England · Forces and motion · Unit FM-U3

Describing motion

A proposed unit with 4 lectures, independent practice and a unit assessment.

Unit scope

Filters show lectures with relevant core content. Mixed lectures retain clearly labelled Higher/separate extensions; those extensions are not required on other routes. Difficulty is a design rating, not a GCSE grade.

Lectures

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 →

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.