Shared

A book rests on a table. Is the book’s weight and the table’s force on the book a third-law pair?

Show working and model answer

Working / reasoning

Both act on the book. The partner of table-on-book is book-on-table; the partner of Earth-on-book is book-on-Earth.

Answer

No. Each third-law pair acts on two different bodies.

Exit check and success criteria

Two accurate cases plus a third-law pair on distinct bodies; H vocabulary used meaningfully.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

A continuing force is required for steady velocity; weight and normal force on a book are a third-law pair.

Practical preparation

Optional cart and force-sensor demonstrations.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-12 · FM-U4 · Planned

Newton’s second law: acceleration investigation

ScopeShared + Higher extension
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Use F=ma; design force and mass comparisons; H: explain inertial mass as F/a.

8463 §§4.5.6.2.2 / 8464 §§6.5.4.2.2

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS2.1–2.7,3.5,3.7; MS3a–3c,4c.

Needs firstFM-09,FM-11

Explanation

Acceleration depends on the resultant force and the total accelerating mass. In a controlled test, vary only force or mass and track the full system. Friction and changing hanging mass can otherwise invalidate a claimed fixed-mass comparison.

Concepts, equations and units: F=ma; N, kg, m/s²; a∝F at fixed mass, a∝1/m at fixed F; inertial mass H.

Prediction, demonstration and game exercise

Predict, observe, explain

Show light gates/trolley/hanging-mass arrangement; include accelerating total mass and friction controls.

Planned learner game exercise

Plan two investigations varying resultant force or total mass; collect repeated accelerations.

Independent practice

Calculate three values, graph a–F and a–1/m, evaluate friction bias.

Original practice example · Shared

A 2 kg trolley system has resultant force 6 N. Find acceleration.

Show working and model answer

Working / reasoning

a = F/m = 6/2.

Answer

3 m/s².

Exit check and success criteria

Two calculations correct plus a controlled plan for both comparisons; H ratio explained.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Use driving force rather than resultant; changing hanging mass without tracking total mass is a fair fixed-mass test.

Practical preparation

RP-P7/RP-C19; AT1,2,3.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-13 · FM-U4 · Planned

Reaction time and safe stopping

ScopeShared + Higher extension + Separate Physics stopping graphs
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Separate thinking/braking distance; explain road, tyres, brakes and human factors; H: estimate deceleration forces.

8463 §§4.5.6.3.1–4.5.6.3.4 / 8464 §§6.5.4.3.1–6.5.4.3.4

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.5,2.2,3.4,3.7; MS2b,2c,2f,2h,3c.

Needs firstFM-09,FM-12,EN-05

Explanation

Thinking distance is travel before braking starts; braking distance is travel while the brakes reduce kinetic energy. Human factors change reaction time; road and vehicle condition change braking. A fixed-braking-force model makes braking distance grow with speed squared.

Concepts, equations and units: Stopping distance=thinking+braking; thinking distance≈v t_reaction; typical reaction times 0.2–0.9 s; KE and work models; H force estimate.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare identical speeds with different reaction times and surfaces; expose simulated human delay rather than measuring network lag.

Planned learner game exercise

Test a virtual road safety plan with distraction, tiredness, weather and tyre-condition cards; propose a ruler-drop method.

Independent practice

Summarise reaction-time repeats with mean/mode/median and histogram; plan representative participant sampling; calculate stopping distances. P: interpret speed–stopping-distance graphs for multiple vehicle types and estimate emergency-stop distances for a typical speed range. H: estimate forces.

Original practice example · Shared

At 15 m/s with reaction time 0.40 s and braking distance 18 m, find total stopping distance.

Show working and model answer

Working / reasoning

Thinking = vt = 15 × 0.40 = 6 m; stopping = 6 + 18.

Answer

24 m.

Exit check and success criteria

Two correct distances plus two causal factors and one data limitation; H estimate states assumptions.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Wet roads slow reactions; doubling speed only doubles braking distance under a fixed braking-force model.

Practical preparation

Optional teacher-supervised reaction-time study; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-U5 · Momentum

Unit page →

FM-14 · FM-U5 · Planned

Momentum and closed-system collisions

ScopeShared Higher + Separate Physics Higher calculations
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Calculate momentum; explain conservation when external resultant is negligible; P-H: calculate collision outcomes.

8463 §§4.5.7.1–4.5.7.2 / 8464 §§6.5.5.1–6.5.5.2

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.5; MS3b,3c.

Needs firstFM-07,FM-12

Explanation

Momentum uses signed velocity and is conserved when external resultant force is negligible during the event. Kinetic energy need not be conserved in an inelastic collision. Separate Higher adds collision-outcome calculations beyond the shared conservation explanation.

Concepts, equations and units: p=mv; kg m/s; signed total momentum conserved for closed system. Collision-outcome calculations P-H only.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare carts before and after a collision; separately track KE to show it need not be conserved.

Planned learner game exercise

Choose masses and velocities, predict direction and conserved total; P-H solve coupled-cart final speed.

Independent practice

C-H calculate individual momenta and explain conservation; P-H two event calculations.

Original practice example · Shared Higher

A 2 kg cart travels right at 3 m/s. Find momentum.

Show working and model answer

Working / reasoning

Choose right positive: p = mv = 2 × 3.

Answer

6 kg m/s to the right.

Exit check and success criteria

Correct signed momenta and conservation explanation; P-H correct final speed with stated closed-system assumption.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Momentum equals energy; conservation requires equal masses; all collisions conserve KE.

Practical preparation

Optional trolley collision measurements, AT1,2,3.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-15 · FM-U5 · Planned

Momentum change and protection

ScopeSeparate Physics Higher
Difficulty4 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Calculate average force from momentum change; explain crumple zones, helmets and airbags.

8463 §§4.5.7.3 / No Trilogy counterpart

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.4,1.5,3.6; MS3b,3c.

Needs firstFM-14

Explanation

The same momentum change spread over a longer stopping time produces a smaller average force. This is why a buffer can reduce force without changing the cart’s initial momentum. Average force is distinct from peak force.

Concepts, equations and units: F_average=Δp/Δt=mΔv/Δt for fixed mass; N, kg, m/s, s; signed change.

Prediction, demonstration and game exercise

Predict, observe, explain

Stop equal-momentum carts with hard and padded barriers; compare impulse time traces.

Planned learner game exercise

Design a buffer with fixed stopping change; lengthen stopping time and inspect force.

Independent practice

Two average-force calculations and a causal protection explanation, including constraints.

Original practice example · Separate Physics Higher

A 2 kg cart slows from 5 m/s to rest in 0.50 s. Find average stopping-force magnitude.

Show working and model answer

Working / reasoning

Magnitude = mΔv/Δt = 2 × 5/0.50.

Answer

20 N opposite its initial motion.

Exit check and success criteria

Both calculations within rounding tolerance and explicit same Δp/longer time/smaller average force chain.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Padding reduces initial momentum automatically; the displayed force is necessarily peak force.

Practical preparation

Optional toy-cart/force-data analysis; no human impact trials.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-U6 · Moments and fluids

Unit page →

FM-16 · FM-U6 · Planned

Moments, levers and gears

ScopeSeparate Physics
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Calculate moments and balanced loads; explain levers and gears as transmitting turning effects.

8463 §§4.5.4 / No Trilogy counterpart

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4; MS3b,3c,5a.

Needs firstFM-02,FM-03

Explanation

A moment depends on perpendicular distance from the pivot to the force’s line of action. Balanced clockwise and anticlockwise totals give rotational equilibrium. Levers and gears transmit turning effects; they cannot multiply energy.

Concepts, equations and units: M=Fd_perpendicular; N m; clockwise total=anticlockwise total at rotational equilibrium.

Prediction, demonstration and game exercise

Predict, observe, explain

Balance a beam, vary perpendicular distance and compare two gear trains; make clear no energy multiplication.

Planned learner game exercise

Position weights on a crane arm; select a lever/gear arrangement to meet a torque requirement.

Independent practice

Three moment/balance problems and one gears explanation; no advanced torque-speed equation required.

Original practice example · Separate Physics

A 20 N force acts 0.30 m perpendicular from a pivot. Find its moment.

Show working and model answer

Working / reasoning

M = Fd = 20 × 0.30.

Answer

6.0 N m.

Exit check and success criteria

Two correct balances, perpendicular lever arm identified and gear transmission explained.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Use distance along a sloping handle; moment measured in J because dimensions match work; gears create energy.

Practical preparation

Optional moments investigation, AT1,2.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-17 · FM-U6 · Planned

Fluid and atmospheric pressure

ScopeSeparate Physics
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Calculate normal-force pressure; explain atmospheric-pressure change with altitude.

8463 §§4.5.5.1.1,4.5.5.2 / No Trilogy counterpart

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.5; MS3b,3c,5c.

Needs firstFM-02; PM-01,PM-05 before this branch

Explanation

Fluid pressure produces forces normal to surfaces. Atmospheric pressure comes from air-particle collisions and decreases with altitude as there is less air above and lower density. Area conversions need squared units.

Concepts, equations and units: p=F/A; Pa=N/m²; F normal in N; A in m²; atmosphere particle model.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare contact areas and pressure gauges in a gas/liquid; ascend a model atmosphere with density labels.

Planned learner game exercise

Choose support-foot areas for a load; match altitude measurements to a particle explanation.

Independent practice

Three area-conversion pressure problems and a four-step altitude explanation.

Original practice example · Separate Physics

A normal force of 100 N acts over 0.020 m². Find pressure.

Show working and model answer

Working / reasoning

p = F/A = 100/0.020.

Answer

5000 Pa.

Exit check and success criteria

Two correct calculations and lower pressure linked to fewer particles/less air above.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Pressure acts only downwards; air has no mass; convert cm² as if it were cm.

Practical preparation

Optional pressure demonstrations, AT1,2; no pressure-vessel handling in game instructions.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

FM-18 · FM-U6 · Planned

Liquid depth, upthrust, floating and sinking

ScopeSeparate Physics Higher
Difficulty4 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Calculate liquid pressure changes; explain upthrust and buoyancy using pressure differences.

8463 §§4.5.5.1.2 / No Trilogy counterpart

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6; MS3b,3c,4a.

Needs firstFM-17,PM-01

Explanation

Greater liquid depth means a taller liquid column above a point. A submerged body therefore has greater pressure beneath than above, producing upthrust. Floating equilibrium requires upthrust to balance weight; it does not remove gravity.

Concepts, equations and units: p=hρg for pressure due to liquid column; Pa, m, kg/m³, N/kg; upthrust N; total pressure may include atmosphere.

Prediction, demonstration and game exercise

Predict, observe, explain

Place pressure sensors at several depths and on upper/lower faces of a block.

Planned learner game exercise

Choose a vessel and cargo density to float; reconcile upward/downward forces and depth data.

Independent practice

Two pressure-difference calculations and annotated floating/sinking explanations.

Original practice example · Separate Physics Higher

Find water-column pressure 2.0 m deep using ρ = 1000 kg/m³ and g = 10 N/kg, excluding atmosphere.

Show working and model answer

Working / reasoning

p = hρg = 2.0 × 1000 × 10.

Answer

20,000 Pa due to the water column.

Exit check and success criteria

Both values correct and upward resultant linked to greater pressure below; floating force balance correct.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Use total pressure as liquid-only contribution; floating requires no weight; larger density always means larger upthrust independent of displaced volume.

Practical preparation

Optional flotation/pressure-column demonstration.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

Sources and full programme

Sources checked 30 September–1 October 2026. Specifications govern content; textbooks supplement it. England has no single prescribed Physics course book. The full planning document includes sourced comparisons of Collins separate Physics and Trilogy books, Hodder/Hachette Physics and Oxford Physics listings, with access/approval limitations.

Download the complete Markdown programme and coverage matrix

A subsection map is proposed coverage. Clause-level educator review, item moderation, model validation and hands-on provision remain release gates. No all-board alignment or exam-board endorsement is claimed.