FM-U1 · Interactions and resultants

Unit scope

Lectures

FM-U1 · Interactions and resultants

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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.

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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 →

Area capstone

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.